Connecticut
Connecticut Board of Education recommends cell phone restrictions in public schools
Ericka Henriquez
As public school students return to school in New Haven, they will be met with some new rules around their cell phone use.
On Aug. 21, the Connecticut State Board of Education approved a new recommendation for Connecticut public schools: cell phones should not be used at all during the school day of elementary and middle school students, while cell phone use in high schools should be limited.
However, as students begin to get used to the new normal in schools, the opinions of students, educators, parents and medical professionals highlight just how complex reactions are to the cell phone ban.
“I think to me as a parent and an educator, the recommendation sounds like it is aligned developmentally and it encourages social interaction, while also giving some flexibility at older ages,” Mira Debs GRD ’16, lecturer in the sociology department and director of undergraduate studies of the Education Studies Program, said. “However, I can’t speak for all parents or students, for there are various experiences that provide a different perspective to this recommendation.”
The scientific basis for the cellphone ban recommendation
According to Xi Chen, professor of health policy at the School of Public Health, cell phones have led to reduced cognitive capacity, as students are now more likely to just use a readily available information source without relying on their cognitive abilities. Cell phones have also led to sleep deprivation as blue light from phones disrupts the normal circadian cycle, and social media has its litany of mental health consequences, from intense feelings of isolation and stress to self-harm.
However, when it comes to students, the dangers of cell phones listed above are only exacerbated and can impair the learning experience in the classroom. And even if they are not actively using it but can see their phone, they can still get distracted, according to Ada Fenick, professor of pediatrics at the School of Medicine.
“So if you’re feeling like you’re constantly having to look at your phone, your attention span for your schoolwork is definitely lowered because you’re constantly going back to check,” Fenick told the News.
Cell phones have also been shown to increase cyberbullying in school, which is associated with feelings of depression and self-harm, according to Fenick. This is especially true when cyberbullying can now be done at a distance by anyone and posts on social media can be permanent.
Additionally, outside the classroom, cell phones have been shown to reduce the social-emotional skills of students. According to Chen, students are more likely to develop social isolation as they spend more time on the screen and do not learn how to talk to their peers, which has a variety of negative effects.
“We know that face-to-face communication between children is best because human society is built on face-to-face interaction,” Chen said. “But cell phones and online communication crowd out their valuable time to engage with their peer students. There’s even some evidence that brain development can be affected as the important skills of communication and creativity aren’t engaged.”
According to Debs, the COVID-19 pandemic provided the opportunity for students to have unlimited access to their cell phones because they were home all the time. Coming back to school made the issues of cell phones in the classroom that much clearer to educators.
Bullying, lack of communication skills and reduced attention span are not anything new in schools, but cell phones exacerbate these issues. According to some teachers, the lack of cell phones has created great changes in the classroom.
“The reports that have come out from schools that have implemented a ban is that it makes teachers’ work so much easier. They feel like they have more positive interactions with students, creating a very positive impact on the school climate overall,” Debs told the News.
Community reactions for and against phone restrictions
Some New Haven students, however, are skeptical about how cell phone restrictions would be effectively implemented and wonder how restrictions could still prioritize students’ rights.
Jonaily Colón, a junior at New Haven’s High School in the Community, or HSC, serves as a student representative on the New Haven Board of Education. She says she is comfortable with cell phones being restricted, agreeing they can stifle engagement in the classroom, but feels students should be able to access them when they need to, especially to communicate with family or manage emergency situations.
“In case of a Code Red or anything like that, say we have our phone in a Yondr pouch, you can’t text anyone,” she said.
In August, the New Haven Independent reported that Barnard Environmental Magnet School and Troup School are spearheading the use of Yondr pouches, magnetic lockboxes that prevent cell phone usage inside a designated “phone-free space.”
Colón hasn’t yet witnessed any effort to restrict cell phone use in HSC, but her peers have heard about the Yondr pouches from students at other schools. Colón understands that a teacher’s reprimand is often not enough to discourage students from using phones, but her peers have objections to forcible restriction. She imagines that an enforced cell phone regulation would provoke major complaints about students’ right to their own property.
