New research on school cellphone bans is complicating policy decisions as educators weigh restrictions meant to reduce distraction and improve learning. Studies have produced mixed academic outcomes—ranging from modest gains to little or no effect on test scores—even as some findings point to improvements in attendance or student well-being. A national analysis released this month by researchers at Stanford, Duke, the University of Pennsylvania, and the University of Michigan examined more than 40,000 schools using data from Yondr magnetic locking pouches. It found cellphone “pings” from school grounds fell by 30% after adoption, while teachers reported far less nonacademic phone use in class. While the results document changes in device behavior, the broader evidence base suggests schools still face uneven effects across student groups and implementation settings—making local policy design and evaluation essential for stakeholders considering bans.