North Carolina Implements New Law on Wireless Device Use and Social Media Literacy in Schools

North Carolina has enacted House Bill 959, a new state law signed by Governor Josh Stein, mandating school boards to regulate the use of cellphones and other wireless communication devices in public schools. This legislation aligns with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 3 (Good Health and Well-being), by promoting safer and more effective learning environments.

Regulation of Wireless Communication Devices

The law requires school boards to establish policies restricting the use of wireless devices such as cellphones, tablets, laptops, pagers, two-way radios, and gaming devices during instructional time. Key provisions include:

1. Mandatory policy implementation by January 1.
2. Devices must be turned off during instructional periods.
3. Exemptions allowed when authorized by teachers for instructional purposes or emergencies.
4. Accommodations for students with disabilities or health conditions requiring device access.
5. Establishment of consequences for policy violations.

Some school boards will need to revise existing policies to comply with the new law, as current policies vary in strictness and in the inclusion of exemptions. For example:

• Johnston County Schools only permit teacher-authorized calls during emergencies.
• Wake County’s policy lacks specific consequences for violations but allows disciplinary measures under the student code of conduct.

Context and Challenges

This legislation responds to nationwide efforts to manage cellphone use in schools. Previous reports have indicated that simply having policies is insufficient; effective enforcement and education are essential to success. This approach supports SDG 16 (Peace, Justice, and Strong Institutions) by fostering safe and inclusive school environments.

Introduction of Social Media Literacy Education

House Bill 959 also mandates the introduction of social media literacy lessons starting in the 2026-27 school year, reinforcing SDG 4 (Quality Education) and SDG 16 by equipping students with critical skills to navigate digital environments safely and responsibly.

Curriculum Focus and Objectives

• Understanding the consequences of social media use.
• Addressing social media addiction, misinformation, and manipulation.
• Teaching students to protect themselves online.
• Identifying and reporting cyberbullying and predatory behavior.
• Developing interpersonal skills and character education to reduce risky or harmful behavior.

Internet Safety and Security Measures

In addition to literacy lessons, schools are required to implement internet safety and security protocols if not already in place, further contributing to a secure and supportive educational environment.

Alignment with Sustainable Development Goals

This legislative initiative supports multiple SDGs by:

• SDG 4 (Quality Education): Enhancing educational quality through regulated device use and digital literacy.
• SDG 3 (Good Health and Well-being): Promoting mental health by addressing social media addiction and cyberbullying.
• SDG 10 (Reduced Inequalities): Ensuring accommodations for students with disabilities.
• SDG 16 (Peace, Justice, and Strong Institutions): Creating safer school environments and fostering responsible digital citizenship.

North Carolina’s House Bill 959 represents a comprehensive approach to modern educational challenges, emphasizing responsible technology use and digital literacy to support sustainable development in education.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article discusses new legislation requiring schools to regulate wireless device use and implement social media literacy lessons, directly impacting the quality and inclusiveness of education.
2. SDG 3: Good Health and Well-being
   • By addressing social media addiction, cyberbullying, and promoting mental health awareness through education, the article connects to improving health and well-being among students.
3. SDG 16: Peace, Justice and Strong Institutions
   • Policies regulating device use and promoting safe online behavior contribute to peaceful and inclusive school environments, which align with SDG 16.

2. Specific Targets Under Those SDGs

1. SDG 4: Quality Education
   • Target 4.7: Ensure that all learners acquire knowledge and skills needed to promote sustainable development, including education for sustainable lifestyles, human rights, gender equality, and global citizenship. The social media literacy lessons align with this target by teaching students about responsible digital behavior and interpersonal skills.
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments. The policy exemptions for students with disabilities relate to this target.
2. SDG 3: Good Health and Well-being
   • Target 3.4: Promote mental health and well-being. The focus on social media addiction, cyberbullying, and teaching students to protect themselves supports this target.
3. SDG 16: Peace, Justice and Strong Institutions
   • Target 16.1: Significantly reduce all forms of violence and related death rates everywhere. The policies addressing cyberbullying and predatory behavior contribute to safer school environments.

3. Indicators Mentioned or Implied to Measure Progress

1. Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in national education policies, curricula, teacher education and student assessment. The introduction of social media literacy lessons implies progress measurement through curriculum integration.
2. Indicator 4.a.1: Proportion of schools with access to adapted infrastructure and materials for students with disabilities. The policy exemptions for disabilities imply monitoring this indicator.
3. Indicator 3.4.2: Suicide mortality rate. While not directly mentioned, addressing social media addiction and cyberbullying implies efforts to reduce mental health risks among students.
4. Indicator 16.1.4: Proportion of population that feel safe walking alone around the area they live. The school policies aiming to reduce cyberbullying and predatory behavior imply improving students’ sense of safety.
5. Policy Compliance and Enforcement Metrics: The article mentions the need for enforcement and consequences for violations, implying indicators related to policy adherence and effectiveness (e.g., number of violations, disciplinary actions).

4. Table of SDGs, Targets, and Indicators

Source: wral.com