School smartphone bans ‘ineffective’ and ‘overly simplistic’, study finds
Banning smartphones in schools would likely be “ineffective” and “overly simplistic” and fail to address the underlying causes of harm, a new study has suggested.
Research from University College London (UCL) warned that outright bans could create a “displacement effect”; In this case, the platforms and the content itself remain unaddressed, while the visibility of online harms such as sexual harassment and cyberbullying is reduced as children feel less able to report problems.
The news, published on Tuesday, comes the day after the government’s smartphone ban in schools became legally enforceable across England. Schools must now ensure that students do not have access to mobile phones or similar smart devices for the entire school day.
The study also comes after the UK government announced a social media ban for all people under 16 that will come into effect in early 2027. Although research suggests support for the ban from parents is high, campaigners have warned that the ban “fails to address fundamental security issues” on social media apps.
Researchers polled 732 middle school students, 27 educators and 41 parents through surveys, focus groups and arts-based methods to produce a report on school smartphone policies.
The report found that smartphone bans in schools were popular with adults, with 87 per cent of teachers and 88 per cent of parents supporting it, but were seen as overly punitive among students, with 75 per cent disagreeing with the policy.
Students told researchers their smartphones were “essential tools” used for homework, bus schedules and weather forecasts. Girls in particular reported feeling less safe traveling alone without a smartphone.
They also reported being able to break lockable phone cases with strong magnets or by hitting them against tables.
Additionally, the report found blanket bans could undermine young people’s trust in adults and make them less likely to report harm online. Researchers called this phenomenon the “displacement effect,” where the visibility of digital problems decreases but harmful platforms and content, which are the root causes of these behaviors, persist.
“This displacement may worsen existing problems by intensifying screen time at home, and eroded trust may make young people less likely to report harm online,” the report says.
Professor Jessica Ringrose, lead author of the study, said her studies showed that students “tend to perceive blanket bans as punitive rather than supportive”. “They felt that the bans undermined trust between their lives and their lives with adults, who they felt misunderstood the integral role phones played in daily routines,” he continued.
Co-author Edith Rodda, a PhD candidate at UCL’s Institute of Education, added: “Rushed school smartphone policies that fail to take students’ perspectives into account, no matter how well-intentioned, risk creating a cycle of punishment that ultimately undermines the aims of the policy. Students will inevitably find workarounds such as opening lockable phone bags.”
A Ministry of Education spokesperson said:: “This government is returning childhood to the safe and happy time it should be, with less time scrolling and more time learning and playing.
“We are using the power of government to drive a culture change that is widely supported by parents and school leaders, ensuring children benefit from the best of technology while protecting them from the worst.
“Banning mobile phones in schools alone is not enough. We’re giving kids the skills to safely navigate the online world, offering the first screen usage guide for parents of kids ages 5-16, banning social media proven to harm under-16s, supporting the creation of safe AI educational tools, and updating curricula so every child can spot misinformation and develop real media literacy skills.”
