Survey on using mobile phones in schools – Results

Mobile phones offer opportunities for creativity, communication and learning, but their presence in schools raises concerns about their impact on pupil attention and distraction, wellbeing and social interaction. The latest PISA results show that digital distraction has a strong association with learning outcomes. The long-term effects of excessive screen time on children’s brain development, especially in vulnerable developmental periods, are also under scrutiny.

In response to these concerns, several countries have introduced (or are considering) mobile phone bans, restrictions or other actions in schools. However, the debate remains complex. Some argue that when used responsibly, mobile phones can be valuable tools for pupils.

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This survey aimed to gather insights into the impact of mobile phone use in schools, the perceived benefits and challenges of mobile phone bans and alternative measures for managing screen time.

The survey gathered 1,162 responses, mostly from teachers (80%), school leaders (5%) and parents (5%) in Belgium (12%), Germany (10%), Italy (12%) and Spain (12%).

Which of the following best describes your role?

1. Teacher – early years education
2. Teacher – primary education
3. Teacher – secondary education
4. Teacher – vocational education
5. School head
6. National, regional, or local authority
7. Teacher educator/trainer
8. Education policymaker
9. Parent
10. In-school support (e.g. school librarian, career counsellor)
11. External practitioner (visiting schools)
12. Other educational professional/stakeholder

1. How is the use of mobile phone by pupils managed in your school (or a school you know of)? 

Mobile phone management among pupils varies across schools. The most common approach, cited by 54% of respondents, is allowing phone use for learning activities with teacher authorisation. This is followed by the enforcement of rules set at the school, regional, or government level (48%). Additionally, 27% reported a classroom-only ban, while 22% indicated a complete ban across school premises. Age-specific rules were mentioned by 26%, mutual agreements with students by 12%, and 6% noted the absence of any restrictions.

1. They are allowed for learning activities when authorised by a teacher.
2. Their use is limited through rules (school, regional or government).
3. They are banned in classrooms.
4. There are different rules for different age groups.
5. They are banned on all school premises.
6. Their use is limited by mutual agreement with the pupils.
7. They are not limited or controlled at all.
8. I don’t know.

2. How are mobile phones currently used in your school (or a school you know of)?

The survey results show that 40% of respondents reported pupils frequently (often or very often) using their phones for personal reasons, such as texting friends or family. In contrast, 44% stated that pupils sometimes use their phones for learning purposes, but only when permitted by teachers.

Notably, a significant majority (58%) indicated that mobile phones are never used freely for educational purposes, highlighting the necessity of teacher approval for such use.

A. Often or very often
B. Sometimes
C. Rarely
D. Never
E. I don’t know 

1. Mobile phones are used by pupils for personal reasons (such as texting friends or family)
2. Mobile phones are used for learning purposes (when allowed by teachers)
3. Mobile phones are used for learning purposes freely (no permission needed from teacher)

3. In your view, what impact does mobile phone use by pupils have on the following areas in your school (or a school you know of)?

Mobile phone use is generally perceived as having a negative impact on pupils and school environments. Opinions on pupil learning were mixed, with 28% viewing mobile phones as beneficial and 33% seeing a negative effect. Concerns were stronger regarding social interactions and wellbeing, with 56% reporting a negative impact. Concentration was viewed as the most adversely affected area, with 71% reporting that mobile phone use worsens pupils' ability to focus.

The overall school atmosphere was also seen to be negatively impacted (54%), whereas views on teaching were more divided; 24% found mobile phones beneficial, 22% saw no effect, and 35% reported a negative impact.

A. Positive
B. Neutral (no effect)
C. Negative
D. I don’t know
E. Not applicable (mobile phones are not allowed in my school)

1. Pupil learning
2. Pupil social interactions
3. Pupil wellbeing
4. Pupil concentration
5. Overall school atmosphere
6. Teaching

4. What are your views on restricting or banning the use of mobile phones in schools?

The survey results show strong support for controlling mobile phone use in schools, although views differ by educational level and the extent of restrictions. In primary schools, a full ban is widely supported, with 74% favouring a ban across all premises and 71% specifically within classrooms, while 20% and 23% prefer restrictions rather than a full ban, respectively.

In secondary schools, support for a complete ban is lower but still notable, with 39% favouring a ban across all premises and 41% in classrooms. However, a larger share supported restrictions instead, with 48% backing restrictions across premises and 50% within classrooms.

