Off and Away

Spring 2026 "Off and Away" Expectation Survey Results

The "cell phone survey" was open April 2–17, 2026, and distributed through ParentSquare and district websites with email reminders from school administrators and SEA. Participants included students in grades 6–12, Shoreline School District parents/guardians, and all district staff.

3,951 Responses:

2,030 students in grades 6-12
1,418 parents/guardians
503 staff

Key Findings:

A majority of all respondents say that they feel very positive, positive, or neutral about the "off and away" expectation (68%).
A majority of staff responding report that the "off and away" expectation has had a positive/very positive impact on student engagement (76%), assignment completion (57%), and overall school climate (71%). Less than 4% of staff responding report negative impacts in any of those areas.
A majority of parents and guardians report that the expectation has had a positive/very positive effect on their child's participation in class (76%), focus and attention at school (78%), school work completion (71%), mental health (73%), overall health (71%), relationship with friends (71%), and relationship with teachers and staff (74%).
73% of students responding report that the expectation was very or extremely clear this year, with another 22% saying it was somewhat clear.
A minority of students report that having their phone off and away this year has had a negative/very negative impact on their participation in class, focus and attention at school, mental health, overall health, relationship with friends, relationship with teachers and staff.
The survey reinforces what we have heard from school staff, administrators, and students this year: that enforcement of an "off and away" expectation presents more challenges outside of the classroom and instructional time than in class.

Takeaways:

Overall, the survey responses suggest that the “off and away” expectation has contributed to a more focused and positive learning environment across schools. Responses from staff and families indicate broad support for the expectation and reflect perceptions of improved student engagement, attention, and school climate. The results also suggest that expectations were communicated clearly to most students and implemented most successfully during instructional time. At the same time, the feedback highlights ongoing challenges with consistent enforcement in less structured settings and underscores the importance of continuing to refine implementation practices while balancing student well-being and social connection.

Open-Ended Question Responses:

A majority of the 118 comments received indicate broad community support for reducing phone distractions during the school day, particularly during instructional time. Some respondents also identified important implementation challenges related to consistency, enforcement, accommodations, safety communication, and broader student technology use. Many commenters support the goals of the policy while wanting more clarity, flexibility, and sustainable enforcement practices moving forward.

Survey Summary Report

Survey Response Data by Question

To foster a learning environment that helps students focus, connect with peers, and fully engage in school—without digital distractions—the Shoreline Education Association (SEA) and the district worked together through bargaining to create the “Off and Away” agreement. This has been implemented at all Shoreline schools, with an emphasis at middle and high schools, where student cell phone and personal electronic device use is more prevalent.

Why This Change?

Research shows that limiting phone use during the school day:

Improves focus, learning, and engagement
Supports students’ mental and physical health
Reduces social pressures, distractions, and cyberbullying

This change supports our goal of maintaining an environment where all students can thrive—academically, socially, and emotionally.

Direction from Washington State Office of Superintendent of Public Instruction (OSPI)

OSPI Guidance on Cell Phone and Smart Device Use in Schools

"I am challenging all Washington school districts to engage their communities over the next year with a goal to reduce distractions during instructional time and determine a path for restricting cell phone and smart device use in class by the start of the 2025-26 school year." - Chris Reykdal, State Superintendent of Public Instruction

What It Means for Students the 2025-26 School Year

Devices include: Cell phones, earbuds, smartwatches, GPS trackers, and similar electronics.

Setting	Grades K-8	High School
Classrooms and instructional spaces	Devices must be off and put away	Devices must be off and put away
Hallways, bathrooms, library, and common areas (including during passing time)	Devices must be off and put away	Devices must be off and put away
Lunch period	Off and away	May use phones during lunch
Before first bell / After last bell	Use permitted	Use permitted

Exceptions: All accommodations and decisions will continue to align with IDEA, Section 504, and ADA requirements to ensure students with disabilities receive appropriate access and support.

What Families Can Expect

Students will not have access to devices, including cell phones, earbuds, smartwatches, GPS trackers, and similar electronics, during the school day (except for lunch at Shorecrest and Shorewood).
Please plan to contact the main office if you have an emergency need to reach your child during school hours, and remind them to call you from the school office phone if needed. Office staff can look up parent/guardian phone numbers for students who do not have them memorized.
In addition to the google form below to receive community input, a survey will be sent later in the school year to students, staff, and families.

Community Forums

In December 2025, the district and SEA held two community forums to share teacher perspective, gather parent/guardian input, grow consensus, and share details and the importance of the plan to eliminate the negative impacts of cell phones and other personal devices in the learning environment. They also discussed the “off and away” expectations at our schools and offered an opportunity for comment from those in attendance and additional input via online form.

Presentation slides

FAQs

Why did Shoreline Schools and SEA come to an agreement about cell phones in our schools?

The District and SEA share a commitment to ensuring students in Shoreline’s classrooms can focus, connect with peers, and fully engage in school—without digital distractions. They worked together through the collective bargaining process to create the “Off and Away” agreement to facilitate a learning environment that followed the guidance set out by the Office of the Superintendent of Public Instruction (OSPI), considered educators’ input about the negative impact of personal electronic devices in our schools, and supported student learning by minimizing digital distractions.

How do I get in touch with my child to inform them of changes to a prearranged schedule or to convey other information?

There are several ways for families to communicate while a student is at school:

Students can receive emails at their district email address, and they can check their email account on their school-issued device.
Families can call, email, or ParentSquare message the school’s front office and ask for a note to be delivered to the student.
Offices at our schools have phones, and students can use them to call a parent/guardian.
Messages can be sent to students' phones, which they will receive after school ends for the day (or during lunch at high schools).

What happens in an emergency?

Why can’t I communicate with my student during a school emergency?

Not having access to social media and texting might actually keep students safer during an emergency.

This keeps students from messaging locations or other information that could compromise safety.
Students will be able to more clearly focus on instructions and directions from school staff and first responders during an emergency situation.
Allows the district to communicate accurate information to families regarding a situation, reunification, and other announcements.
Minimizes wireless/cellular traffic that may inhibit emergency responders’ capacity to communicate.

How does my child who is diabetic or has a health need monitor their medical condition without a cell phone?

I have a child who is neuro-divergent, has anxiety, or has another need for digital access to support their well-being while at school. How will situations such as these be handled?

All accommodations and decisions will continue to align with IDEA, Section 504, and ADA requirements to ensure students with disabilities receive appropriate access and support. For example, if a student needs to have access to headphones or calming music, headphones with a cord can be provided so that the student can listen to music through their computer or block noise as they move throughout the building. Or if a student must be able to reach their parent, a plan can be developed for the student to call or email home from the office or other designated location.

Logo Image

Logo Title

In This Section