Necessary Conversations 

Smartphones are the primary way in which we interact with online activities and have an impact on the way we live, learn, and think!  They are ubiquitous, transcending home life and school life.  "This anytime anyplace connectivity alters both our daily routines and institutional forms" (Vanden Abeele et al., 2018) .  On top of this there is a rather large spectrum of thought on  if, how and when smart phones are appropriate for children, and in schools, on both parent and educator sides of the equation.  This complicates the issue and if all stakeholders are not consulted, policy will be passed without insightful consideration and maximum buy in.  Is it optimal for schools to act as the place of "schools as digital education providers and prevention hubs" (Throuvala et al., 2021),  and if so, what role do smart phones (including personal smart devices) play in that education?

"Since this is the first generation of parents raising children with active continuous engagement in social media, gaming, and other activities in the online environment, according to parents, school-based interventions could aid the provision of emotionally healthy school environments. School interventions could then work alongside parents to: (i) prevent excessive or problematic use, (ii) enhance parent–child communication, and (iii) help reduce conflicts within the family environment" (Throuvala et al., 2021) 

Between Parents and Schools/Educators

• Communication and Collaboration: Dialogue between parents and schools will help establish clear guidelines and expectations for smartphone use. Discuss strategies for effective communication and collaboration to address concerns and establish common goals.  If educators believe in the utility of smart phone usage in the classroom, it is incumbent upon them (the institution and the educator) to deliver a coherent message to the parents of what that utility is and what control can be expected.  In the authors opinion, through observation what we have seen recently in some parts of Canada is through a lack of thoroughly explored discussion with all stakeholders, some provincial governments having recently made sweeping policy without maximal buy in from both educators and parents.  Schools and districts will have put out communique on these new policies, however it should not mean the end of the conversation.

• Policy Development: Examine how parents and educators can work together to develop and implement balanced smartphone policies that address both educational needs and safety concerns.  Independent schools have more opportunity to be nimble and creative in their policy changes, and may be more attuned to a smaller focused community group.  Broader public institutions will rely on proactive community communique, surveys, feedback, and education to achieve maximal buy in. The opening statement indicating smart phones are ubiquitous points to the need to have parental buy-in with the educational and well-being goals driving policy.  Many parents are seeking guidance from educators.  Educators should be able to demonstrate both a substantive advantage and clear control with smart devices to make a convincing position if that is the desired outcome.