Why Phone Pouches Don’t Teach Digital Literacy - But Is There a Better Solution? A White Hatter Product Review of The “Doorman” App.
- The White Hatter
- 7 hours ago
- 11 min read
For transparency, other than access to the Doorman app for free to review, we did not receive payment or any other form of compensation for our testing and evaluation of Doorman. Once our review was complete, we uninstalled the app from our devices to ensure we weren’t making use of the free license beyond its intended purpose for testing.
We also made it clear that our review would be entirely open and honest, highlighting both strengths and shortcomings, and that we would publish it across all of our social media platforms. Some companies have declined to share their products after hearing this commitment. However, to Doorman’s credit, they provided us with their product to test all features in the app, fully aware that our review would be candid and independent.
Across Canada, and in schools worldwide, phone restriction policies are becoming the norm. Some schools collect devices in lockers, while others issue locked pouches that students can’t open until the end of the day. (1)(2) On the surface, these strategies appear neutral, even helpful, by reducing distraction in class. But for students, the reality often feels quite different.
Locked pouches can easily be seen as punishment. They send subtle but powerful messages about trust, responsibility, and the role of technology in learning. When a phone is sealed away, students lose the opportunity to make choices, which can come across as, “We don’t trust you.” While the goal may be improved focus, the delivery feels like discipline, and more about compliance than education.
We believe that the message pouches send include:
Avoidance over education
Pouches promote avoidance rather than learning. By removing the device, students don’t get to practice self-regulation. Outside of school, where phones are always accessible, this lack of practice leaves them unprepared to manage their digital lives.
Technology As “Bad”
Restricting phones in this way risks framing technology itself as a problem rather than a tool. That mindset doesn’t foster healthy digital habits; it just reinforces restriction.
Missed Mentorship Opportunities
Instead of guiding students through distraction and helping them build strategies to manage it, the pouch skips over those teachable moments. The message becomes, “We don’t think you can handle this,” rather than, “Here’s how you can.”
The result is short-term compliance without long-term growth. Students may sit quietly in class, but they leave school without the skills to set boundaries, evaluate information, or make thoughtful choices online. In effect, the very competencies digital literacy aims to build are bypassed.
So why do we believe that pouches fall short:
Avoidance vs. education: Locking devices away removes the chance to learn real-world decision-making
No self-regulation practice: Self-control is built through guided use, not forced absence. Pouched do not teach students how to use their tech responsibly
Missed digital learning opportunities: Digital literacy includes evaluating online information, understanding privacy, and practicing etiquette, skills that can’t be taught by locking a phone.
Short-term fix, not long-term growth: Pouches quiet classrooms but don’t prepare students for digital life beyond school walls.
Responsibility shifted away from students: Instead of empowering young people to manage their devices, pouches place the responsibility solely on schools.
As digital literacy advocates, we know the concerns around distraction in classrooms are valid. However, the pouch approach runs counter to the goal of equipping students for life in a world where phones and technology are ubiquitous. (this also serves to help mitigate other concerns like surfing porn, cyberbullying during school hours or other less than durable uses of tech which at school)
Also, A quick YouTube search shows several methods students use to defeat pouch locks or to hide a cheap burner phone in the pouch instead of their main device.
A Different Approach: Enter the “Doorman App”
What if there was a way to reduce distractions in class while also teaching cellphone responsibility, building self-regulation, and promoting long-term digital literacy? That’s where a new startup alternative called Doorman comes in. (3)
Doorman is the creation of Patrick Cui (23yrs), Brian Hawkins (23yrs), and Mathew Kwon (23yrs), Gen Z entrepreneurs who were frustrated in the growing use of pouches in schools and thought, “There has to be a better way.”
These three young men started their company in March 2025, and launched their first Beta product in September 2025 - that’s 7 months. What is even more impressive, these three young men have 100% financially bootstrapped the development and creation of their company and this product!
Unlike pouches or lockers, Doorman doesn’t remove phones, it transforms how they can be used in a mindful and intentional way. Students keep their devices, but access is limited to apps and functions “approved” by the school, such as Google Classroom or Canva. Messaging apps, all social media, and notifications are blocked on both Apple iOS and Android devices. Importantly, students can still make or receive calls if necessary in an emergency, which addresses the primary reason parents want their child to have a phone in the first place.
How The Doorman App Works:
There are presently two modes of operation that a school can choose:
Full School Mode: Upon arrival, students tap their phone on an NFC pad connected to the school’s administration software through the students school Gmail account. The device is then restricted for the entire day, leaving only school-approved functions active like Google classroom or Canva.
Classroom Mode: For schools with more flexible policies, students tap in when entering class. Teachers receive confirmation that the phone is restricted. At the end of class, students tap to unlock until their next session, where the process repeats. This allows students to still use the full function of the phone during school breaks or during spare blocks if that is what a school allows.
