The Evidence Behind Connect Phone-Free
Connect Phone-Free began with research. Before developing our Action, Alpha Rho Sigma examined peer-reviewed scholarship, Indiana and national youth data, public policy, and the experiences of Indiana educators and administrators. This page allows visitors to follow the connection from: Source → Finding → Action.
Our Research Approach
Our Honors in Action investigation brought together several forms of evidence
Peer-Reviewed Research
Eight academic sources examining adolescent identity, social media, peer relationships, and phone-restricted school environments.
Public Data
Indiana and national adolescent behavioral-health and social indicators.
Policy & Government Sources
Legislation and public guidance concerning school wireless-device restrictions.
Primary Research
Five structured interviews with Indiana educators and administrators.
Phi Theta Kappa
The 2026/2027 Honors Program Guide, which provided the intellectual framework for our Honors in Action investigation.
Four Peer-Reviewed Sources
These studies helped us investigate how digital environments intersect with adolescent identity formation. Across the literature, recurring themes included: Identity exploration, Self-presentation, Social comparison, External validation, Self-concept, Belonging, and Authentic interpersonal relationships.
Avci, H., Baams, L., & Kretschmer, T. (2024)
A Systematic Review of Social Media Use and Adolescent Identity Development
This review helped us distinguish between the quantity of social-media use and the quality of engagement. Our synthesis used it to examine social comparison, self-presentation, external validation, self-concept clarity, and identity exploration.
Used in: Who Am I Online? • Social Media Reality Check • Research & Findings
Elvira-Zorzo, M. N., & Bayona Gómez, P. (2025)
Identity Construction and Digital Vulnerability in Adolescents: Psychosocial Implications and Implications for Social Work
This source helped us examine digitally mediated identity construction and the role of likes, comments, follower counts, and algorithmic feedback in self-presentation and external approval. It also emphasized supportive school environments and opportunities for authentic offline interaction as potential protective factors.
Used in: Who Am I Online? • Social Media Reality Check • Educator Toolkit
Kumar, S. (2025)
The Impact of Social Media on Adolescent Identity Formation and Mental Health (2015–2024): A Systematic Review
This source helped our chapter examine social media as a setting for identity exploration and intentional online self-presentation while considering associations involving social comparison, self-esteem, identity uncertainty, and mental-health experiences. Our synthesis particularly drew from the distinction between active participation and passive browsing.
Used in: Social Media Reality Check • Who Am I Online? • Family Toolkit
Budaraga, I. (2025)
The Role of Social Media in the Formation of Adolescent Identity: A Review of Psychology and Popular Culture
This source helped us examine the dual nature of digital environments: social media can provide opportunities for identity exploration while also introducing pressures involving external validation, conformity, social comparison, body image, and fear of missing out. Our synthesis also identified family relationships and digital literacy as potential protective influences.
Used in: Social Media Reality Check • Family Toolkit • Who Am I Online?
Four Peer-Reviewed Sources
Our second research stream examined what happens when schools intentionally change the environment by restricting immediate access to smartphones. Rather than asking only whether phone restrictions reduce screen time, we were particularly interested in what happens to: Face-to-face communication, Peer interaction, Social connection, Classroom engagement, Student well-being, and The social environment of the school.
King, D., Radunz, M., Galanis, C. R., Quinney, B., & Wade, T. D. (2024)
"Phones off while school's on": Evaluating Problematic Phone Use and the Social, Wellbeing, and Academic Effects of Banning Phones in Schools
This study helped us evaluate the social, well-being, and academic effects associated with school phone restrictions, including the relationship between problematic phone use and students' experiences in phone-free school environments.
Used in: Educator Toolkit • Phone Down. Now What? • Connection activities • Research & Findings
Baggio, S., Wade, T. D., Radunz, M., Galanis, C. R., Billieux, J., Starcevic, V., Quinney, B., & King, D. L. (2025)
Psychological Consequences of School Mobile Phone Bans: Emulated Trial of a Natural Experiment in South Australia
This study helped us examine psychological outcomes associated with a school-wide mobile-phone restriction. Its findings contributed to an important caution: Restricting access to phones should not automatically be treated as a stand-alone solution for broader adolescent developmental or psychological outcomes.
