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Across England and Europe, a significant shift is underway to ban or severely restrict smartphone use in schools. Concerns over the “catastrophic” impact of smartphones on student mental health, learning, and social development have driven this movement, with increasing support from educational leaders and policymakers. Leading the charge in the UK is the Ormiston Academies Trust (OAT), which has introduced a trust-wide phone-free policy, setting an example for other institutions.
The Impact of Smartphones on Mental Health and Learning
The Ormiston Academies Trust has explicitly stated that smartphones negatively affect student learning and mental health. Chief Executive Tom Rees has cited “huge and real concerns around mental health, post-pandemic,” emphasizing a “clear correlation between that and mobile phone and social media use.” Research supports these concerns; a King’s College London study found that teenagers with problematic phone use were twice as likely to experience anxiety. Additionally, the mere presence of a phone can create a “battle for attention” in classrooms, diminishing students’ ability to focus and retain information.
Experts such as Tom Bennett, an advisor to the Department for Education (DfE), have reinforced these concerns, stating that mobile phones are a “serious detriment to children’s learning and probably their mental health and wellbeing.” Educators from OAT further highlight how smartphones distract from learning, facilitate the spread of harmful online content, and encourage disruptive behaviors such as filming teachers and peers without consent.
The Push for Phone-Free School Days
OAT, which oversees 44 schools and 35,000 students, is phasing out smartphone access during the school day. This follows the successful banning of phones in OAT’s primary, special needs, and alternative provision schools. The DfE has also revised its guidelines, giving school leaders greater authority to impose phone bans, though these remain non-statutory.
This movement aligns with broader international trends. The Netherlands has implemented a nationwide ban on phones, tablets, and smartwatches in most secondary school classrooms, with strict enforcement measures. France has trialed a policy requiring students to hand over their phones upon arrival, while Hungary mandates phone collection at the start of the school day. Italy and Greece have also implemented classroom bans.
Parental Involvement and Community Support
OAT has taken steps to engage parents in the transition to phone-free schools, ensuring the policy is implemented thoughtfully. In Hitchin, a grassroots parental initiative successfully delayed smartphone use for children until the end of Year 9, fostering a community-wide effort to curb early smartphone dependence. Similar support was seen at Ormiston Chadwick Academy, where parental engagement helped refine a locked box system for phone storage.
However, some parents have expressed concerns about safety and accessibility. Joe Mayatt, a parent, called a total ban “dangerous and irresponsible,” arguing that children need access to phones for travel and emergencies. Others, like Helena Dollimore MP, have raised the issue of student safety on journeys to and from school. Schools have addressed these concerns by making exceptions for students with medical needs and ensuring that students can access phones before and after the school day.
Implementation Strategies and Successes
Schools adopting phone bans have employed various approaches. Some, like Tenbury High Ormiston Academy and Ormiston Chadwick Academy, use locked boxes, while others, such as Lift Schools’ 57 institutions, utilize pouch systems. These strategies have led to noticeable improvements, including increased student engagement and social interaction. At Calvijn College in the Netherlands, teachers reported fewer lesson disruptions and students re-engaging with activities like table tennis and face-to-face conversations.
The Ormiston Academies Trust’s initiative is part of a growing international trend recognizing the negative impact of smartphones in schools. However, successful implementation requires careful planning, enforcement, and parental collaboration. Schools such as Birkenhead High School Academy have demonstrated that, while initial resistance may occur, cultural shifts toward phone-free learning environments can become widely accepted over time.
Addressing Counterarguments and Policy Considerations
While the push for phone bans is gaining traction, some educators and researchers caution against a one-size-fits-all approach. A Dutch study found that while 20% of students felt less distracted after a ban, 37% missed their phones, with some feeling forced into social interactions they weren’t comfortable with. Other critics argue that schools should focus on digital literacy and responsible phone use rather than outright bans.
Despite these debates, many experts advocate for stronger enforcement of restrictions where bans already exist. Tom Bennett advises that “the wise school restricts even these times and makes sure that all teachers are supported to know how, when, and why they are confiscating mobile phones.”
The Role of the Ormiston Academies Trust and the OSA’s Cyber Security Course
The Ormiston Academies Trust’s leadership in banning smartphones aligns with a broader effort to address digital risks in education. Schools seeking guidance on digital safety and responsible device use can benefit from the Online Safety Alliance’s (OSA) Cyber Security for School Leaders CPD-accredited course. This course provides essential training for educators, ensuring they are equipped to manage cybersecurity risks and promote safer digital practices among students.
Conclusion
The evidence overwhelmingly suggests that smartphones pose significant challenges in educational settings, from distractions in the classroom to their role in the adolescent mental health crisis. OAT’s trust-wide phone ban is an important step toward mitigating these risks, providing a model for other institutions to follow. While logistical challenges and parental concerns must be addressed, the success of similar policies across Europe indicates that banning or severely restricting phones in schools can lead to improved student well-being, better learning outcomes, and a more positive school culture. As this debate continues, schools must balance the need for connectivity with the imperative to create an environment that prioritizes education and student welfare.
At the OSA, we believe that outright bans do not address the root of the issue. Instead of helping children safely navigate the digital world they will encounter outside school, bans risk shifting the problem elsewhere and provide fewer opportunities for staff to model appropriate and responsible use of technology. The need to educate children in safe use of technology remains as important as ever.
Sources:
- “Academy chain with 35,000 pupils to be first in England to go phone-free” – The Guardian (September 13, 2024)
- “How Hitchin parents pushed to delay phones for school children” – BBC News (September 25, 2024)
- “Ormiston Academies Trust to go phone-free” – BBC News (September 14, 2024)
- “What Research Shows About Smartphone Bans In Schools” – Science Friday (September 13, 2024)
- “Why (and how) Ormiston is joining the phone-free movement” – Schools Week (September 19, 2024)
- “‘Going back in time’: the schools across Europe banning mobile phones” – The Guardian (September 9, 2024)