Study finds mobile phone bans in schools do not improve grades or mental health

In recent months, educational debates have intensified regarding smartphone usage among students in schools in the United States. New York Governor Kathy Hochul proposed a statewide ban on cellphone use during school hours from grades K-12, citing a study from Stony Brook University. This study reported that an average of one and a half hours per school day is spent on mobile phones by students, with 25% of teens exceeding two hours. These findings have raised concerns about the distraction technology could pose to learning, placing pressure on educational institutions to take action to regulate screen time during school hours. However, the proposal has sparked opposition among educators and parents who question the effectiveness of a blanket ban. Critics, such as Bob Vecchio, head of the Nassau/Suffolk School Board Association, argue that the issue of screen time should be addressed at a local level, emphasizing the need for increased mental health resources instead of restrictive policies. Furthermore, the calls for restrictions echo across the Atlantic, where a comprehensive study by the University of Birmingham examined the impact of mobile phone bans in schools in the United Kingdom. This study revealed that such policies do not correlate with improved academic performance or mental health among students. Results indicated that students in schools imposing phone bans showed no significant differences in academic results or factors like sleep and exercise when compared to those without restrictions. The research surveyed over 1,200 students across 30 schools, leading the authors to conclude that while screen time affects well-being, the solutions require a broader, holistic approach rather than mere restrictions. Educational officials, including the opposition education secretary, have shared mixed sentiments, with suggestions that while mobile phones cause distractions in classrooms, legislative bans could be an overreaction. The ongoing dialogue about mobile phone use in schools continues to provoke strong opinions from parents and educators alike, as they grapple with balancing technology’s role in education against its potential detriments.