In 2026, the Washington state legislature instructed the Office of the Superintendent of Public Instruction to study the possibility of limiting phones in schools and report back on his findings. Superintendent Chris Reykdal, however, wanted more. He believed the state was ‘behind’ on the issue, and more study wasn’t needed. He said it was time for a statewide policy mandating that phones be put “away for the day,” and that isn’t something his office could do alone – the state legislature had to pass a law. The superintendent’s office had issued guidance on phones, and roughly 75% of the state’s school districts had created policies in response, but Reykdal believed the lack of consistency was limiting effectiveness.

The superintendent’s push is in line with a growing movement across the country supporting these policies. 26 states have away-for-the-day policies, in which students’ phones need to be in lockers or other storage for the entire school day. Three states ban phones during instructional time, and several other states have required districts to create phone policies but left the details up to individual districts. Scientists are also starting to study the impact of phone bans. Some studies have found they lead to positive outcomes, like better test scores and fewer unexcused absences; other results have been more mixed. Teachers and administrators, regardless of the research, tend to report positive changes once bans or restrictions are implemented. Some say that discipline issues occur at first, but as students adjust, their focus improves and there’s more in-person socializing at school. One school resource officer reported that his school saw fewer fights between students after a phone ban went into effect. As schools continue to grapple with new technology and its impact on children, the role of the superintendent is crucial, and their leadership can decide how a state’s public school system approaches these issues.

Sources: Seattle’s Child; Newsweek; the National Bureau of Economic Research; Journal of Psychologists and Counselors in Schools; New York Magazine; Oregon Public Broadcasting

Term limits: none; terms are four years

Eligibility: to run for any office in North Carolina, you must be at least 21 years old and eligible to vote in the state

The Superintendent of Public Instruction leads the Department of Public Instruction, which oversees North Carolina’s public school systems for pre-K through 12th grade students (not colleges and universities), including charter schools. The superintendent is an executive and doesn’t set policy on their own, but they are a member of the group that does set policy. Their most important powers and responsibilities are:

• Serving as a member of the State Board of Education
  This board sets policies and procedures for North Carolina’s public schools, including teacher pay standards, teacher qualifications, curriculum options, testing requirements, and more. It also manages education funding
• Appointing student advisors to the State Board of Education
  The board has two student advisors, who must be public high school students.
• Serving on the North Carolina Council of State
  This group advises the governor on many policy issues 
• Managing the Department of Public Instruction
  The department enforces North Carolina’s education laws, provides services to local school districts, and develops curriculum standards and assessments
• Reporting to the governor and the general public on how the state’s school system is doing

Sources: the North Carolina Constitution, Article III and Article VI; the North Carolina General Statutes, Chapter 115C; North Carolina State Board of Elections; the North Carolina Department of Public Instruction