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Personal Electronic Devices Toolkit

⭐Announcement⭐

ODE has released the Student Voice on Personal Electronic Device Policy brief one-pager for districts on Year 1 implementation of EO 25-09, informed by over 6,000 student survey responses and a year-long partnership with Oregon's Youth Advisory Council. 

The brief highlights students' perspectives on what is working, where implementation can improve, and actionable recommendations for strengthening PED policies heading into Year 2. Feel free to explore the full policy brief.

In July 2025, Governor Tina Kotek issued Executive Order No. 25-09, which mandates that all Oregon school districts establish policies restricting the use of personal electronic devices (PEDs) during regular instructional hours, from the start to the end of the school day. Each district must adopt a board-approved PED policy by October 31, 2025, with full implementation required by January 1, 2026. This statewide initiative aims to foster focused, inclusive, and engaging learning environments that enhance student academic success, mental health, and overall well-being.

What You Will Find Here

This hub offers comprehensive resources to support schools and districts in strengthening and refining personal electronic device (PED) policies that align with Executive Order No. 25-09. With Year 1 implementation complete, these tools are designed to help districts build on early progress, address gaps identified through student and staff voice data, and improve implementation going forward. Whether you are an educator, school leader, district administrator, family member or caregiver, student, or community member, you will find resources tailored to your role and current priorities.



Guidance for Personal Electronic Device Policies


ODE Office Hours and Communities of Practice

Personal Electronic Device Policy Overview


Frequently Asked Questions (FAQ)


Enhancing the Learning Environment: A Toolkit for Implementing Personal Electronic Device Policies in Schools

This toolkit was created to support districts in implementing EO 25-09 with care, clarity, and collaboration. Centered on student success and school community partnership, it provides practical, developmentally appropriate, and community-responsive tools for educators, school leaders, family members, and community partners. Designed as a flexible, choose-what-you-need resource, the toolkit allows you to navigate directly to the sections most relevant to your role, setting, or current priorities—whether you're shaping policy, supporting multilingual learners, engaging families, or implementing in a small or rural district. Each section includes clear key takeaways and/or "Begin Here If You're Wondering..." questions to help you quickly orient yourself and get what you need. You’ll also find links to individual tools or landing pages with curated resources for that topic making it easier to access the right tools at the right time.

For a comprehensive draft of the toolkit, please email

ode.mobiledevices@ode.oregon.gov.


If your time or capacity is limited, below you can find essential resources to get you started quickly. While the full toolkit provides comprehensive guidance, these materials highlight the most important information and tools to support your implementation efforts.

Begin Here if You’re Wondering
  • What is EO 25-09 and why does it matter for our school or district?
  • What key tools and resources are available to support implementation?
Key Resources

This section grounds the toolkit in its core purpose: supporting thoughtful, equitable implementation of EO 25-09. It introduces why limiting personal electronic devices matters for student well-being and learning, and how this toolkit can serve as​ a practical guide for schools and educators. You’ll find an overview of the toolkit’s structure, guidance on how to use it effectively, and reflections on how to bring the policy to life in a way that centers students.

Begin Here if You’re Wondering

  • Why limit personal electronic devices during school hours?
  • How does this policy support student learning and well-being?
  • What does equitable and culturally responsive implementation look like?
  • How can my school or district engage families, students, and staff in this process?
  • What strategies can we use to avoid punitive approaches and center student needs?​

Explore Toolkit Overview Here

​When engaging families, staff, and students, clear and consistent communication is essential. Our 2025-26 Student Voice survey data showed that communication quality is the strongest predictor of positive policy outcomes. 

If you're pressed for time, this section provides ready-to-use templates and materials designed to support your outreach efforts quickly and effectively. Year 2 resources, including the Student Voice Policy Brief and implementation slide decks for staff and student audiences, are also available below.

