Preparing Afterschool Programs for Illinois’ SB2427 (Personal Wireless Devices Legislation) 

By Emma Giamberdino

Background 

Beginning this school year, many Illinois students will experience a new routine as schools implement SB2427, legislation that requires all school districts to adopt policies limiting student use of personal wireless devices during the instructional day. There are exceptions to support students with Individualized Education Programs (IEPs), Section 504 plans, health needs, emergencies, teacher-directed instructional use, and English Learners. Importantly, SB2427 applies only during the instructional day and does not govern before- or after-school activities, giving afterschool programs the flexibility to establish policies that best meet the needs of their participants and communities. 

Although the legislation does not apply directly to out-of-school time (OST) programs, its implementation will likely influence students’ daily experiences and expectations. Both school-based and community-based afterschool programs are trusted partners in youth development and have an important role in helping students adjust to these new routines. By understanding what students are experiencing during the school day and considering how afterschool policies and practices can reinforce those expectations when appropriate, program providers can support a smooth transition for students and families while continuing to create engaging, supportive learning environments. 

What Students May Experience 

For many young people, having limited access to their cell phones or tablets during the school day will be a significant change. Students may arrive at your program feeling relieved to reconnect with peers, friends, family, and mentors. They may be eager to check messages or take in content that was uploaded and shared on social media platforms throughout the day. Students may also be frustrated by the new expectations they’ve experienced. 

Some students may also need time to adjust emotionally. Cell phones often serve as a source of information, entertainment, social connection, and even comfort. As new school policies take effect, students may benefit from adults who understand that adapting to new routines takes time. 

General Considerations 

While every afterschool program serves a unique community and should develop policies that meet its participants’ needs, consistency can help students build new habits. If your partner schools have implemented new cell phone expectations, consider whether your program may reinforce them during afterschool hours. SB2427 does not govern afterschool programming, but a consistent approach to that of a partner school can: 

• Reduce confusion for students and families 

• Minimize conflicts about when phones can and cannot be used 

• Support students as they develop healthy technology use habits 

• Allow young people to stay engaged in activities and relationships 

Programs do not necessarily need identical policies to schools, but aligning expectations whenever possible can make transitions and transition time between activities easier for students. 

How Frontline Staff Can Support Students and Families 

Frontline staff play a critical role in helping students navigate change. Small, intentional practices can make a big difference. 

• Start with empathy. Again, students may be frustrated, anxious, or upset as they adjust to spending more time without immediate access to their phones. Acknowledge those feelings while reinforcing program expectations in a calm manner. 

• Explain the purpose. Rather than focusing on rules alone, help students understand why these changes are happening. Conversations about focus, learning, friendships, and well-being can help students see the bigger picture. 

• Keep students engaged. One of the best ways to reduce the urge to check a phone is to provide activities that are meaningful and engaging. Hands-on projects, games, sports, arts, STEM and digital literacy challenges (with clear instructions around tech use), leadership opportunities, and group discussions all encourage students to participate more fully. 

• Build opportunities for connection. Without phones in hand, students have more opportunities to talk, collaborate, solve problems, and build relationships. Staff can intentionally create activities that strengthen these social connections. 

• Be consistent. Clear expectations paired with consistent implementation help students know what to expect. When all staff communicate the same message, students are more likely to adapt successfully to this change. 

Tips for Program Directors 

Program leaders can support frontline staff by preparing ahead of the school year. 

Consider the following: 

• Reviewing your current cell phone policy and determining whether adjustments are needed. 

• Communicating expectations with families before the school year begins. 

• Talking with partner schools about their implementation plans. 

• Providing staff with strategies for responding to student concerns consistently and positively. 

• Creating opportunities for youth voice and leadership by asking students what helps them stay engaged in programming and community without their phones. 

Moving Forward Together 

The signing of SB2427 represents more than a policy change – it is an opportunity to strengthen learning environments across a student’s day. 

Afterschool programs have always excelled at helping young people build trusted relationships, explore interests, and develop concrete life skills useful for future careers and general well-being. By understanding the changes students are experiencing at school, reinforcing consistent expectations when appropriate, and supporting students with patience, care, and engaging programming, afterschool program providers can help ensure this transition is a positive one. 

Together, schools and afterschool programs can create environments where students are safe, present, connected, and ready to learn – during the school day and beyond the bell. 

Resources

Illinois General Assembly – SB2427 

Read the full text of the legislation, including requirements for school districts, required exceptions, and implementation details. 

Illinois State Board of Education (ISBE) 

Visit ISBE for guidance, policy updates, and resources related to implementation as they become available. 

National Resources 

Common Sense Education 

Free digital citizenship lessons, family resources, and guidance for helping young people develop healthy technology habits. 

The Anxious Generation 

Research summaries, implementation guides, and tools for schools and communities seeking to create phone-free learning environments. 

Wait Until 8th 

Resources designed to help families and communities encourage healthy smartphone habits and delay smartphone adoption. 

Research and Best Practices 

American Academy of Pediatrics – Family Media Plan 

A customizable tool that helps families establish healthy technology expectations and routines. 

Edutopia 

Articles and examples from schools implementing cell phone policies, classroom engagement strategies, and digital wellness practices. 

Questions to Discuss with Your Partner School 

• How is your school implementing SB2427? 

• What expectations are students experiencing during the instructional day? 

• Are there opportunities for afterschool programming to reinforce those expectations? 

• How are families being informed about the new policy? 

• Are there students who may require accommodations due to health plans, IEPs, or Section 504 plans? 

Strong partnerships between schools and afterschool providers can help create consistent expectations, reduce confusion for students and families, and promote healthy technology habits that support learning and youth development.