Refocusing the Attention: The FOCUS Act

S.N.A.P. Coaching Framework

About the S.N.A.P. Method™ : The S.N.A.P. Method™ is a reflective framework created for teachers navigating the real world.

“...let us throw off everything that hinders...” — Hebrews 12:1

A Moment of Reflection

I remember sitting in a school improvement meeting years ago, watching data charts and goals fill the screen. But what stood out more than anything on paper was the fatigue in the room. Teachers weren’t giving up; they were simply worn down by the constant pressure to improve outcomes in a world full of distractions.

And no distractions have become more powerful or persistent than cell phones in students’ hands.

Why Phones Were Introduced

When smart devices were first introduced into the classroom, the goal was clear: to equip students with the tools they needed to thrive in a world driven by innovation. We envisioned technology improving learning, making lessons more interactive, research more accessible, and students more prepared for a digital future. In the right context, that vision still holds value. But over time, the line between tool and distraction started to blur. Instead of being used to increase engagement, devices became escape routes, pulling students away from instruction, fragmenting their attention, and sometimes even fueling anxiety, comparison, and conflict. What began as a resource to support learning slowly started to undermine it.

Fast forward to today, Alabama and many other states are taking real steps to confront that challenge head-on.

The Law: A Bold Step Forward

On Wednesday, May 14, 2025, Governor Kay Ivey signed the FOCUS Act into law, a measure that prohibits students in Alabama’s public schools from using smartphones and other wireless devices during the school day, except in emergencies or for educational purposes.

“Smart phones have beneficial roles when used in proper settings,” Governor Ivey said. “However, these often-disruptive devices have no place in our classrooms during the school day. The FOCUS Act will enable students to ‘focus’ on learning while in school rather than on their phones.”

Mixed Reactions and Honest Tensions

As a parent of a high school student, an educator, and a former instructional coach, I understand the mixed reactions this new law provokes. It’s not simply about saying phones are bad or that students should be completely cut off from them. There’s nuance involved: legitimate concerns, real tension, and genuine hopes.

To many parents, phones offer an instant connection and a sense of security in uncertain times. For students, they’ve become more than tools: they’re lifelines to friendships, self-expression, and routine. Taking that away, even briefly, feels disruptive.

Then there are the teachers. The ones trying to teach a lesson while students’ eyes drift down to a glowing screen. The ones competing with TikTok and text threads for attention. Quietly, and sometimes not so quietly, many of them hope this law will reset the atmosphere in the classroom, bringing back focus, face-to-face conversation, and the kind of engagement that can’t happen when half the class is mentally elsewhere.

Phones were never the enemy. They were introduced with the hope of improving learning and preparing students for a digital world. However, over time, their purpose shifted from support to distraction, and this shift has had a greater impact on the classroom than we realized.

While smartphones clearly have their uses, the truth is they often serve as a major obstacle to meaningful learning, intentional teaching, and heartfelt connection. This law might not fix everything, but for many, it feels like a move toward restoring what the classroom was always meant to be.

So What Now? Let’s Anchor in Purpose

More than just a policy, the FOCUS Act encourages us to consider how we lead and learn together. It’s not only about removing devices, but about restoring focus, and that shift must start with us.

The S.N.A.P. Method can help us anchor this moment in purpose, not just policy:

S – Stop and Reflect

Before reacting, take a moment to pause and reflect. Consider what it feels like to be a student in a world without phones for 6 or 7 hours each day. This shift may cause resistance, restlessness, or even withdrawal. However, it also opens the door to something new: presence, awareness, and an opportunity to guide students back to meaningful engagement.

So stop, not just to correct behavior, but to reflect on what students are experiencing as they adapt. What support can we provide in the space where the screen used to be?

N – Notice the Heart Behind the Behavior

Now that phones are no longer permitted during instructional time, we have a clearer view of what students are carrying. Without the distraction of screens, disengagement may manifest differently, such as fidgeting, zoning out, or taking frequent breaks. These moments often indicate something deeper.

That student who used to scroll every few minutes might now stare blankly ahead or be anxious about home. Another might tap a pencil or drift mentally, not out of boredom, but because they’re overwhelmed.

Without the screen, we can finally see the student. So observe the patterns. Notice the shifts. And most importantly, take note of the students.

A – Act with Clarity and Care

Structure is important; conversations are even more so. Begin by explaining the “why” behind the policy to students. Demonstrate digital restraint through your actions. Establish designated phone-free zones and clarify that the structure promotes safety, not control. Engage students in creating routines together.

P – Plan for Partnership

This shift can’t happen in isolation; parents are adjusting too. Many are managing their own worries about safety, communication, and how their child will cope without a device during the day. That’s why it’s more important than ever to build relationships with families early in the school year.

Use tools like Remind, email, ParentSquare, or even a simple handwritten note to introduce yourself and open the lines of communication. A kind message early on can go a long way toward building trust.

Consider hosting Q&A sessions, sending home FAQs, or inviting feedback. When parents feel informed and included, they’re more likely to support the process, and their children are more likely to thrive within it.

When we plan with families, not just for them, we strengthen a culture of connection and shared purpose.

Beyond the Ban

This moment isn’t just about removing the cell phone; it’s about restoring the classroom to what it’s meant to be: a place where meaningful conversations happen, students make eye contact, energy flows naturally, and curiosity fuels learning. It’s about helping kids reconnect not only to content but also to each other, their teachers, and the present moment.

We’re not aiming for perfection; we’re aiming for presence. The kind that looks a student in the eye, leans into the moment, and says, “You matter more than the rules you follow.”

Because when students sense that we care more about who they are than how well they follow rules, something changes. They start to show up, not just physically but emotionally, mentally, and even spiritually. They begin to trust, to try, and to grow.

Policies can set boundaries, but purpose fills the space between them. When we lead with clarity and compassion, we create classrooms that do more than just reduce distractions. We foster environments where students feel seen, heard, and supported. That’s where true learning happens.

The Real Test Starts Now

The FOCUS Act might be the new law, but its true impact depends on how we implement it. Will we use it to connect or to control? Will we open the door to deeper discussions about responsibility, focus, and belonging?

Let’s see this as more than just a rule. Let’s demonstrate what it means to live intentionally in a noisy world.

Let’s not just enforce the policy. Let’s set the example of what focused, engaged leadership truly looks like. One moment, one student, one conversation at a time.

What are your thoughts?