Used in: Educator Toolkit • Research & Findings • HIA Story
Goodyear, V. A., Randhawa, A., Adab, P., Al-Janabi, H., Fenton, S. A. M., Jones, K., Michail, M., Morrison, B., Patterson, P., Quinlan, J., Sitch, A., Twardochleb, R., Wade, M., & Pallan, M. (2025)
School Phone Policies and Their Association with Mental Wellbeing, Phone Use, and Social Media Use (SMART Schools): A Cross-Sectional Observational Study
This study was important to one of our central cautions: restrictive school phone policies can reduce opportunities for phone and social-media use during school without necessarily producing corresponding improvements in overall mental well-being. That distinction helped prevent our Action from treating: PHONE-FREE = PROBLEM SOLVED.
Used in: Educator Toolkit • Family Toolkit • Research & Findings • HIA Story
Goodyear, V. A., Randhawa, A., Adab, P., Al-Janabi, H., Fenton, S. A., Michail, M., Patterson, P., Sitch, A., Wade, M., & Pallan, M. (2026)
How School Phone Policies Influence Adolescent Phone Use and Wellbeing (SMART Schools): A Qualitative Comparative Case Study
This qualitative study helped us understand how phone policies can influence adolescents' everyday experiences. It was especially useful for examining direct interaction, peer relationships, student experiences of restriction, social opportunities, and the different roles phones can play. This evidence contributed to one of the most important ideas behind our Action: REMOVING THE PHONE CREATES SPACE. IT DOESN'T DETERMINE WHAT FILLS IT.
Used in: Phone Down. Now What? • Conversation Cards • Educator Toolkit • Research & Findings
The Four + Four Model
Digital Identity — 4 Sources
↓ Identity exploration
↓ Self-presentation
↓ Social comparison
↓ External validation
↓ Authentic identity
Phone-Free Environments — 4 Sources
↓ Phone restriction
↓ Changed environment
↓ Peer interaction
↓ Face-to-face opportunity
↓ Student experience
Our Synthesis
Digital environments influence how adolescents experience identity and relationships. Phone-free environments change the social conditions in which those experiences occur.
Understanding the local context
Indiana data allowed us to examine adolescent behavioral health and digital engagement closer to home — and to consider how Indiana's patterns compare with national trends. The references below provided the surveillance data and analytical context for that comparison.
Indiana State Epidemiological Outcomes Workgroup. (2025)
The Impacts of Social Media on Behavioral Health in Adolescents: An Assessment of Mental Health and Substance Misuse.
Indiana Family and Social Services Administration.
The report helped us examine social media as a setting for adolescent identity, validation, peer interaction, and emotional regulation while also considering reported concerns involving comparison, cyberbullying, sleep, stress, and social isolation.
https://www.in.gov/dA/9c87b9894f/2025-SEOWImpactsofSocialMedia.pdf?language_id=1Centers for Disease Control and Prevention. (2024)
2023 Youth Risk Behavior Survey results.
Provided national adolescent behavioral-health indicators including mental health, persistent sadness, suicide-related behaviors, cyberbullying, and school safety.
cdc.gov/yrbs/results/2023-yrbs-results.htmlCenters for Disease Control and Prevention. (2024)
Youth Risk Behavior Survey data summary & trends report: 2013–2023.
Provided trend data spanning 2013–2023, allowing us to examine how adolescent behavioral-health indicators have changed over time.
cdc.gov/yrbs/dstr/pdf/YRBS-2023-Data-Summary-Trend-Report.pdfCenters for Disease Control and Prevention. (2024)
Youth Risk Behavior Surveillance—United States, 2023.
MMWR Supplements, 73(4), 1–120.
Provided the comprehensive national surveillance report underlying our comparison of Indiana indicators with national averages.
cdc.gov/mmwr/volumes/73/su/pdfs/su7304a2-H.pdfIndiana Department of Health. (2023)
Youth Risk Behavior Survey (YRBS) 2023 results: General facts.