“A lot of people are like, ‘They’re not taking my phone away from me,’” Colón recalled. “‘I bought it and I’m going to use it.’”
According to Seth Zimmerman, a member of the Connecticut Board of Education and professor at the School of Management, the issue of parent-student communication during school is a salient one.
He believes that as schools and districts implement cell phone restrictions, they also have a role to play in addressing parents’ concerns about how to reach their children.
“District leaders who have successfully implemented these policies talk about how it was important to be sure that parents knew how to get in touch with their kids without calling or texting their cell phones, usually by calling the school office,” Zimmerman wrote in an email to the News. “It’s of course also important for schools to make sure they have procedures in place that work. When a parent calls the school office, someone has to pick up the phone.”
Cell phone ban may miss bigger issues
Other New Haven Public Schools students believe that cell phone usage is just one of a host of problems that interfere with student engagement.
John Carlos Musser, a senior at Wilbur Cross High School and another student representative on the New Haven Board of Education, explained that infrastructure, mental health and staffing issues are part of the reason students are so inclined to turn to distractions. He thinks policymakers should focus on addressing those issues while they discourage cell phone use.
According to Musser, the library and music wing at Wilbur Cross have been shut down due to mold, and the ceiling of a classroom caved in during his sophomore year. Over the course of his first three years of high school, six of his teachers have gone on leave or formally left the school, leaving substitute teachers to lead classrooms.
“I feel like there’s a constant theme where we put a lot of blame on students,” Musser said. “We blame students for lack of engagement by going on their phones. But I think there’s other things institutionally that need to be faced and money needs to be spent on, rather than pouches.”
Musser agreed that a cell phone ban would be appropriate for elementary and middle school students, but highlighted the ways technology can also benefit students’ learning, especially in high school settings.
He noted that, because of dwindling support from the COVID-era Elementary and Secondary School Emergency Relief Fund, some students are losing access to school-provided computers.
“The way our assignments are given now, a lot of it is dependent on technology,” Musser said. “And for some kids, the only form of technology they have, because COVID relief money is no longer coming around and they’re not receiving computers, is their phone.”
Connecticut is among 14 states that have recommended or enforced cell phone bans in their public schools.
Connecticut
BUILDing Connecticut’s Capital City: Unique UConn Course Celebrates Five Years of Partnership, Collaboration, and Hartford Stories – UConn Today
On a Wednesday afternoon in late April – tucked inside a quiet brick building in Hartford’s Frog Hollow neighborhood, just a few blocks from the shining gold dome of Connecticut’s State Capitol building – a celebration took place.
On the third floor of The Lyceum – an historic site that at different times in its past housed a box manufacturing company, a punk rock dance club, and a roller-skating business – there were balloons, and there was music. Drinks and hors d’oeuvres. Smiles and handshakes and hugs passed around.
But the celebration wasn’t really about those things.
The celebration was about Hartford, and about a unique partnership with UConn that has been working for five years to uplift, support, and promote all that Hartford has to offer through creators with a new perspective on the capital city: UConn students.
Since 2021, the three-credit course BUILD Hartford, offered by the Connecticut Center for Entrepreneurship and Innovation, or CCEI, has engaged cohorts of both undergraduate and graduate students working on a real-world opportunity to hone their business storytelling skills by partnering with Hartford’s business, civic, culinary and hospitality, and entrepreneurial ecosystems.
In the last five years, about 100 UConn students have collaborated with more than 30 diverse businesses and entities in Hartford on innovative and creative social and multimedia projects aimed at supporting and promoting development in the city.
“BUILD Hartford is a hands-on UConn course that turns digital storytelling into real support for Hartford’s businesses,” says Rory McGloin, CCEI’s associate director of entrepreneurial communication and research and the course’s instructor. “Students produce videos, social campaigns, and strategic content while working side-by-side with restaurants, shops, and entertainment venues right here in the downtown area.”