NOTE: Doorman is also developing the ability for each classroom to have their own unique approved app list that can be used for that specific classroom. This will allow educators to pick and choose an app or social media platform that fits their unique pedagogical practices in their classroom, if permission is given to students to use their device by the teacher, while blocking all other apps and websites.
By using this application, we believe Doorman could help to manage many of the concerns that are often voiced surrounding cellphones in schools such as:
Distraction
Cyberbullying during school hours
Preventing the use of all social media platforms and websites that are not approved by the school
academic dishonesty
unable to listed to streaming music or play online video games? (note, if the music or game has been downloaded on the device they will still have access)
Viewing in-appropriate content such as violence or pornography during school hours
Testing and Evaluation of the Doorman App
From our experience testing several products, marketing often overpromises. We were initially skeptical that Doorman would match what they described online and over the phone, so we tested it carefully.
The package we received by UPS Express from Doorman included an NFC card, and instructions to download the Doorman app from the iTunes Store or Google Play Store.
We tested Doorman using an iPhone. Installing the app on the iPhone was straightforward and problem-free. The NFC card is intended to be placed at a school entrance, or classroom entrance, to activate Doorman.
We also reviewed the administrative portal designed for teachers and school administrators. The portal is simple, intuitive, and easy to use. We will explain how it works later in this review.
Once the app was open on the phone, we followed the on-screen instructions:
#1 - Tap the large blue button labeled “Tap In.”
#2- When the message “Ready to Scan” appears, place the top of the phone against the RFID card at the school or classroom entrance.
#3- If the scan succeeds, a screen with a large green “In Class” button appears. The student’s device is now connected to the Doorman digital ecosystem.
When a student activates Doorman, their status appears as “connected” in green on the teacher’s administrative screen.
If a teacher does not see a green “connected” status, it indicates the student has not connected or does not have a phone.
Important: once a student connects, the phone remains locked into the Doorman system for the duration of the class or the school day. There is an emergency override. Under the green “In Class” button, the “more options” box contains a red “Emergency Unlock” button. Using that option returns the phone to full functionality.
If a student disengages Doorman during class or school hours for any reason, the administrative portal displays a red “Disconnected” warning.
That alert gives teachers or administrators an opportunity to follow up with the student and determine the reason. If there is no reasonable explanation, the school can apply its own follow-up procedures and consequences.
Testing & Evaluation:
We attempted to access the following apps, services, and social media platforms while Doorman was engaged:
Safari, DuckDuckGo, Google Search, iMessage, WhatsApp, FaceTime, iTunes Store, Maps, ChatGPT, X (Twitter), Tubi, Uber, PornHub, Discord, Signal, TikTok, Facebook, Instagram, and YouTube.
Doorman blocked direct access to all of these apps and websites. We say “direct” because some apps still displayed previously cached content. For example, some platforms were clearly using surface algorithmic cached feeds, such as Facebook, Instagram, Snapchat, TikTok, and YouTube. These platforms could show older clips in the “For You,” “Shorts,” or “Stories” functions. That cached content did not update with new material while Doorman was active, and actions such as posting or sending messages were disabled. In practice, cached content creates a limited view but does not enable real-time social functionality. Overall, the apps were effectively neutered for practical in classroom or in-school use.
Note: students can still make and receive phone calls when Doorman is engaged.
Bypass Attempts and Observations
Because students often attempt workarounds, we tested several bypass methods.
First, we tested a virtual private network (VPN). If the phone was connected to Doorman and then a VPN was activated, the phone regained full functionality and all apps worked. Activating a VPN, however, immediately triggered a red “Disconnected” alert on the teacher or administrator portal. That alert gives staff a chance to follow up with the student about the “why” of the bypass.
If a student connects to Doorman and then turns off an already running VPN, the phone will disconnect and trigger the same alert to a teacher or school administrative staff.
Although we could not use any of the messaging apps, like iMessage or WhatsApp, we could still use email to communicate text, or share pictures and video with others freely. When we brought this to the attention of Doorman, they stated that this is something that can be mitigated if a school wants this function to also be blocked while the Doorman is in use. We asked Doorman to confirm this with us, and after they did their digital magic, we could no longer send or receive an email on our phone until we disconnected from Doorman.
We discovered one additional bypass that temporarily fooled the alert system for about ten minutes, allowing short periods of normal app use before reconnecting without triggering an immediate alert. We reported this to Doorman. They acknowledged the issue and told us they are confident it can be greatly mitigated before the end of the year. For security reasons we will not disclose the bypass publicly. If you require details, contact us privately by email.
NOTE: After we brought this bypass to their attention, rather than making excuses, the Doorman development team immediately took our findings, turned them into a challenge, and found a fix! Tip of our White Hat for initiative.
