Alabama House Bill HB81

Alabama 2025 Regular Session

• Introduced: 2/4/25
• Refer: 2/4/25

Caption

Public K-12 education; State Board of Education required to adopt model student cell phone use policy, local boards of education required to adopt cell phone use and storage policy

Impact

If enacted, HB 81 would modify Section 16-1-27 of the Code of Alabama 1975, directly impacting the regulatory landscape surrounding student behavior in schools. This change signifies a state-level intervention to standardize cell phone policies across local educational institutions, which educators and policymakers believe may enhance classroom focus and minimize distractions caused by electronic devices. However, it places a burden on local school boards to formulate their policies in accordance with state guidelines, potentially straining their autonomy in administrative decisions.

Summary

House Bill 81 aims to establish a restricted policy regarding the use of cell phones and other electronic communication devices in public K-12 classrooms across Alabama. Under this proposed legislation, the State Board of Education is required to adopt a model policy that restricts students' possession and use of these devices during classroom instructional time, with specific exceptions such as emergencies or authorized educational use. Schools must implement this policy in their local rules by the 2026-2027 school year, ensuring conformity within educational standards.

Contention

Notably, the bill introduces a discipline scale that could impose fines on students who repeatedly violate the cell phone policy. This aspect of the legislation may ignite discussions regarding fairness and student rights, especially for those who may rely on devices for personal safety. Critics of the bill could argue that it may disproportionately affect students from lower socioeconomic backgrounds who may not have alternative means of communication. Additionally, the ability for local school boards to exceed the minimum standards set by the state board might lead to varied enforcement across different districts, raising concerns about equity in educational environments.