Chairperson, Graduate Committee: C. John GravesSperling, Kenneth Alan, Jr.2024-12-062023https://scholarworks.montana.edu/handle/1/18162Cell phones and their prevalence in the high school classroom has had disastrous effects on student attention and retention. Problems with cell phones and various forms of social media may have plagued classrooms, but in the wake of the COVID-19 pandemic induced social isolation, these problems have been exacerbated. Four different cell phone policies were tested to see which policy contributed to the highest student achievement on summative assessments. Surveys were conducted on teachers within the school to collect general thoughts on cell phones and cell phone policies in their own classrooms. Surveys were conducted to gather student opinions on cell phones and social media. A Likert survey was given pre and post a metacognitive unit on cell phones/social media, mental health, and circadian science that was taught to see if students changed their beliefs about cell phones and social media once they were presented with the science about them. The results of my study suggests that while no one cell policy to be the best amongst all classes, the policy which made students turn in cell phones but allowed them to charged produced either the largest jump in student achievement comparatively to their last unit, or the least amount of drop in student achievement amongst all classes. Other results include mass consensus amongst teachers with frustration related to cell phones in the classroom, and that students' opinions on how cell phones affect their health and their ability to live life without cell phones can be changed if presented on a metacognitive unit on effects of cell phones and social media on their health.enHigh School studentsCell phonesSocial mediaClassroom environmentAcademic achievementProfessional PaperCopyright 2023 by Kenneth Alan Sperling Jr.