Managing mobile phone use in post-16 education

The Department for Education’s recent guidance on mobile phones in schools has sparked discussions about how to handle mobile phone usage in post-16 settings. As students transition to post-16 education, the issue becomes more nuanced, with various options available to schools, including outright bans on mobiles

CREDIT: This is an edited version of an article that originally appeared on Research School

setting high expectations for students and maintaining consistency across all classrooms. At Oldham Sixth Form College, the focus is on developing independent learners while acknowledging the ubiquitous nature of mobile phones in the lives of 16–19-year-olds.

There’s a delicate balance to strike with mobile phone usage in classrooms. While the college aims to cultivate self-regulation and positive learning behaviours, it’s crucial to recognise that mobile phones are integral to students’ daily lives. Social media companies vie for their attention, leading to concerns about addictive behaviours.

Government guidance suggesting that phone use should be prohibited at breaks and lunchtimes presents challenges, particularly with the complexities of post-16 timetables. Therefore, a one-size-fits-all approach may not be feasible.

The college’s approach focuses on ensuring that teaching and learning are not disrupted by mobiles while helping students develop a healthy relationship with their devices. Drawing from the EEF Improving Behaviour in Schools Guidance Report, practical strategies are employed to minimise disruptions.

Recommendation 2 from the EEF report emphasises teaching learning behaviours alongside managing misbehaviour. Clear communication of expectations is essential. Students are informed that phones should be turned off and put away during class time. Consistent messaging from various sources throughout the year reinforces these expectations.

Additionally, Recommendation 4 suggests using simple approaches as part of the routine to create a purposeful learning climate. Reminders at the start of each lesson help reinforce the expectation of phone use policies.

Consistency is key to success, as highlighted in Recommendation 6. By maintaining a unified approach across all staff members, mobile phones can be prevented from becoming a distraction in the classroom.

In conclusion, managing mobile phone use in post-16 education requires a nuanced approach that balances the need for academic focus with the realities of students’ digital lives. By implementing evidence-based strategies and maintaining consistency, schools can create conducive learning environments that foster student engagement and success.