Opinion Piece: The Use of Mobile Phones in Schools: Balancing Instant Connection, Technological Learning, and Cybersafety

The continual presence of mobile phones among school children in England has reignited conversation within educational circles regarding whether they should be allowed, fully banned, and if the risks of going mobile-free for our children outweigh the benefits.

​Focusing on both the advantages and disadvantages, challenges, and implications of banning mobile phones in schools, we must address the need for technology within our ever-adapting environment in the current education field.

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Positive Impacts: Safety, Connection, and Learning
 
When considering the argument around mobile phone use within the education setting, one must understand the potential benefits of having mobile phones for connection and social interaction.
 
Either side of the school day
The school day is only part of the experience within the education sector, with students traveling on public transport to get to their educational setting. Mobile phones support not only the children with communicating where to meet friends on their way to school but also support parents' confidence that their children can get in touch if need be. Call me old-fashioned, but I remember waiting at the school gates with no contact devices – hoping my mother remembered to collect me after school. The discerning look from the receptionist as I trundled back into the school office; bag, violin, and PE kit in hand to call home – shouldn’t have to be actively repeated. Yes, the challenge remains that children may have unsupervised time on their phones, but used correctly and for their original need – mobile phones can support the student, the school office, and the parent alike.
 
With dual consent, the parent also has the opportunity to ‘find my’ child through GPS tracking and instant communication, fostering a sense of security for both themselves and their children. Not only that but due to the two-way agreement of such software, the children can also see how far away the parent may be from collecting them from the school gates, without the sense of dread of being left at the school gates close.
 
During the school day
For students, as much as one may argue, phones facilitate social connection. From seeing where friends are at break or lunchtime to checking if they have already headed to the canteen, connection can help. In addition, for those having recently moved school or catchment, even having a mobile phone to communicate with others can help to combat feelings of isolation and loneliness, especially those facing geographical or social barriers.
 
Furthermore, during the school day, educational applications and software can be powerful tools, aiding in skill development, subject exploration, and reinforcing investigation and classroom learning. Long gone are the days of Encyclopaedia CD-ROMs, Ask Jeeves; instead, phones can provide instant access to information for research and projects, empowering students to become independent learners. Additionally, some applications on phones and tablets can promote organization and responsibility through features like dictation and note-taking software, calendars and reminders, and even prompts for mindfulness and grounding.
 
As an educator in both further and higher education, I find technology in the classroom can be a great tool to check knowledge consolidation, highlight independent learning and support content creation, presentations, and group work. I think there then has to be a two-way understanding with the use of phones in the classroom, as an educational tool and less a communication distraction. Envisioning the nightmare of ‘passing notes in class’ but with multiple notes, gifs, and memes, alongside the educator's inability to interject a note mid-pass can seem daunting; the two-way understanding of respect is both earned and rewarded, and mobile phone use in the classroom should be a privilege so easily revoked.
 
The Notification Drawback: Distraction, Inappropriate Content, and Cyberbullying
 
With all the understanding of the benefits of technology for a student’s social, mental, and cognitive development and learning, the potential downsides of mobile phone use in schools and educational settings cannot be ignored.
 
The winding road to Nomophobia
The term Nomophobia is an abbreviation of the fear of having no mobile phone, a term coined "no-mobile-phone-phobia" referring to the heightened worry and fear of being without a mobile phone. If you have ever had the ‘low battery’ or 3% battery as you're taking an important call, or getting on the tube – you’ll understand that flutter of fear that your contactless won’t make the barrier. Away from the contactable safety and contactless financial security, not having your phone in your hand at all times may actually come with its benefits. Research shows how a digital detox can be beneficial for our mental health and well-being, social relationships, self-control, or performance (1). It must be noted that research holds mixed reviews in this area, but research points to digital detoxes as a mechanism of change for appreciating concrete, face-to-face social interactions, mindfulness, and mental well-being.
 
Distraction of the Silent Beep
One major concern is distraction when it comes to phone use, the use of our phones to be in communication and contactable every moment of the day, even when we are otherwise engaged. Adding to this is the constant sound of alerts, ringtones, haptics, and beeps of a notification as it hits our phones. The sound of phones can disrupt classroom focus, hinder concentration in learning, and negatively impact academic performance. Interestingly, research has found that when having a phone on silent can actually predict more mobile phone use (2), especially with people with high levels of Fear of Missing Out, or Need to Belong. The careful balance then needs to be considered with alerts challenging concentration to the continual need to check on communication, for the worry of missing out on a communication channel or conversation.
 
Focusing on the Screen and not the Scene
Excessive screen time can also lead to physical and mental health challenges, affecting sleep, social communication development, and emotional well-being. Using your phone at certain times of the day can affect a person’s sleep quality and brain activity (3). Moreover, the constant accessibility of inappropriate content, numerous flitting social conversations, and being forever online in highlights the risk of cyberbullying and unfiltered online content. Monitoring beneficial apps and open communication regarding responsible online behavior is crucial, but complete protection can be challenging and sometimes does not allow our children to develop a sense of trust and independence with what they choose to view online.
 
Banning vs. Regulation: Weighing the Options
 
The understanding has been made that ‘complete bans’ of mobile phones in school have been proposed as a solution, aiming to reduce distractions, foster real-world interactions, and combat potential educational challenges and cyberbullying. While eliminating these risks is appealing, complete bans also come with significant safety, independence, and social drawbacks. Banning phones hinders communication between parents and children and limits access to valuable learning resources. Furthermore, enforcing such bans across an entire school can be resource-intensive, impractical, and creates another step for teachers to reprimand students for a device that may support their anxiety, health, productivity, and wellbeing.
 
A Balanced Approach: Alternatives and Collaboration
 
Instead of strict ‘no phone’ bans, exploring instead alternative policies may be more effective. Designated phone-free times and zones, and a two-way level of communication and respect with technology and digital interaction may benefit those using phones and provide a regulated environment. Addressing the underlying issues like distraction and cyberbullying through targeted interventions and open communication is crucial for long-term solutions in both the home, school and work environment. Ultimately, a collaboration between parents, educators, and students in developing home and school-wide agreements will provide children the opportunity of a responsibility of digital awareness and identity with a more grounded and sustainable approach.
 
Navigating the complexities of mobile phone use with ourselves and our next generation requires a balanced approach. It's crucial to acknowledge the potential benefits and drawbacks while considering the unique context of each school, family, and communication channel alike. Embracing responsible digital identity and understanding through conversation and collaboration can instead pave the way for a learning environment that leverages technology as a beneficial communication and learning tool while safeguarding the physical and mental health and well-being of children, students, and the wider technologically active population.
 
(1) Radtke T, Apel T, Schenkel K, Keller J, von Lindern E. Digital detox: An effective solution in the smartphone era? A systematic literature review. Mobile Media & Communication. 2022 May;10(2):190-215.
(2) Liao M, Sundar SS. Sound of silence: Does Muting Notifications Reduce Phone Use?. Computers in Human Behavior. 2022 Sep 1;134:107338.
(3) Silvani MI, Werder R, Perret C. The influence of blue light on sleep, performance and wellbeing in young adults: A systematic review. Frontiers