Unplugged and Engaged: The Impact of "Phone-Free SV" with Ms. Trisha Butschle, Dr. Chet Henderson and Dr. Cassandra Doggrell

Classrooms across the Seneca Valley School District are now phone-free from the first bell to the last under “Phone-Free SV,” a new districtwide policy designed to reduce distractions, support student well-being and boost academic engagement. Listen as Ryan Gloyer Middle School Principal Ms. Trisha Butschle, Seneca Valley Intermediate High School Principal Dr. Chet Henderson and Director of Student Services Dr. Cassandra Doggrell share the positive feedback they’ve received, the increased interaction they’re seeing among students, and how everyone is adjusting to the new policy.

IN THIS EPISODE, WE WILL REVIEW

• New cell phone policy, "Phone-Free SV"
• Positive feedback from teachers and students
• How classroom engagement has improved
• An increase in peer-to-peer interaction between students
• How students, teachers and parents are adjusting to the new policy

Overview

SPECIAL GUESTS
Ryan Gloyer Middle School (RGMS) Principal Ms. Trisha Butschle, Seneca Valley Intermediate High School Principal Dr. Chet Henderson and Director of Student Services Dr. Cassandra Doggrell

Ms. Trisha Butschle is in her 28th year with the Seneca Valley School District. After 19 years teaching English at the Intermediate High School, she transitioned to the middle level to join the administrative team and now proudly serves as the middle school principal. She enjoys spending her days surrounded by the students and staff, prioritizing safety, wellness, and a supportive learning environment. Ms. Butschle feels fortunate to work alongside an amazing team and the wonderful students who make each day meaningful.

Dr. Chet Henderson is in his 4th year serving as the principal of the Seneca Valley Intermediate High School and his 19th year in education. Dr. Henderson enjoys the collaborative nature of his position and is proud of the work being done at the IHS to best support students and staff.  He has taken part in the development and implementation of a peer mentoring program with students from the IHS and RGMS. In addition, Dr. Henderson has implemented building wide learning walks and personalized professional development for the staff at the IHS to strengthen the collaboration and instructional practice throughout the IHS.

Dr. Cassandra Doggrell began her career at Seneca Valley in 2010 as an Autism and Emotional Support Teacher at Rowan Elementary. She has held various administrative positions, including Principal of Haine Middle School and Assistant Principal at Evans City and Haine Middle. Before returning to Seneca Valley, she spent five years at Upper St. Clair School District as Director of Student Support Services and Special Education. Her research and practice interests include comprehensive mental health systems in schools, students with autism, students with emotional/behavioral disorders, and inclusionary service delivery models. Dr. Doggrell holds multiple degrees, including a doctorate in Educational Leadership from the University of Pittsburgh.

Transcript

FULL TRANSCRIPT (with timecode)

00:00:02:26 - 00:00:10:21
Welcome to Voices, a national award winning podcast brought to you by the Seneca Valley School District. 

00:00:11:03 - 00:00:28:24
Jeff Krakoff: This is Jeff Krakoff. Today we're here to meet with Trisha Butschle, who's principal at Ryan Gloyer Middle School. Dr. Chet Henderson, principal at Seneca Valley Intermediate School. And Dr. Cassandra Doggrell, Director of Student Services. Thanks for joining us today. 

00:00:29:26 - 00:00:30:22
Trisha Butschle: Thank you. 

00:00:30:27 - 00:00:31:23
Chet Henderson: Thanks for having us. 

00:00:32:05 - 00:00:56:06
Jeff Krakoff: The topic of the day, and this is a topic in a lot of school districts, is the use of cell phones and other devices during the school day. So there's a new initiative called "Phone-Free SV" And I understand this policy is new as of this school year. Can you tell me a little bit about what the policy is and what it means? 

00:00:58:29 - 00:01:26:06
Trisha Butschle: Yeah. So our kids are now phone free from bell to bell. So that means their technology is either housed on their person or in their backpack. They're free to bring their technology, but they're not to use it. From the beginning of the school day bell to the last bell of the school day. Um, it's a pretty cut and dry black and white policy of just bell to bell. 

