As we’ve been talking to people across Colorado about our advocacy for phone-free schools, we hear one concern consistently, “what if the unthinkable happens at my child’s school and I need to reach them?” We want to share some information we found while we were learning about phone-free schools. In this post we compiled information from school safety experts, first responders, and law enforcement professionals who specialize in school emergency preparedness.

As parents, we understand the fear. When we hear about another school emergency on the news, our first thought is: “I need to be able to reach my child.” It’s natural. And school safety experts understand precisely why we feel this way.

But they also need us to hear something critical: The phones that make us feel safer may create more danger for our children during emergencies.

Dr. Kenneth Trump is one of the nation’s most respected school safety experts. He’s advised schools after almost every major school crisis over the past two decades. He’s trained first responders, worked with law enforcement, and he’s studied what actually saves lives during school emergencies.

He says, “While the cellphone meets the emotional security needs of a parent, it can make their child actually less safe in the moment of an incident, because they’re paying attention to the phone, they’re responding. They’re sending messages, possibly even live streaming it. They’re not listening to the adults who should be trained to give them directions.”

A superintendent shared a story with researchers from the Screenagers documentary project. During an actual lockdown at his school, students immediately started texting their parents. Within minutes, he faced a new crisis, “Our first responders were arriving at the school, and we had parents lined up in our driveway, and the first responders literally couldn’t get their vehicles to our school. The driveway was backed up all the way to the street.”

School security experts, first responders, and law enforcement agencies like the National Association of School Resource Officers (NASRO) consistently share these reasons that cell phones put our students at risk during an emergency:

1. Traffic prevents emergency response When students send frantic texts, parents rush to the school. Roads and access points get blocked, and emergency vehicles can’t get in.

2. Noise reveals hiding locations During silent lockdowns, survival depends on absolute quiet. Phones vibrate, ping, and put off light that can be seen under doors. Security experts warn that even one noise could reveal a hiding spot to someone with harmful intentions.

3. Important information gets missed In emergencies, students need to give 100% of their attention to trained adults giving life-saving instructions. When they’re texting, calling, or checking to see if friends are okay, they miss critical information.

4. Misinformation can be spread Students posting on social media during incidents can spread misinformation that causes panic or potentially give attackers information.

5. System overload impacts emergency response When hundreds of people call 911 simultaneously, they overwhelm emergency dispatch systems and first responders have a harder time coordinating their response.

If cell phones can put students at risk in emergency situations, what do security experts say actually helps? Students need to be fully present and attentive when it matters most. Students need to follow safety protocols and listen to instructions without digital distraction.  Schools have communication systems, protocols, and trained staff who know how to reach families safely when it’s appropriate to do so.

None of this makes the fear go away. We live in a time when school safety concerns are ever-present, and that’s a terrible burden for all of us. But phone-free schools aren’t just better for learning, mental health, and social development, according to the people who train for, respond to, and study school emergencies, they create safer conditions when the unthinkable happens, too.

DPS SchoolChoice enrollment is open now through 4pm, February 12, 2024. This is the time for families to learn about the options Denver Public Schools provides and decide if they want to move their student to a different school. This is also an important time for families who are just joining their first school in kindergarten, or with students moving to a middle school, or a high-school.   

Choice enrollment can be overwhelming as you try to identify the best school for your children, which is why we are thrilled to share this new tool that can help!  One of our partners, RootED, created The Mile High School Guide, a tool for families and caregivers to find in-depth information about public schools in Denver. 

This valuable online tool is the newest addition to the Denver Education Explorer platform, which will now offer two tools for users to explore either citywide or school-specific information. Not only will you be able to see academic information, but also: 

  • Teacher demographics
  • School program offerings 
  • Student and parent survey results 
  • Discipline information 
  • Information about absenteeism 

As an organization, we strive to ensure families have access to information, so we encourage you to use this tool and send any feedback on how it can be improved! If you have any questions on the DPS School Choice Enrollment process, Call 720-423-3493, email [email protected] or visit schoolchoice.dpsk12.org for more information. 

In 2023, Stand for Children Colorado will be publishing a report to give an update on the impact of literacy policy in recent years, including the passage of the READ Act in 2012 and subsequent updates related to evidence-based curriculum alignment, teacher and principal training in the science of reading, and increased funding for early literacy grants.  

To center educator voice and experience, we want to hear from you! If you are an early literacy educator and/or K-3 classroom teacher or administrator, please take a few minutes to complete this survey. Our goal is to hear from as many Colorado educators as possible, so please consider sharing this with your colleagues.   

About Stand’s Early Literacy Work:  

Stand for Children Colorado has a longstanding and deep commitment to improving early literacy outcomes for Colorado students and supporting educators.  

In 2012, Stand supported the passage of the READ Act, Colorado’s early literacy policy to provide targeted supports for K-3 students reading significantly below grade level. In 2018, we championed HB18-1393, which strengthened the READ Act by increasing funding for Early Literacy Grants and for evidence-based approaches to be used. SB19-199 ensures that evidence-based literacy programming supports teacher training. In 2021, we advocated for the addition of a literacy-specific component to exams for teacher licensure to ensure that training programs prioritize using evidence-based reading approaches. Finally, in 2022, we championed SB22-004, which expands the science of reading training to principals and administrators. These policies were developed after hearing feedback from teachers about changes that would support them, and we are proud to advocate for them alongside educators from across the state. 

We have also developed two reports studying early literacy in Colorado: Improving Early Literacy in Colorado: Realizing the Promise of the READ Act (2016) and The State of Literacy In Colorado (2017). 

It is critical for policymakers to understand the perspectives of educators across Colorado, so if you are an early literacy educator and/or K-3 classroom teacher or administrator, please take a few minutes to complete the survey.