Students and staff say Travis Education Center's phone policy boosted focus but raised scheduling questions

Students and staff at Travis Education Center told the Travis Unified School District board that a stricter in-class phone policy has led to improved focus and higher grades for many pupils, while also creating practical issues for students who rely on devices for classwork outside instructional time.

In a presentation to the board, sophomore Kimberly Gutierrez said the policy'which limits phone use between classes but allows access before school, during breaks, lunch and after school'has helped her pay attention and complete work. "It's very helpful for most kids," she said. Student Jacob Russell, who produced a short video for the presentation, said the classroom practice of placing phones in a caddy removed distraction and reduced his anxiety: "Ever since then, I have had nothing but A's and B's." Teacher and staff speakers described an automatic routine in which students place devices in a clear caddy on arrival.

Why it matters: The policy touches instruction, student mental health and classroom management across sites. Board members asked for balanced reporting and asked students to share feedback from peers who remain skeptical.

Board questioning focused on dissenting views and implementation. Trustee [role label: Board member] asked the students what they had heard from classmates who opposed the policy. Russell said some students report anxiety when separated from phones or feel restricted from using devices for music or other personal uses; he and other presenters described a small informal poll showing mixed reactions but overall improvements in academic focus. Student board representative Ani Tran later told the board the policy has correlated with fewer fights and calmer school culture but that limited device access means some students cannot use extra class time to complete online assignments because laptops are not always available.

Staff described classroom routines and accommodations. A teacher who operates the caddy system said the practice has been in place over a year in some classrooms, became district-encouraged this year, and is now automatic for students. He noted exceptions for emergencies and urged adult role-modeling, asking staff and visitors to refrain from visible phone use on campus.

Next steps: Board members signaled support for continued monitoring, suggested collecting more systematic data on academic outcomes and equity impacts, and requested staff return with follow-up that captures both supportive and critical student experiences. The student presenters were invited to share their slideshow and video with the board and staff for further discussion.

The board moved on to the next agenda item after thanking the students for their presentation.