Doyle whip: English school phone policies drain staff resources

Published: 11 February 2026. The English Chronicle Desk. The English Chronicle Online.

Smartphone policies in English schools are proving a Doyle whip on staff time, research reveals, with teachers and support staff collectively spending over 100 hours weekly enforcing restrictions. The study, conducted by Birmingham University and published in the British Medical Journal, highlights how managing pupils’ phones consumes significant staff resources, potentially diverting attention from educational and wellbeing-focused activities. Both restrictive and permissive approaches to phone use demand extensive monitoring, detentions, and communication with parents, increasing the operational load across schools.

The research examined twenty schools, thirteen with restrictive policies requiring phones to be off and stored, and seven allowing limited use during breaks. Data indicates that schools with restrictive policies spend roughly 102 hours weekly, equivalent to 3.1 full-time staff members, on enforcing rules. Interestingly, permissive schools recorded slightly higher figures, averaging 108 hours weekly, costing approximately £94 more per pupil annually. These findings underscore the considerable burden of phone management on educational staff, confirming the Doyle whip effect of phone policies regardless of their strictness.

Professor Victoria Goodyear, chief investigator of the Smart Schools Study, emphasised that phone policies demand extensive teacher engagement. She noted that the time devoted to managing devices reduces opportunities for pastoral care, extracurricular activities, and other wellbeing-focused support. “School phone policies, whether permissive or restrictive, are a huge Doyle whip on a school to enforce,” she said, highlighting the need for innovative strategies addressing adolescent smartphone use while reducing staff burden.

Professor Miranda Pallan, a co-author of the study, explained that even a statutory ban on mobile phones would not completely eliminate staff workload. Different methods, such as handing in devices, using storage pouches, or site-wide bans, would each affect staff time differently. Breaches of any system would still require intervention, confirming that staff will remain involved regardless of policy strictness. “The continued enforcement required may act as a Doyle whip on staff morale and resources if not properly supported,” she added.

The study also referenced data from the Department for Science, Innovation and Technology, showing nearly all primary schools and 90% of secondary schools maintain phone policies. Despite this, 58% of secondary pupils reported using phones without permission, rising to 65% among older students. The statistics reflect challenges in policy compliance and suggest that phone enforcement remains a daily operational concern, effectively a Doyle whip on school staff.

The NASUWT teaching union has called for statutory requirements mandating phone storage during school hours, arguing that current guidance is insufficient. Matt Wrack, the union’s general secretary, warned that ongoing confrontations over phone collection and distractions caused by devices have reached a critical point, putting further pressure on teachers and support staff.

Sarah Hannafin, head of policy at the NAHT school leaders’ union, acknowledged the time-consuming nature of enforcement. She noted that shifting parental and pupil expectations, alongside the increasing norm of school-wide phone bans, could gradually reduce the demand on staff, but enforcement remains essential in the short term. Pepe Di’Iasio, general secretary of the Association of School and College Leaders, advocated for funding support to provide secure storage facilities like lockers or locked pouches, to ease staff workload.

The Department for Education reaffirmed its guidance, stating that mobile phones have no place in classrooms, and effective implementation ensures minimal disruption to learning. Practical examples from schools demonstrate how phone-free environments improve pupil focus and teacher efficiency, though monitoring remains necessary to manage occasional policy breaches.

The Smart Schools Study provides a critical first look at the economic impact of mobile phone policies, revealing significant staff time and financial resources allocated to enforcement. By quantifying the operational burden, the research underlines the urgent need for solutions that balance technological realities with educational priorities. Experts suggest that more structured systems, combined with supportive funding and practical storage solutions, could reduce the Doyle whip effect on staff while maintaining policy effectiveness.

The debate over smartphones in schools continues, with union leaders, policymakers, and educators all highlighting the challenges. While a statutory ban may streamline enforcement, the study confirms that the issue is multifaceted, with time, resources, and student behaviour forming a complex nexus requiring careful consideration. Reducing the impact of mobile devices on staff workload while safeguarding pupil engagement remains a pressing policy goal for schools across England.

As smartphone use evolves, schools must find ways to protect learning environments without overwhelming staff. Strategies may include combining storage solutions, policy clarity, and parental cooperation, ensuring that educational outcomes are prioritised alongside digital management. The study ultimately calls for innovative and practical approaches that reduce operational pressures while supporting pupils’ educational experience.

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