Student perspectives on banning mobile phones in South Australian secondary schools: A large-scale qualitative analysis

Abstract

Background

There has been a global trend to ban mobile phones in schools, with the aim of reducing distraction, improving focus on learning, and increasing prosocial behaviour. Survey evidence suggests tentatively that bans may increase academic performance and reduce bullying. However, an understudied but important aspect of understanding the impact of phone bans is students' personal views on, and experiences of, these policies. To address this gap, this study investigated students' perspectives on the benefits and challenges related to phone bans in schools.

Methods

This study was a preregistered policy experiment conducted across five secondary schools in South Australia. A total of 1549 students provided 7188 responses to open-ended survey questions.

Results

Thematic analysis of 69,589 words identified five categories with 16 themes. In terms of undesired effects of the bans, students reported: (i) feeling less independent and trustworthy, (ii) losing access to digital learning tools, and (iii) difficulties in regulating emotional distress without phones. However, students also reported benefits in areas of: (i) face-to-face social interaction, (ii) personal health and safety, and (ii) classroom engagement. Some students expressed a desire for education on responsible phone use, as well as approaches to managing digital devices with flexibility and personal agency, as an alternative to banning phones outright.

Conclusions

These findings underscore the urgent need to monitor and address students’ overreliance on phones for socialising, emotion regulation, and coping with mental health issues. Students contribute valuable insights to inform policies and guidelines at the nexus of digital technology and student learning and well-being.