<p>This study used data from the 2022 Program for International Student Assessment (PISA) to investigate how school policies regarding digital devices predict student math and science achievement outcomes in two regions (United States and Taiwan), both directly and indirectly as mediated by students’ sense of school belonging. Results showed that digital device policies in schools had no significant direct or indirect effects on student math or science literacy outcomes. In Taiwanese schools, policies prohibiting mobile phone use had significant positive effects on students’ sense of school belonging. In contrast, mobile phone policies in U.S. schools showed no significant effects. Additionally, in U.S. schools, having a scheduled time for teachers to meet to share, evaluate, or develop instructional materials and approaches that employ digital devices had a negative effect on students’ sense of school belonging. In Taiwanese schools, direct effects of students’ sense of school belonging on math and science literacy were observed, with potentially distinct within-school and between-school effects.</p>