00:01:26:24 - 00:01:31:07
Jeff Krakoff: And is that every grade K through 12 or just certain grades? 

00:01:31:10 - 00:01:33:04
Trisha Butschle: It is K to 12. 

00:01:33:13 - 00:01:43:18
Jeff Krakoff: Okay. And when we start talking about devices, is it anything electronic or is it just cell phones. Can you tell me a little bit more about that. 

00:01:44:21 - 00:02:02:10
Chet Henderson: So the focus is cell phones. Um, but we've gone with cell phones and wireless headphones. Uh, because typically for a wireless headphone to work, you are connected to a cell phone. Um, so the focus has been on cell phones and wireless headphones, but that also then would include, uh, students bring in iPads, uh, that can link up to a network. 

00:02:02:13 - 00:02:13:10
Jeff Krakoff: Got it. So how long did the process take to formulate this policy? And what what's behind this? What are you hoping to achieve? 

00:02:15:06 - 00:02:35:05
Chet Henderson: Uh, for my in my opinion, I think the discussion has gone on for some time. Um, I think it kind of really gained some momentum towards the spring, uh, into the summer of last year, uh, when really, you know, this whole notion of going, uh, cell phone free really took hold, uh, in the district. 

00:02:36:01 - 00:03:46:28
Cassandra Doggrell: Yeah. I think one thing that makes this experience for our district unique is we started to talk about the specifics of the policy in spring of 2025 as an administrative team. And through designing that policy, we also had the voice of our staff involved in some of the construction around application of the policy. And I think that has contributed to the success that our students experience with it. And the why behind the district feeling like this was the next best thing for students learning was really to support our students in from islands and from the districts lens in two ways. Certainly with mental health issues, as we know, there's a lot trending out there right now about the research showing issues tied to student mental health and phone usage. And also, I think to help students engage at higher levels in the learning process as then distraction by the phone would not, you know, it's not a barrier when you're here in the school day, right? 

00:03:47:00 - 00:04:05:03
Jeff Krakoff: So is it equally the idea of having students paying attention and not distracted also with their emotional well-being or, you know, with their problems that you are seeing that this is a solution for? And, uh, tell me a little bit more about those two aspects. 

00:04:05:15 - 00:04:48:26
Trisha Butschle: I would say, you know, while our conversations really peaked in the spring about going district wide K-12. Um, phone free. We've been talking about phones and the impact they had on the academic environment and on student wellness for quite some time. So we've had policies in the past. We've had procedures where students were permitted, depending upon the grade level, to utilize their phones throughout the school day at designated times. So we did have kind of a staggered transition into this. And I feel like that's because we've been talking about the impact of phones for quite a while. 

00:04:49:14 - 00:05:06:18
Jeff Krakoff: Okay. I imagine separating a student from their cell phone, they're tethered to them right at home, probably until they go to sleep. Was it difficult? Did you have any pushback or did everything work out pretty smoothly when you started this? 

00:05:08:08 - 00:05:55:27
Chet Henderson: From my perspective. I mean, I think early on, probably we as the adults were a little bit, uh, uncertain and maybe even nervous on how students would respond. Uh, but I think across the board, we can all say that it has been a pretty smooth transition for students. Um, with going cell phone free, because, I mean, while we still have students that maybe don't like the policy, I think the large majority understand the why behind it. And also you're seeing, uh, that many are also speaking to the fact that, you know what, I am having conversations more with my friends, uh, in the cafeteria or even in class. And teachers are certainly saying I'm seeing students engage more. So, you know, I think a lot of our apprehension or nervousness about, like, this policy being adhered to by students has gone relatively smoothly so far. 

00:05:56:16 - 00:06:07:15
Jeff Krakoff: That's great to hear. So as principals and administrators, you're a few months into the school year under this policy. What are you seeing? What are teachers? What are students telling you? 