Fresh Perspectives
Just below the surface, there’s more to Hartford than its moniker – the Insurance Capital of the World – would suggest.
The city’s metro region is home to six major industries, and the city itself is home to more than 122,000 people – and its population is growing, increasing more than 2% since the 2020 U.S. Census.
Beyond the Hartford metro’s powerhouse industries, like the insurance, aerospace, and health sectors, is a thriving business climate bolstered by a diverse and educated workforce, an innate appreciation for arts and culture, and an ecosystem of innovation and support for start-up and second-stage companies.
But without storytelling, says McGloin, how will people know about it?
“It’s pretty simple – you’ve got to tell a story,” he says. “Because you can read all the advertisements and billboards all over the state. But if you have a good friend and they told you that they got a good cup of coffee across the street, you can get a great slice of pizza down the road, there’s a cool new retail shop on Pratt Street, then you go check it out.”
And that’s where UConn’s student come in, offering fresh perspectives from both traditional and nontraditional students, all with their own diverse backgrounds and life experiences, some from Connecticut – but many not.
Participating students range from fine arts and digital media majors, to communication and business students, to MBA and MFA candidates, but they all work toward the goal of gaining valuable life and career skills and building their own portfolios while contributing research, branding, storytelling, and exposure for Hartford businesses and civic organizations.
“And that’s what this course is about. We set a mission, we talk about our tactics, we learn what a story is, and then the students are in charge of figuring out how to get the job done,” McGloin says. “And they show up, and they present, and they reap the benefits, along with the community and business partners we get a chance to work with.”
A Little Bit of Everything
Karlas Felix ’26 MA didn’t grow up in Connecticut, and she didn’t know a lot about Hartford before coming to the state for college, first her undergraduate studies at Wesleyan and now UConn, where she’s a first-year communication master’s student.
But what drew the New York native to BUILD Hartford was the opportunity it offered to learn while stepping outside of a classroom setting.
“When I heard about the course, I thought it was the perfect opportunity for me to explore making digital content, and to learn about companies, but also to learn what I like to do and develop my voice in the workplace,” she says. “Because I want to make the most of my degree. Not just get in classes, but also get experiences.”
This year, she was part of a BUILD team partnered with Real Art Ways, a multidisciplinary nonprofit arts organization in Hartford that supports contemporary artists, and she got to collaborate not only with her fellow students but also with the marketing professionals within the organization.
“We came up with a storyboard,” Felix says. “We came up with a noun – the noun was art. We wanted to talk about art in Hartford, and we developed a story around how we could do that. How can we show that?”
They built their story through on-site interviews at Real Art Ways, and created a composed six-minute final video that brings the audience inside where art lives – here, in Hartford.
Felix has signed on to take the BUILD course again next year, and she says she’s taking the course multiple times because even though she’s based in Storrs, it’s worth the trip to Hartford to take part in a real-world experience that “gets you out of your seat.”
“Do you want a course that’s hands-on, or do you want to sit in a lecture?” she asks. “Do you want something that you can actually use and apply? Do you want to learn more about yourself, and even develop the language for networking? If you want an opportunity to get real experience, this is where to get it – this is where you’re supposed to be. You get a little bit of everything.”
Start Yesterday
In its first five years, BUILD Hartford was supported by Shari Cantor ’81 (BUS) and Michael Cantor ’80 (ENG) ’83 JD, but the program has since expanded to also include a BUILD Hartford Fellowship, supported by the state of Connecticut Department of Economic and Community Development’s Office of Statewide Marketing and Tourism.
The fellowship offers an immersive experience where undergraduate and graduate UConn students can engage directly with Hartford’s hospitality, entertainment, and food service sectors.
Abigail Robinson ’25 (CLAS/SFA) ’26 MA participated in the BUILD program before becoming a BUILD Fellow this past academic year. The communication master’s student, a New Hampshire native who majored in digital media and design as well as communication as an undergraduate, says that she was a passionate storyteller even as a child.
“In high school, I did my senior project on telling stories through photography,” Robinson says. “I was focused on telling emotion through portraiture. So, I knew when I was coming to school, applying to schools, I really wanted to be somewhere that would support me in my storytelling journey.”
