Government urges schools to ban phones to curb classroom disruption

Published: 10 November 2025. The English Chronicle Desk. The English Chronicle Online.

The UK government has reiterated its position that mobile phones have “no place in our schools,” urging headteachers to take decisive action to prevent classroom disruption while ensuring children are better protected from harmful online content. The statement comes amid ongoing concerns about the impact of smartphones on students’ concentration, mental health, and overall academic performance.

A government spokesperson said, “Phones have no place in our schools, and leaders already have the power to ban phones. We support headteachers to take the necessary steps to prevent disruption, backed by clear guidance, and have also brought in better protections for children from harmful content through the Online Safety Act.”

The guidance underlines the government’s position that schools should have full autonomy to manage mobile phone use during the school day, particularly in classrooms where distractions can affect both learning and teaching. While some schools have voluntarily introduced phone bans, the government has encouraged a nationwide approach to ensure consistency and fairness for all students.

Research over the past decade has highlighted the negative effects of smartphone use in schools. Studies have shown that students who frequently check their phones during lessons are more likely to experience lower grades, reduced attention spans, and higher levels of anxiety and stress. Teachers have reported that mobile phones can disrupt lesson flow, lead to cheating during exams, and facilitate cyberbullying.

Claire McDowell, headteacher at a secondary school in Manchester, described the impact of unrestricted phone use: “Phones are a constant distraction. Even when students are told to put them away, the temptation to check messages or social media is overwhelming. It’s not just about learning; it’s about creating a calm, focused environment where everyone can thrive.”

The Online Safety Act, introduced last year, has provided additional protections for children, aiming to limit exposure to harmful content online. Under the Act, schools are now better equipped to prevent access to violent, extremist, or sexual content that can affect the mental well-being of young people. The government’s guidance encourages schools to incorporate digital literacy programs alongside phone management policies, teaching students to navigate online spaces safely and responsibly.

However, some parents and education experts have raised concerns about a blanket ban on phones, arguing that smartphones can also serve as educational tools. Applications for research, note-taking, language learning, and collaborative projects have become increasingly common in modern classrooms. Advocates of a balanced approach suggest that rather than complete removal, structured and supervised use of devices could enhance learning outcomes.

Dr. Sarah Whitfield, an education policy analyst, said, “While there is clear evidence that unrestricted phone use can disrupt learning, there’s also potential for phones to support education if used appropriately. Schools should consider policies that allow controlled use for learning purposes while limiting access to social media and gaming during school hours.”

Despite these debates, the government has stressed the importance of empowering headteachers to make decisions based on their specific school environment. The spokesperson added, “We trust school leaders to understand their communities and students best. Guidance is in place to ensure that any restrictions are implemented fairly, consistently, and in the interest of children’s education and safety.”

Several schools across the UK have already adopted full phone bans with promising results. In a pilot study conducted in secondary schools in London and Birmingham, student focus and engagement improved markedly after phones were removed from classrooms. Teachers reported fewer disruptions, more participation in lessons, and a noticeable increase in overall academic performance. Parents also noted that children appeared more present and engaged when not preoccupied with mobile devices.

One of the challenges for schools, however, is managing the transition. Removing phones entirely requires clear communication with students and parents, as well as effective enforcement measures. Some schools have implemented phone collection points at the start of the school day, returning devices only after lessons end. Others have designated specific “phone zones” for breaks and lunch periods, allowing students to use their devices responsibly outside of learning times.

Education unions have largely welcomed the government’s support for schools taking control over phone use, emphasizing that reducing classroom distractions benefits both teachers and students. However, they have also cautioned that any new policies must consider the needs of working parents who rely on phones to coordinate pick-ups, after-school activities, and communication in emergencies.

Rachel Thompson, a representative of the National Education Union, said, “We fully support headteachers in managing distractions in the classroom. At the same time, policies must be practical and consider parents’ logistical needs. Clear communication and guidance are key to ensuring a smooth implementation.”

The government’s call comes amid growing international attention on the effects of technology on young people’s mental health. Reports from several countries, including the United States, Australia, and parts of Europe, indicate that excessive smartphone use correlates with increased anxiety, depression, and social isolation among students. By empowering schools to limit phone access, the UK government aims to strike a balance between educational benefits and safeguarding student well-being.

In addition to phone restrictions, schools are being encouraged to provide resources and support for digital education. This includes workshops on online safety, resilience training to cope with cyberbullying, and guidance on managing screen time effectively. The government believes that combining phone policies with educational programs will equip students with the skills needed to navigate the modern digital landscape safely and responsibly.

As headteachers across the UK prepare to implement or review mobile phone policies, the focus remains on creating a learning environment that prioritizes education, safety, and well-being. The government’s clear stance on phone use, supported by guidance under the Online Safety Act, provides schools with the authority and tools to take decisive action, ensuring that classrooms remain spaces for focused learning and personal growth.