A.   I support a full ban
B.   I support restricting their use
C.   I’m against banning or restricting their use
D.   I have no opinion on it

1. Primary schools: In all school premises
2. Primary schools: In the classroom
3. Secondary schools: In all school premises
4. Secondary schools: In the classroom

5. In your opinion, what are/would be the main benefits of banning mobile phones (or restricting their use) in schools?

Concerning the perceived benefits of banning or restricting mobile phone use in schools, the most frequently cited were increased face-to-face communication between pupils (62%), improved focus and attention in class (51%), and fewer distractions during lessons (43%). Concerns about pupil wellbeing were also highlighted, with 41% linking restrictions to reduced cyberbullying and 32% to less social media pressure.

Additionally, 31% believed restrictions would promote more physical activity, and 28% noted reduced access to inappropriate content. Other reported benefits included better academic performance and less social exclusion (both 19%). Restricting or banning mobile phone use wasn’t considered impacting largely cheating (18%), teacher-pupil interactions (16%), school safety (12%), or engagement in extracurricular activities (12%).

1. More face-to-face communication between pupils.
2. Better focus and attention in class.
3. Fewer distractions during class.
4. Less cyberbullying and harassment.
5. Less pressure from social media on pupil self-esteem.
6. More physical activity during breaks.
7. Less access to inappropriate content.
8. Better learning outcomes and academic performance.
9. Less social exclusion among pupils.
10. Preventing academic cheating and plagiarism.
11. Better teacher-pupil interactions.
12. Better overall school safety and security.
13. More interest from pupils in engaging in extracurricular activities.

6. What are the main challenges associated with enforcing a mobile phone ban in schools?

Regarding the challenges of enforcing a mobile phone ban in schools, the most common difficulty was pupil resistance (62%), followed by concerns about integrating technology into lessons when phones are the only available devices (38%). Resistance from parents (35%) and pupils bypassing restrictions (35%) were also noted.

Additionally, 25% raised concerns about emergency communication, 23% highlighted legal and policy issues around pupils’ rights, and 22% mentioned worries about privacy, such as searching bags or lockers.

1. Resistance from pupils.
2. Integrating technology into lessons if mobile phones are the only technology available.
3. Resistance from parents.
4. Technological challenges (e.g. pupils finding ways to bypass bans).
5. Concerns over emergency communication.
6. Potential legal or policy challenges regarding pupils’ rights.
7. Perceived invasion of pupil privacy (e.g. searching bags or lockers).

7. Which alternative measures (other than an outright ban) do you think would be most effective in managing screen time in schools?

When considering alternatives to a full ban on mobile phones in schools, the most widely supported measures were increasing parental involvement in setting screen time limits and offering alternative activities during breaktimes (48%). Encouraging pupils to self-regulate device use (38%) and implementing digital detox periods during the school day (36%) were also endorsed.

Strengthening digital skills and media literacy through the curriculum (35%) and providing more physical activities and extracurricular programmes (34%) were also seen as valuable strategies. Only 24% of respondents considered giving teachers clearer guidelines for managing device use in class would help.

1. Providing alternative activities during breaktimes (e.g. books, board games, sport activities).
2. Increasing parental involvement in setting screen time limits during pupils’ free time.
3. Encouraging pupils to self-regulate their device usage.
4. Recommending digital detox programmes or ‘no screen’ periods throughout the day.
5. Strengthening digital skills/media literacy as part of the curriculum.
6. Offering more physical activities and extracurricular programmes.
7. Providing guidelines for teachers on managing digital devices in class.

Discussion

The survey results confirm that mobile phone use in schools is perceived as a complex and multifaceted issue. While they offer opportunities for communication, creativity, and learning, respondents expressed significant concerns about their negative impact, particularly on concentration, social interactions, and pupil wellbeing. Although some recognised benefits when phones are used responsibly and under teacher supervision, mobile phones were generally perceived as more harmful than helpful within the school environment.

Support for regulating mobile phone use was strong, with a preference for full bans in primary schools and more moderate restrictions in secondary schools. Respondents emphasised the social and emotional benefits of restrictions, such as promoting face-to-face communication, reducing cyberbullying, and lessening pressures from social media, alongside potential academic improvements. These elements point to the need for schools and education authorities to promote a comprehensive approach to wellbeing. The recently published guidelines could serve as inspiration.

However, challenges to enforcement were noted, especially pupil resistance, the reliance on mobile phones for learning when other devices are lacking, and concerns about parents' reactions and students bypassing rules. These difficulties suggest that regulation requires a comprehensive approach involving the whole school community.

In considering alternatives to outright bans, respondents favoured strategies like increasing parental involvement, promoting alternative activities during breaks, encouraging self-regulation, and integrating digital literacy into the curriculum. Overall, the survey results suggest that a balanced approach – combining clear restrictions with education and engagement – is seen as the most effective way to manage mobile phone use in schools.