Children, smartphones and schools
By David Hickson
Ex-Teacher & Product Manager at Oppidan
Should children under the age of 15 be banned from using smartphones?
When thinking of Eton College, its prestige and academic excellence often come to mind, yet its approach to pastoral care may not be immediately apparent. Therefore, the recent decision by the school to prohibit new students from bringing smartphones and instead provide them with “bricks” marks a significant and positive step in addressing the issue of smartphone use among children in our society.
The prevalence of smartphones among children is a growing concern for parents, including myself, who observe how these devices consume their children's attention, replacing face-to-face interactions and real world experiences with virtual connections that prevent them from being fully present. This shift is prompting a serious conversation about the need for society to take greater responsibility in supporting parents and schools in addressing this issue.
Smartphone Free Childhood
The grassroots parent organisation Smartphone Free Childhood is actively advocating for greater awareness and action on this issue, urging parents, schools and policymakers to recognise the detrimental impact of smartphones on children's development. Have you ever sat down at your computer or picked up your phone only to forget what you intended to do? This experience of being drawn away from the present by technology is all too familiar for adults. Now, imagine the same challenge for a child, expecting them to manage distractions when technology itself can reduce attention spans presents a significant hurdle.
“We believe childhood is too short to be spent on a smartphone; when we all started using smartphones, we had little understanding of the impact they have on children and teenagers. Now we do. The evidence is overwhelming, and we need to act.”
– Smartphone Free Childhood
Can smartphones play their part in schools?
Schools are in a tricky space. The possibilities that EdTech can supplement and enhance education are hard to ignore and in my previous role as assistant headteacher I would occasionally see excellent examples of students using screens in the classroom - whether this was a whole-class online quiz, immediate teacher feedback or personalised maths teaching aided by AI. Yet I would caution against further integration of technology; it’s mere presence in the classroom can be a distraction.
The last government's recent guidance advising schools to prohibit mobile phone use, even during breaks, is a positive step toward establishing clear boundaries for young people. However, questions remain about whether these guidelines go far enough. Many schools already have robust policies, yet implementing and maintaining a culture free from the distractions and potential risks associated with smartphones remains challenging.
It's widely acknowledged that mobile phones in schools can lead to distractions, disruptions and increased risks of online bullying. Studies indicate that even having a smartphone switched off in a student's pocket can impact their ability to focus on learning. Moreover, the fact that so much of young people’s time is now taken up with screens it is clear that this problem is preventing them from experiencing the world; playing and interacting as young people should. As Jonathan Haidt asks, is it time to ask whether further restrictions be placed on smartphones?
So what should parents do?
The expanding parent campaigns, such as #smartphonefreechildhood, advocating for delaying smartphone access until later ages, reflect the dilemma faced by families. The transition to secondary school often coincides with granting children their first smartphones, aligning with their peers' social norms. This societal pressure makes it difficult for parents to resist, underscoring the need for collective action. If everyone has a smartphone and much of their socialising and interaction happens on it, it becomes challenging for parents to exclude their child. This puts parents in an impossible situation.
That is why Eton’s policy is so significant. It signals that it is not okay for children to spend their time on smartphones when the real world offers much richer experiences. This stance serves as a reminder that we must take this issue seriously for all children in all schools across the country and each play our part in protecting our children effectively. As parents, educators and policymakers, we all have a responsibility to prioritise children's development and well-being over convenience and societal norms associated with smartphones. How this issue is resolved will be relevant to us all.