The impact of mobile phone bans on student learning

Carey has recently implemented a mobile phone ban in its Junior and Middle Schools to enhance the learning environment. This policy aims to minimise distractions and has shown promising results, leading to discussions about extending it to the Senior School.

Research indicates that mobile phones are major classroom distractions. A London School of Economics report revealed that student performance in exams improved significantly in schools with mobile phone bans, likening the academic gains to adding an extra week to the school year.

Social psychologist Jonathan Haidt, in his book The Anxious Generation, explores the impact of social media and phone use on adolescents, linking them to increased anxiety and depression. He suggests that reducing phone use during school hours can improve mental health and academic performance by fostering more meaningful in-person interactions and reducing digital distractions.

Further supporting this, a study in Computers in Human Behaviour found that students without mobile phones during lectures scored higher on tests compared to those with phones, as constant notifications and the urge to check social media disrupt learning and information retention.

Internationally, mobile phone bans have gained traction. California, France and Italy have adopted similar policies, leading to improved student focus and reduced bullying linked to social media. These examples underscore the importance of minimising classroom distractions.

At Carey, our goal is to create a learning environment where students are fully engaged and able to participate actively. Research from the University of Texas in Austin shows that even the presence of a phone can hinder cognitive capacity, as students subconsciously work to ignore potential distractions.

While acknowledging the value of phones in modern life, Carey’s policy requires Junior and Middle School students to keep their phones in lockers during school hours. As we consider expanding this policy to the Senior School, we will seek community feedback and review best practices to ensure it supports our students' educational and social development.

The evidence suggests that reducing mobile phone distractions can significantly enhance student learning and wellbeing. Carey’s current policy aims to create a focussed and supportive educational environment, and we look forward to observing its positive impact on our students’ academic and social experiences. We will keep our community informed as we evaluate the extension of these benefits to the Senior School.

Kate Croft
Deputy Principal – Learning