One of two fellows, Robinson says her role was to essentially become an influencer on behalf of Hartford, starting with the Hartford Taste festival last June.
“It was a huge event, very hot summer day, and I really just got thrown into it,” she says. “I had to learn how to do one-on-one interviews with people, which I had maybe a little bit of experience with, but when you’re at such a big event, you really have to just start going up and being like, ‘Hi, I’m Abbie, can I have an interview?’”
She used that experience to help her jump head-first into projects involving Hartford’s historic Butler-McCook House; collaborations with Hartford Athletic and the local coffee shop, Story and Soil; and a Hartford for the Holidays campaign, launched in coordination with the Hartford Chamber of Commerce.
“Every single connection I have made has been extremely meaningful and impacted me in so many ways,” Robinson says.
But the value of BUILD isn’t only limited to what the students get out of it – the partners benefit as well, according to Ben Dubow, the executive director of Forge City Works.
One of the first local partners to agree to work with BUILD students, Forge City Works is a nonprofit organization that operates The Lyceum as well as several other social enterprises in Frog Hollow, including The Grocery on Broad Street and the Fire by Forge restaurant.
“We said ‘yes,’ because entrepreneurs often say ‘yes,’ and you led with ‘free,’” says Dubow. “But the value we got, the questions that you asked, caused us to think differently about our own businesses.
“In the real world, unlike most of the fictional world, great storytelling isn’t about creating or making up stories. It’s about finding them, and making them come alive. And these folks helped us tell our story.”
In addition to recruiting students for its next cohort, BUILD Hartford is currently searching for additional supporters and partners to be part of the ongoing collaborations between its students and the city – collaborations that current partners ringingly endorsed during the celebration at The Lyceum.
“Start tomorrow,” says Rashad Hyacenth, executive vice president of business development for Hartford Athletic, “because these students are the future, and we have some of the brightest students in the country in this program, right here. Simple as that.”
“Start tomorrow,” agrees Jennifer Accuosti, senior marketing manager for the MetroHartford Alliance. “Send that email. It’s been wonderful, and we’ll work with [BUILD Hartford] again in a heartbeat, whether that’s under the chamber, under the MetroHartford Alliance, under any of our initiatives, to tell Hartford’s story.”
“Start yesterday,” says Rachel Lenda, the state of Connecticut’s director of tourism. “We’ve invested a lot into this program on purpose, with intention. We believe in the product. We’ve seen it. And I have felt it here from these incredible young professionals who are going to be working for you in this room.
“And you’re going to be so excited to have them on your team when they do.”
All digital storytelling projects produced by BUILD Hartford students are available to view on YouTube, courtesy of the Connecticut Center for Entrepreneurship and Innovation.
For more information about BUILD Hartford and the entrepreneurial and business accelerator opportunities available through CCEI, visit ccei.uconn.edu.
Connecticut
Canadian aerospace company Bombardier launching new ‘fast track’ training program in Connecticut
WINDSOR LOCKS, Conn. (WTNH) — Bombardier, a Canadian company, is launching a new “fast track” training program in Connecticut.
The new program will expand Connecticut’s aerospace industry by creating an accelerated pathway for experienced aircraft maintenance technicians to receive new certifications and enter high-demand careers quickly.
“We know the demand for aviation technicians far exceeds the number of students we can currently prepare throughout our traditional programing alone,” Dr. Alice Pritchard, executive director of Connecticut technical education and career system, said. “Our goal is to create a sustainable workforce solution that can continue producing skilled aviation technicians for years to come.”
The program is set to start soon at the company’s service center at Bradley International Airport.
Injuries were reported in a multi-vehicle crash on Interstate 91 South in Hartford on Wednesday morning.
State police said the four-vehicle crash happened around 5:55 a.m.
The highway was briefly closed between exits 30 and 29A. It has since reopened.
According to state police, injuries were reported, but the extent is unknown.
The crash remains under investigation.
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