Have you ever wondered what would happen if children were suddenly separated from smartphones they’ve grown up with since early childhood? Actions taken by some New York schools suggest the consequences can be quite unexpected.
After restrictions on phone use were introduced, students began frequently asking teachers for the time or arriving late to class—even though clocks are clearly visible in classrooms and hallways. For some, analog clocks proved difficult to interpret, a problem that had previously been masked by constant access to digital time displays on smartphones.
School administrators emphasize that the issue affects both younger and older students, and that its scale only became apparent once the ban was consistently enforced. In some schools, teachers have started dedicating class time to re-teaching how to read analog clocks, treating it as a basic life skill rather than merely part of the formal curriculum.
The phone ban in New York schools was introduced primarily to improve concentration, reduce distractions, and limit social media pressure. However, it has also highlighted the long-term effects of relying heavily on digital technologies in students’ everyday lives. Teachers note that, in this new reality, schools may need to supplement curricula with practical skills that were once considered obvious but are no longer universal.
It’s worth noting that there are currently no official statistics measuring how widespread difficulties with reading analog clocks are among New York students. The phenomenon described here is based on accounts from teachers and school principals, who point to the recurring nature of the problem following the introduction of the phone ban.
Still, the case of New York schools shows that changes in technology use policies can reveal unexpected side effects that previously went unnoticed in students’ daily routines. Few would have assumed that the ability to read time on an analog clock would still be necessary in the age of smartphones.
