Much of the debate around smartphone bans in schools has focused on what the policy requires and how schools should enforce it. But new research shifts the focus to a question that is often overlooked: what do pupils themselves think?
CREDIT: This is an edited version of an article that originally appeared in The Guardian
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The UCL study, published the day after a statutory expectation came into force making schools in England responsible for ensuring phone-free environments during the school day, suggests that many young people feel left out of the conversation. Rather than seeing blanket bans as supportive or protective, a large proportion of pupils describe them as restrictive and, in some cases, punitive.
Researchers surveyed 732 secondary school students aged 11 to 18, alongside 27 teachers and 41 parents, using questionnaires, interviews and focus groups to explore attitudes towards smartphone restrictions in schools.
While adults broadly support tighter controls – 87% of teachers and 88% of parents backed a blanket ban – the study found a very different perspective among pupils, with around 75% of students opposing the policy.
According to the report, teachers tend to view bans as a way to reduce classroom disruption and simplify behaviour management. Pupils, however, describe smartphones as more than just distractions. Many see them as essential tools for everyday life, supporting communication, safety, emotional wellbeing and organisation.
Students pointed to practical uses such as checking bus times, accessing weather updates and using homework apps. Others highlighted the importance of staying connected with friends and support networks. Some, particularly girls, said phones also contributed to their sense of personal safety when travelling alone.
The research also raises concerns about unintended consequences. Some pupils suggested that removing smartphones from school environments could push issues such as cyberbullying and harassment further underground, making them harder to identify and report.
Across England, schools are taking different approaches to phone management. Some require pupils to store devices in lockers or sealed pouches during the school day. Others restrict access to basic “brick” phones, while some enforce a complete ban on bringing smartphones onto school premises.
The findings suggest that while policy discussions often centre on control and compliance, pupils are more likely to focus on how smartphone access fits into their daily lives – raising important questions about how future policy balances safety, wellbeing and lived experience.
Holly is the managing editor of Education Executive, working closely with the team and contributors to bring fresh, varied and relevant content to our magazines, wraps and digital platforms. She joined the team in 2023, having spent several years working in publishing, following an earlier career in training, development and coaching across a range of sectors. Holly is passionate about championing school and trust business professionals and ensuring the role receives the platform and recognition it deserves.
