Few issues divide opinion in schools today quite like the role of smartphones. For some families, the device is a lifeline offering connection, safety and organisation. For others, it is a distraction, a source of anxiety, or a barrier to meaningful learning. Recent discussions across the independent sector, including contrasting perspectives from school leaders such as Peter Thakrey (Bedales) and Natalie Shaw (Dame Allan’s Schools), highlight just how nuanced this debate has become. Please read the full debate on pages 48-49 of the Independent School Parent Magazine Autumn 2025.
As impartial education advisers, our role is to help families to navigate this landscape with clarity, nuance, and a focus on student wellbeing.
The Case for Restricting Phones in School
Many educators argue that limiting or removing phones during the school day creates a calmer, more focused environment. Their reasoning often includes:
1. Reducing Distraction
Smartphones are engineered to capture attention. Notifications, social media, and messaging can fragment concentration and undermine deep learning. Schools that restrict phones often report improved engagement and fewer classroom interruptions.
2. Supporting Mental Health
For some students, constant connectivity fuels comparison, pressure, and social tension. A phone‑free school day can offer a rare pause and a chance to be present, interact face‑to‑face, and decompress from digital noise.
3. Encouraging Real‑World Social Skills
Without phones, students may be more likely to talk, collaborate, and build friendships in person. Some schools describe a noticeable shift in the quality of social interactions when devices are removed.
4. Creating a Level Playing Field
Not all students have the latest devices. Restricting phones can reduce visible socioeconomic differences and the social dynamics that sometimes accompany them.
The Case for Allowing Phones in School
On the other side, many educators argue that phones, when used responsibly, can enhance learning and independence. Their key points include:
1. Preparing Students for a Digital World
Technology is woven into modern life. Schools that integrate phones into learning argue that they are helping students develop digital literacy, self‑regulation, and responsible online behaviour.
2. Supporting Learning Tools
Phones can be powerful educational devices: research tools, cameras for fieldwork, language apps, revision platforms, and organisational aids. For some students, especially neurodivergent learners, digital tools can be genuinely enabling.
3. Strengthening Communication and Safety
Families often value the reassurance of being able to contact their children before or after school. Flexible policies can support this without disrupting learning.
4. Trust and Autonomy
Some schools believe that teaching students to manage their devices responsibly mirrors the real world. Rather than banning phones, they focus on building judgement, maturity, and digital citizenship.
What Other Countries Are Doing: A Global Perspective
The debate is not unique to the UK. Around the world, governments and school systems are grappling with the same questions, and many have taken decisive action.
Australia: A Total National Ban
This is across all states and territories:
- Primary schools → complete ban
- Secondary schools → phones must be switched off and stored during the school day
The policy aims to reduce distraction, improve wellbeing, and support learning. It is often cited internationally as a model for decisive action.
France
France bans phones in primary and lower secondary schools, with plans to extend restrictions to high schools. The French government frames the policy as a way to protect concentration and reduce online harm.
Netherlands
The Netherlands has expanded restrictions across primary and secondary schools, citing concerns about bullying, distraction, and academic performance.
Indonesia (West Java)
A regional ban applies to elementary and junior high students, driven by concerns about screen time and social behaviour.
United States (selected states)
There is no national policy, but several states which include Texas, have introduced statewide restrictions or guidance on limiting phone use in schools.
UNESCO reports that dozens of education systems worldwide now restrict or ban smartphones in schools. The trend reflects increasing concern about:
- Digital distraction
- Mental health
- Bullying and online harms
- Classroom engagement
This global picture shows that the UK is far from alone in wrestling with this issue.
So What Is the Right Approach?
There is no one‑size‑fits‑all answer. The most effective phone policies tend to share three qualities:
1. They reflect the school’s ethos
A creative, student‑led school may approach technology differently from a highly structured academic environment. The policy should align with the school’s values, culture, and educational aims.
2. They are developed with students, not just for them
Young people are more likely to respect rules they helped shape. Involving student councils or digital leaders can transform a policy from a restriction into a shared agreement.
3. They prioritise wellbeing and learning
Whether phones are banned, restricted, or integrated, the guiding question should always be:
Does this policy help students to thrive academically, socially, and emotionally?
Today’s students are growing up in a world where digital fluency is essential, but so is the ability to disconnect, focus, and build real human relationships. The Generation Focus approach recognises that:
- Technology is neither inherently good nor bad
- Students need guidance, not just rules
- Balance but not extremism is the goal
Schools that succeed in this area tend to adopt clear, consistent, and compassionate policies. They teach digital responsibility while protecting the learning environment. They acknowledge the realities of modern life without letting devices dominate it.
The phone debate is ultimately a conversation about values: independence, wellbeing, trust, safety, and the purpose of education itself. We encourage schools and families to look beyond the device and focus on the young person holding it.
If we keep students at the centre of the conversation, rather than the technology, we are far more likely to create policies that genuinely support their growth. We look forward to following this debate during 2026.