Should mobile phones be banned in schools? | Series 1, Episode 23

Episode 23 transcript

Should mobile phones be banned in schools?

Government guidance advises schools to prohibit mobile phones during the school day amidst renewed media interest highlighting the role of social media and the responsibilities of platforms. Who should be responsible for safeguarding mobile device use?

Government Guidance on Mobile Phone Use in Schools

In February, the UK government issued guidance encouraging schools to develop policies that prohibit the use of mobile phones throughout the school day, including during lessons, breaks, and lunchtimes. The guidance suggests several approaches, such as banning phones from school premises entirely, requiring phones to be handed in at the start of the day, or allowing pupils to keep their phones on the condition that they are never used, seen, or heard during the school day. It emphasises consistency and suggests that mobile phone policies could be integrated into existing behaviour policies or developed as standalone documents.

The document also advises schools to consider the potential risks associated with banning phones, particularly concerning pupils’ safety while travelling to and from school. Schools are encouraged to consult with parents to address these concerns and develop supportive policies. It also acknowledges that some pupils, such as those with disabilities or medical conditions, may require flexibility in mobile phone policies.

Evidence on the Impact of Mobile Phone Bans

Research findings on this issue are mixed. A significant UK study using a difference-in-difference method found that schools with effective mobile phone bans experienced small improvements in test scores. However, other international studies have produced varying results, with some supporting the notion that bans improve academic performance and others refuting it.

One study conducted in Chicago found the mere presence of mobile phones, even when not in use, could negatively affect cognitive function and test performance. This suggests that the knowledge of having a phone nearby may distract students, even if the device is not actively used. Some schools have implemented lockable phone cases to address this issue, reporting improvements in academic performance and reductions in conflict. However, this approach requires significant resources and may not be feasible for all schools. The OECD has also explored the relationship between digital device use and academic performance, finding that while using devices for learning purposes can increase test scores, leisure use tends to have the opposite effect. This highlights the complexity of the issue, as the impact of mobile phones on learning may vary depending on how they are used.

Perspectives from Stakeholders

The Association of School and College Leaders has expressed scepticism about the impact of the guidance, noting that most schools already have mobile phone policies in place. ASCL representatives argue that the real issue lies in the use of smartphones outside school, where problems such as cyberbullying and exposure to inappropriate content are more prevalent. They advocate for better regulation of online platforms and improved mental health support for young people, rather than additional school-based restrictions.

Internet safety campaigners, such as Ian Russell and Beeban Kidron, have also criticised the guidance, arguing that it fails to address the root causes of harm associated with mobile phones, which are largely tied to the design of tech platforms. Russell emphasises the need for stronger online safety regulations to protect children. Kidron stresses that the issue lies not with the devices themselves but with the irresponsible practices of tech companies.

Alternative Approaches to Mobile Phone Bans

Some experts argue for a more nuanced approach. Evidence-informed strategies, rather than outright bans, may be more effective in reducing the harms associated with mobile phones in schools. For example, some schools have implemented policies where phones are left in lockers during class but can be accessed during breaks. This approach may mitigate the cognitive load associated with phone salience while still allowing students some degree of access to their devices.

There is also a case for involving students, teachers, and parents in the development of mobile phone policies. Co-designed policies that include measures to promote intentional phone use, such as bundling notifications or using apps that support learning, could offer a balanced solution. This approach recognises the role that mobile phones play in students’ lives while also addressing the need to minimise distractions in the classroom.

However, the effectiveness of such policies remains a subject of debate. While some evidence suggests that banning phones can improve academic performance, the results are far from conclusive. Additionally, concerns from educators, safety campaigners, and parents highlight the need for a more comprehensive approach that addresses the underlying issues associated with mobile phone use, both in and out of school.

Reading Signs on Transportation

Travelling, whether by car, bus, or train, presents numerous opportunities for reading. Encourage children to read road signs, maps, timetables, and informational posters found in stations or airports. This form of reading not only keeps them occupied during travel but also enhances their ability to navigate and understand practical information. It also introduces them to new vocabulary related to geography, transportation, and logistics.

But What About Literacy?

Another less discussed area is the effect on literacy. Mobile devices, whether we like it or not, do promote literacy, whether that is reading or visual literacy. Using them and interacting with them also requires comprehension, inference, deduction and reasoning skills. Mobile devices can be used to read books, using free library services, eBooks and PDFs. Mobile devices might not provide the skills in a form all educators would prefer to see, yet these skills – all crucial for literacy development – are developed using them. Is a ban the right approach, or would a focus on reducing the amount of time lost to mobile device distraction be a better approach?

Additionally, each student’s mobile device represents a significant amount of extra computing and processing resources in an age where schools have less and less budget to spend on new computers and IT maintenance. Allowing mobile devices in a school of 1000 students could increase the school’s IT provision by over 1000% overnight. And there’s no additional charging, data, storage or maintenance expense for the schools. Not to mention how much schools could trim from their photocopying budgets by using PDFs instead of handouts. Do schools really want to pass on all of that?

A balanced approach that involves all stakeholders and considers the diverse needs of students may be the most effective way to manage mobile phone use in schools. Rather than relying solely on blanket bans, schools could benefit from evidence-informed strategies and practical auditing of their school’s own ethos and needs, that promote responsible phone use while maintaining a focus on academic achievement and student well-being.