A new nationwide ban on smartphones in English schools for students aged 11 to 18 came into effect on Monday, June 29, prompting strong reactions from young people and educators alike. According to research conducted by University College London (UCL), the policy risks being “overly simplistic” and may lead to unintended negative consequences.
The Labour Party government’s decision to prohibit smartphone use during school hours aims to reduce disruptions and simplify classroom management. However, UCL’s study reveals that many students see the ban as “punitive” rather than supportive. The research included responses from 732 secondary school students, 27 teachers, and 41 parents, finding that 75% of pupils opposed the ban.
Jessica Ringrose, professor of the sociology of gender and education at UCL’s Institute of Education and lead author of the study, emphasized that students feel the ban undermines trust between them and school authorities. She explained, “They felt bans undermined trust between them and the adults in their lives, who they felt misunderstood the integral role phones play in their day-to-day routine.”
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The study highlights that smartphones serve more than just entertainment purposes for young people—they support communication, safety, emotional regulation, and daily organization. Dawn Aytoun, co-author and education consultant at Life Lessons Education, advocates for a more nuanced approach: “Schools should encourage students to learn, understand and discuss the ethical, relational and political dimensions of the digital world, as well as the economic models that guide tech companies.”
Edith Rodda, a UCL PhD candidate and co-author, cautioned that rushed, one-size-fits-all policies often backfire. “Rushed school smartphone policies that don’t consider students’ perspectives, however well intentioned, risk creating a cycle of punishment that ultimately undermines the policy’s aims. Students inevitably find workarounds, like breaking open lockable phone pouches.”
In response, a Department for Education spokesperson defended the ban as part of a broader strategy to protect children online. “We’re using the power of government to drive a culture change that is widely backed by parents and school leaders alike—enabling children to benefit from the best of technology, while protecting them from the worst of it. Banning mobile phones in schools doesn’t sit alone. We’re giving children the skills to navigate the online world safely, introducing the first-ever screen use guidance for parents of five- to 16-year-olds, banning social media proven to harm under-16s, supporting the building of safe AI tutoring tools, and updating the curriculum so every child can identify misinformation and build real media literacy skills.”
While the government frames the ban as a positive step towards safer and more focused classrooms, the UCL research urges policymakers to consider the nuanced role smartphones play in students’ lives and calls for more inclusive, educational approaches to digital technology in schools.