Librarian Nick Ames’ resignation from Easthampton High School this summer ignited a public conversation about cellphones in our schools. Much of it focused on Ames and the way he protested cellphone use. But focusing on his protest risks missing the larger issue his departure exposed: What kind of school culture do we want to create for our children at Easthampton High School?

School culture doesn’t just happen. It is shaped by the choices we make about what we value, what we protect, and the conditions we create for learning. Creating the conditions in which students can learn and thrive — academically, socially and emotionally — is the responsibility of all the adults at the table: School Committee members, administrators, educators and parents.

Research tells us that cellphones compete for students’ attention even when they aren’t actively using them. Simply knowing a phone is nearby and accessible can consume cognitive resources needed for learning. Keeping phones in pockets, backpacks or classroom holders may deter active use, but it doesn’t remove their accessibility or their pull on attention.

We also have evidence of what happens when schools move to a phone-free policy. At nearby Hampshire Regional, after implementation of its policy, 91% of teachers reported never having to interrupt instructional time to deal with phones, compared with 22% before. More than half of Massachusetts school districts have now adopted cellphone policies. The Massachusetts attorney general has developed a model bell-to-bell policy, an implementation toolkit and grant funding to help districts make the transition.

Important implementation questions remain: Who enforces the policy? How do we avoid inequitable discipline? How do we accommodate students who need access to a device? What will implementation cost?

But these aren’t unanswered questions. The attorney general recommends shifting enforcement away from individual teachers and toward administrators, cautions against suspension for cellphone violations, protects IEP, 504 and medical accommodations, and offers inexpensive storage alternatives to Yondr.

An individual student’s legitimate need for access to a device is a reason to provide an appropriate accommodation — not a reason to leave cellphones accessible to every student.

We don’t have to solve these questions alone. Hampshire Regional, Northampton, West Springfield and other Massachusetts communities have already done this work. We can ask them what worked, what didn’t, what it cost, what they would do differently — and whether they regret implementing it or would ever choose to go back.

We have research and evidence. Massachusetts has addressed the implementation questions. Nearby districts have experience. So why aren’t we moving? Perhaps because change will require something from the rest of us — and may provoke opposition.

Parents accustomed to communicating directly with their children throughout the school day will have to communicate differently. Educators and administrators will have to commit to consistent implementation. School leaders will have to support and defend a policy that some families may oppose.

None of that is easy. But anticipated pushback and inconvenience aren’t reasons to preserve the status quo. Elected school leaders have a responsibility to consider what creates the best learning environment for all students, not simply those whose families are most able or willing to advocate for them.

So, Easthampton, let’s show up for our kids and move from whether to how. Let’s develop a bell-to-bell policy and implementation plan now!

Andrea Marks lives in Easthampton.