A new analysis of global research on school cellphone restrictions found results that vary by context—some studies show modest academic gains, while others report little to no test-score impact despite sharp declines in phone activity. The reporting emphasizes that randomized trials are rare and that evaluating cellphone policies in real schools is difficult. Among the newer evidence, a national study from researchers at Stanford, Duke, the University of Pennsylvania, and the University of Michigan analyzed data from more than 40,000 schools using Yondr magnetic locking pouches. The study found cellphone “pings” from school grounds dropped by 30%, and teachers reported less nonacademic phone use during class. For university educators and education policy leaders, the takeaway is that behavior change alone may not predict academic impact uniformly—driving demand for better measurement approaches and policy design tailored to student well-being and instructional goals.