Provided Indiana-specific adolescent behavioral-health and digital-engagement indicators for comparison with national trends.
in.gov/health/mch/files/YRBS 2023 - General facts.pdfYoung, E., McCain, J., Mercado, M. C., et al. (2024)
Frequent social media use and experiences with bullying victimization, persistent feelings of sadness or hopelessness, and suicide risk among high school students—Youth Risk Behavior Survey, United States, 2023.
MMWR Supplements, 73(4), 23–30.
Examined associations between frequent social-media use and bullying victimization, persistent sadness, and suicide risk among high school students — directly connecting to our analysis of digital engagement and behavioral health.
cdc.gov/mmwr/volumes/73/su/su7304a3.htmImportant limitation: These surveillance data identify patterns in adolescent digital engagement, peer experiences, and behavioral health. Considered alongside separate research on problematic social media and smartphone use, they provide context for understanding possible relationships among these factors. However, the surveillance data do not measure problematic use directly and, because they are cross-sectional, cannot establish whether social media or smartphone use caused the reported outcomes—or determine the direction of those relationships.
How states are restructuring the school environment
Our investigation examined policy approaches in Indiana, Utah, Arkansas, and Florida. The citations below provide the statutory and regulatory basis for our four-state policy comparison. For the full comparative analysis, see Four States. Four Approaches. in our Research & Findings.
Arkansas
Arkansas Division of Elementary and Secondary Education. (2025, June 30). Bell to Bell, No Cell policy submission memo (Memo No. COM-25-082). adecm.ade.arkansas.gov/ViewApprovedMemo.aspx?Id=5755
Arkansas General Assembly. (2025). Act 122: Bell to Bell, No Cell Act. arkleg.state.ar.us/Acts/FTPDocument
Arkansas General Assembly. (2025). S.B. 142: To create the Bell to Bell, No Cell Act; and to amend the requirements for public school discipline policies with regard to student use of personal electronic devices. arkleg.state.ar.us/Bills/Detail?id=SB142
Florida
Florida Legislature. (2007). Florida Statutes § 1006.07: District school board duties relating to student discipline and school safety. flsenate.gov/Laws/Statutes/2007/1006.07
Florida Legislature. (2023). Chapter 2023-35, Laws of Florida. leg.state.fl.us/2023
Indiana
Indiana General Assembly. (2024). Indiana Code § 20-26-5-40.7: Wireless communication device policy. legiscan.com/IN/text/SB0185
Indiana General Assembly. (2026). Indiana Code § 20-26-5-40.7: Wireless communication device policy. iga.in.gov — SB0078
Utah
Utah Legislature. (2026). Enrolled copy of S.B. 69: School device revisions. le.utah.gov/Session/2026 — SB0069
Utah State Board of Education. (2025). R277-495: Electronic devices in public schools. rules.utah.gov — R277-495
Listening to Indiana educators
Published research wasn't our only source of information. Alpha Rho Sigma conducted five structured interviews with Indiana educators and administrators to better understand how phone restrictions were being prepared for or experienced locally. Participant identities are not published. Interview excerpts and findings presented throughout this site are drawn from those conversations with permission.
Alpha Rho Sigma Chapter. (2026). Structured interviews with Indiana educators and administrators regarding phone-free school environments [Unpublished interview transcripts]. Ivy Tech Community College Bloomington.
Phi Theta Kappa Honors Program Guide
Phi Theta Kappa Honor Society. (2026)
Honors Program Guide: What's Next? Imagining the Future.
This guide provided the intellectual and programmatic framework for our Honors in Action project. Our chapter selected Theme 1, which asks: "What influence will relationships and identity have on how people interact with an ever-changing world in the future?"
The Guide also emphasizes that HIA research should be interdisciplinary and initially considered through an international lens, even when the resulting Action ultimately occurs locally.
From Source → Finding → Action
Every major claim made on Connect Phone-Free should ultimately be traceable.
We don't want our community to simply take our word for it. We want them to be able to see where the information came from.