00:06:10:07 - 00:07:24:27
Trisha Butschle: I think one of the things that Dr. Henderson even touched upon is that students may say they don't like it initially, but they can speak to pros about it. So, you know, you had mentioned that they're tethered to their phones and they are outside of the school environment. But we do have a lot of families who are supportive and understand now the benefits of being phone free, and I think are trying to implement the same within their home. You know, regulate it at times. I've had a lot of conversations with families about that, and it's interesting. Students can, like I said, speak to pros, benefits that they're seeing, which I think is tremendous for a short period of time, for them to recognize that they're enjoying having conversations in the cafeteria and playing games. And they used to be reliant upon their phone at that time in the middle school, prior to this full year, they were permitted to use their phone in our cafeteria. So that was a big shift for them. And they are, like I said at first, reluctant and, you know, weren't excited about it, to say the least. But for them to be able to speak to the benefits that they're seeing, I think makes all the difference. 

00:07:25:06 - 00:08:46:10
Cassandra Doggrell: I want to add a real quick story here about a student who shared something with me that was quite for me, magical in how this operationalized in a way that really is impactful to the student. So, it was the second week of school, and our students were getting on the buses to go home, and I happened to be outside just helping get kids on the bus. And one of our students who rides, um, around in the wheelchair, he has a wheelchair too, for mobility issues. Just we were chatting and he looked at me and said, you know what's been really great about my year so far? I said, I don't know. I can be like, share with me what's so great. And his comment was, I've not had to pull on my brakes as much on my wheelchair this year in the hallways because kids aren't running into me because they're not on their phone. They're actually looking and they can see me, and they don't have I don't have to pull on my brakes. And for me, that perspective just it's kind of it kind of melted my heart in a lot of ways and made me think for that single kid, you know, that's that wasn't our "why" large organization "why," but for him that that was a big thing. And, um, I think I'll carry that moment with me forever. 

00:08:46:16 - 00:09:11:14
Jeff Krakoff: That's a great anecdote. I know when I leave my phone, let's say I'm going somewhere, it's like, oh, no, I left it at the office or at home. I'm initially anxious, but very quickly it turns into a calmness like this is pretty nice, not having all of these alerts and things happening. Are you noticing anything to that nature and the school? Just an overall calmness with among students. 

00:09:12:19 - 00:10:00:09
Chet Henderson: I wouldn't specifically speak to that point. Um, but one thing I can say, and this I think Ms. Butschle kind of spoke to this, was cell phones oftentimes led to issues between students, um, because of post on social media or what have you, but I've not heard of or have dealt with not one incident this year regarding cell phones and issues between students. And so when you talk about leaving your phone away to kind of remove yourself and alleviate some of that, maybe that stress or that anxiety that comes with the social media issues, I think you can probably speak to and point to the fact that because there's not been any reported incidents dealing with the cell phones, that for most of our students, it's been a welcomed relief. 

00:10:00:26 - 00:10:22:11
Jeff Krakoff: Yeah. Are you seeing differences without cell phones from being inside a classroom versus common areas like hallways, cafeterias, other than not having to watch out to being run into is often that's a benefit. But are there differences or is it kind of the same regardless of what part of the school students are in? 

00:10:23:29 - 00:12:04:07
Trisha Butschle: I think for the middle school specifically, because that's what I see. In the past, our policy was a little bit gray, where staff had teacher discretion, you know, at the if it was for instructional purposes. And that's difficult, you know, so if you are permitting as a teacher, you're permitting your kids to use their phones, and the teacher next door is not. And the kid's expectation is, well, that those teachers are letting me. Why are you know, why are you not? It's definitely made it, I think, easier for staff, for teachers. Um, because it's so black and white. It's just bell to bell. Your phone needs to be put away. Um, so definitely more engagement in class. Kids aren't, you know, trying to find their phone and check it really quickly at the end of the period. They're not pulling it out in the middle school. We utilize lockers. A lot of kids are putting them in their lockers. They have them in their backpacks. Um, and it is it's actually working. And like Dr. Henderson said, I think we were a little bit reluctant about what would this look like and would kids be sneaking. And we just aren't seeing that. And I would echo that we're not seeing the social media pressures from outside of school trickling in, which were a lot of what we dealt with in the past. So, um, you know, kids commenting on other students and then that making an uncomfortable environment for a student to want to come to school. Um, we really haven't dealt with any of those issues at all either. 