​2026-27 Why No Phones Key Resources for Year Two:
  • Student Voice on PED Policy Implementation: Policy Brief [link]
  • Student Voice on PED Policy Implementation: One-Page Summary [link]
  • Year 2 Student "Why No Phones" Slide Deck [link]
  • Year 2 Staff Implementation Slide Deck [link]

2025-2026 Key Resources from Year One:

This section provides resources to support policy development aligned with EO 25-09, while offering tools and strategies that encourage districts to actively engage students and families specifically around the implementation and enforcement of the policy.

Begin here if you’re wondering

  • How do we develop a new Personal Electronic Device policy or revise our existing one?
  • What legal requirements do we need to consider?
  • How do we involve students, families, caregivers, staff, and community early and meaningfully?
  • What should school boards know and do?​

Explore Policy Development and Engagement Resources Here


You can also download all Policy Development and Engagement Resources in a .zip folder.​

Once a policy is in place, implementation is where success happens. This section provides actionable tools for school and district teams to launch the policy consistently and supportively across classrooms, grade levels, and contexts.

Begin here if you’re wondering
  • How do we launch the PED policy with clarity, consistency, and care across all schools and grade levels?
  • What tools, timelines, and training do we need to support equitable implementation?
  • How can we communicate effectively with students, families, staff, and the broader community?
  • How can we intentionally engage community-based organizations and other partners to strengthen and sustain implementation efforts?
  • How do we handle policy violations using restorative, developmentally appropriate approaches?
  • What systems can help us monitor impact, ensure accountability, and adjust as needed?​

NEW RESOURCE: ODE has recently published the Individual Exemptions to Personal Electron​ic Device Policy​, offering examples and guidance to support districts in evaluating individual exemption requests related to student use of personal electronic devices under EO 25‑09.


Successful PED policy implementation is not 'set it and forget it.' ODE's Student Voice Survey (6,000+ responses, 76 districts) and the Elevating Voices in Education (EVE) Workforce Survey provide statewide data on how the policy is being experienced by students and staff. This section helps districts build in feedback loops, accountability structures, and continuous improvement cycles informed by that data. See the recently released EO 25-09 Brief here for more information. [LINK]​

Begin here if you’re wondering
  • How can we regularly assess whether our PED policy is supporting student wellness and equitable learning outcomes?
  • What tools and processes can help us gather meaningful feedback from students, staff, and families to guide improvements?
  • How do we identify and address any unintended consequences or disparities in enforcement practices?
  • What steps can ensure clear accountability and transparent progress monitoring at the school board and leadership levels?
  • How can we center student voice in ongoing policy review and continuous improvement efforts?​

No two schools or districts are alike. This section offers deep dives and just-in-time supports to address implementation challenges and adaptations across diverse learning environments—including small and rural schools, high schools, newcomer programs, and more.

Begin here if you’re wondering
  • How are other states handling PED policies, and what can we adapt or avoid?
  • What does the research say about limiting personal electronic devices in schools?
  • What unique considerations come up in high schools or open-campus environments?
  • How do we respond when students or staff ask “what if…” or resist the policy?
  • How can we align PED implementation with Oregon’s Transformative SEL and Community Engagement frameworks?
  • Where can I find resources that bridge vision with day-to-day application?
  • How can I capture and sustain student interest using innovative learning methods?​

Oregon’s small and rural schools bring unique strengths, tight-knit communities, deep relationships, and local resourcefulness. This section offers tailored tools for implementing PED policies in resource-impacted  settings where staff often wear multiple hats and formal systems may be hard to sustain.
​
Begin here if you’re wondering
  • How can we implement this policy effectively with limited staff, time, or resources?
  • What are some flexible, low-cost strategies we can use to communicate with families and staff?
  • How can we adapt this policy to reflect our unique school culture and community values?
  • How can we engage students and families in a meaningful way, even with limited capacity?
  • What does a "right-sized" implementation plan look like for a small school or district?
  • How can we build consistency across systems when staff capacity is stretched and individuals serve in multiple roles?
Explore Spotlight on Small and Rural Schools and Districts Here​​
​

Contact us at ode.mobiledevices@ode.oregon.gov for more details.