The publication argues that current efforts to improve the well-being of men and boys of color are too fragmented, failing to account for the structural linkages between systems like education, employment, and criminal justice. It proposes a new, holistic framework that traces how structural conditions flow through multiple domains to measurable outcomes, such as longevity. Key reasoning emphasizes the need to treat 'place' as a fundamental actor and to identify successful communities where these populations are already thriving. Policy implications require shifting away from individual-focused interventions toward developing structural, place-based agendas that address systemic inequities.
A year later, what teens tell us about school cellphone bans
English Summary
A year-long study tracking teens' experiences with school cellphone bans finds that strict, consistent enforcement (bell-to-bell bans) generally yields positive educational outcomes and reduces student phone use. Evidence suggests that the effectiveness of policies wanes significantly in schools with less-strict rules, while teens' initial negative perceptions of the bans shifted toward neutrality, indicating adaptation to the restrictions. Policymakers should therefore maintain and strengthen comprehensive bans, viewing them as a necessary measure to improve focus and academic environment, and should remain undeterred by initial resistance to classroom technology restrictions.
中文摘要
一項為期一年的研究追蹤了青少年在使用學校手機禁令的經驗，發現嚴格且一致的執行（全日制禁令）通常能帶來正面的教育成果，並減少學生的手機使用量。證據顯示，在規定不嚴格的學校，政策的有效性會顯著減弱；同時，青少年最初對禁令的負面看法已轉向中立，表明他們已適應這些限制。因此，政策制定者應維持並強化全面性的禁令，視其為改善專注度和學術環境的必要措施，不應因初期對課堂技術限制的抵制而氣餒。
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