00:12:04:11 - 00:12:11:07
Jeff Krakoff: Good. So how do you think students are adjusting to this policy again now that we're a few months into it? 

00:12:14:01 - 00:12:47:18
Chet Henderson: I mean, I would say the students have just adjusted really well to the policy again. It's just it's become the expectation. It's become the norm. Um, as a whole, our student body, they're good, solid kids and students. And so like, this is the expectation laid in front of you. Um, and so for some, if you don't agree with it. Okay. Understood. But, you know, even we as adults, there are sometimes things that we're asked to do that we don't necessarily agree with. Um, but it's for like, kind of like the long term good. Um, and so that's how we conduct ourselves. So our students have been really good about it. Good. 

00:12:47:28 - 00:14:19:08
Cassandra Doggrell: And I'm just going to add here, we had, uh, talked at a length over the summer about our students who, prior to the policy going into effect, may have had for their needs access to their phone. And we spent a lot of time discussing how we could still, you know, meet what their needs are. If they don't have that access to the phone. And I and I would say from my perspective, we spent time working with families and kids prior to the start of the school. So, principals, student services department and counselors and special education teachers for students that had something specific for their needs built around their phone. We really dug deep and said, what is that actual need and how can we still accommodate that need, but not through the venue of the phone? Because at the end of the day, meeting that need wasn't about actually that physical phone, it was about something different. So, for example, if they had a drawing app that they could access during times of distress, we're still providing that to students. It's just through their district computer. Or we found something paper and pencil that they can do that as, as equal benefit or probably more benefit, I would say in this case than accessing it on their phone. So, the student response, even to those who had specific need for access to phone, has gone really well because we were very planful about how we can make this work for kids and what's going to be best. 

00:14:19:24 - 00:14:25:08
Jeff Krakoff: Okay. Is there anything we didn't cover that you'd like to share with us before I let the three of you go? 

00:14:26:03 - 00:15:35:03
Trisha Butschle: I would just add, um, a couple of things that I think I've seen with in seventh and eighth grade, particularly, and even younger, you know, kids just start getting phones, and I feel like it's even the playing field for kids so much because now they're not seeing like, oh, that student has the latest iPhone and I just have a flip phone. Um, it's just kind of created more social equity amongst our students. And that's a benefit that I didn't even really think about prior to the start of school. Um, the other thing I would say is, you know, it was an adjustment for our families as well because as a mom myself, when I knew I shouldn't text my kids at school, in a society where we just, you know, I think of something and I want to make sure I remind my kids, I may have been really quick to just send that text and say they'll look at it later. Um, so it's been a shift for our families, but from the ones that I've spoken with, they've received it really well and talked about how they've adjusted also, but they appreciate the benefits that they're seeing in their in their kids. 

00:15:35:07 - 00:16:50:14
Cassandra Doggrell: Yeah. I'm just going to add one comment to that regarding our students. You know, I like what Mrs. Butschle said about leveling the playing field, because I think for our students who come through our doors that have attentional issues, anxiety issues, what we've created for them is every space in the school is predictable, it's consistent. And for them that helps them access their learning. So, I feel that we've opened up higher levels of engagement in the learning process for students who, when they had that distraction, that was very hard for them to prioritize. Where do I put my attention during this instructional time or school time? But we've created a way in which that's not a barrier for them at this point and they can focus their needs on their learning. And I think leveling the playing field also in the in the social realm has been really helpful to our students who just by nature have issues, social emotional needs, um, you know, their access to interacting with peers looks different. Their ability to engage with peers looks, looks different in our schools. And I, I find it a very positive thing, and it is quite refreshing to see our students engaging in different ways than they have in the past. 

00:16:51:03 - 00:17:16:00
Jeff Krakoff: Well, tech times change, technology changes and policies have to change. So, I'm glad to hear that the "Phone-free SV" is going so well. And thanks to all three of you for joining us again. This is Tricia Butschle, who's Principal at Ryan Gloyer, Dr. Chet Henderson, Principal at the intermediate school, and Dr. Cassandra Doggrell, Director of Student Services. Thank you so much. 

00:17:16:23 - 00:17:17:18
Trisha Butschle: Thank you.