Cost
DoorMan is currently prices at $5-$10 USD per student per year, with the software provided for free. That’s less than half the cost of most pouch systems, with the added benefit of teaching responsibility rather than enforcing avoidance. It should be noted that this pricing could change over time as more functionality is added to this application.
Interview Feedback: Doorman Beta Testing at Watertown High School USA
As part of our review process, we spoke with Principal Joel Giacobozzi of Watertown High School in Massachusetts USA, where Doorman has been in beta testing since the beginning of the current school year. The school has deployed the app in a slow roll out process across all classrooms from grades 9 through 12.
Principal Giacobozzi reported that at its core, the app has performed very well. When challenges arose, which were expected in the beta-testing, Doorman responded quickly by resolving issues or creating new applications to meet teacher’s needs. The principal highlighted the company’s responsiveness as a key strength during the rollout.
When the school first announced the adoption of Doorman, concerns were raised by both staff and parents regarding student privacy and the potential for personal information to be collected or sold. This, he noted, is a common concern whenever new educational technology is introduced, something we continually echo here at the White Hatter as well. In response, Doorman took a proactive approach, dedicating time to educate both staff and parents. The company explained in clear and transparent terms how the product worked and reassured the community that no such data practices were involved. This transparency, according to the principal, helped ease concerns significantly.
The implementation itself was relatively straightforward. Each classroom was equipped with two NFC tap-in points, and student compliance has been very high. When asked why they were having such a high compliance rate, Principal Giacobozzi shared that the most common student feedback was that “it’s fair.” Students appreciated being able to retain possession of their phones, rather than locking them in pouches or storing them elsewhere. The students also commented that they agreed with the benefits of blocking social media platforms , gaming platforms, and web access during classroom time, but yet still allowing access when approved by a teacher. The principal contrasted this with a prior initiative in which the school used a “cellphone shoe tree,” which proved far less effective than Doorman.
Regarding compliance and enforcement, Principal Giacobozzi explained that when a student disconnected from the app during school hours, the issue was addressed directly. In most cases, the student had a reasonable explanation. For example, he described one instance where a student meeting with a school counsellor about SAT preparation was required to disconnect to connect with the internet, which triggered an alert on the Doorman dashboard. When asked whether managing disconnect warnings required a significant amount of his time, the principal explained that it surprisingly did not. The principal credited this to educating students about the app from the start and to the strong buy-in that followed, largely because students viewed the system as fair
When asked whether the school planned to continue using Doorman, Principal Giacobozzi was clear: “Yes.” He emphasized that the app has met the school’s needs and the needs of teachers, particularly by reducing classroom distractions, and that students themselves have quickly embraced it as a fair and balanced approach to cellphone use in school.
Final Thoughts
Doorman is still a very new company, founded in March 2025, with its app only launching in September 2025. Naturally, the product is still maturing. For example, the NFC units that schools use to activate Doorman will need to be ruggedized, since it’s almost certain some students will attempt to damage them. That said, we found the app to be impressive, a view that was echoed by the principal we interviewed about their experience with it. We also see potential applications beyond smartphones, such as integration with Chromebooks. When we asked Doorman about this, they acknowledged the possibility, but explained they want to focus on refining the mobile app first, a decision we believe makes solid business sense.
Doorman installs easily, the administrative portal is user friendly, and the core functionality works as advertised and prevents direct use of social and messaging apps during class in our testing, while still permitting phone calls if needed in exigent circumstances. We like the fact that teachers can customize Doorman to allow for certain applications and websites to be used in class to enhance teaching. Cached content can still appear in some algorithm-driven feeds, but it does not provide real-time functionality. VPNs and the bypass we found can defeat the lock, but those actions produce disconnect alerts that allow teachers and administrators to follow up on quickly.
Overall, we believe Doorman has a great future as a practical classroom management tool, with the caveat that schools should be aware of potential workarounds and plan enforcement and follow-up procedures accordingly. Like any tool, a good and effective school policy surrounding the use of Doorman should also be teamed with the introduction of this application. For example, if a student repeatedly disconnects their phone from the Doorman app without a reasonable explanation, the consequence could be requiring them to store their device in a centralized, secure phone box, but this should be outlined in policy.
Phone pouches may offer a quick fix for classroom disruption, but they don’t teach the skills students need to thrive in a digital world. However, some schools may still want to choose such an option. We believe that solutions like Doorman, bridge that gap, reducing distraction while also empowering students to practice self-regulation, responsibility, and digital literacy. After all, the goal isn’t just to keep classrooms quiet, it’s to prepare young people for the world they already live in.
Note - Presently, Doorman is only available in North America, however they advised that they hope to have an international rollout and onboarding of the app in January 2026. However, if you are a school outside of Canada or the United States, Doorman stated they would still love to hear from you, so connect with them via their website noted in the references below.
Digital Food For Thought
The White Hatter
Facts Not Fear, Facts Not Emotions, Enlighten Not Frighten, Know Tech Not No Tech
References
