In April 2024, the New Zealand government introduced a nationwide ban on mobile phones in schools, aiming to reduce classroom distractions and improve student focus. Now, a year later, we’re beginning to understand how this policy has played out – and what students really think about it.
Similar bans have been introduced in several countries, including Australia, France, the UK, Italy, China, and parts of the United States. The rationale has generally been the same: to support students’ academic performance by limiting digital distractions during school hours.
At the time of the ban, Prime Minister Christopher Luxon stated it was time to remove distractions so that students could concentrate and achieve better results. However, existing research – including a UK study involving over 1,200 students – has shown that such bans don’t always deliver the expected outcomes. That study, for example, found no significant difference in academic performance or wellbeing between schools with strict phone policies and those with more flexible approaches.
With questions lingering about how the policy would be enforced, new research has turned to students themselves for insight. Researchers spoke with 77 young people, aged 12 to 18, from 25 schools across the country. Their views were varied.
Mixed reactions from students
Some students acknowledged the benefits of the ban. A number mentioned feeling less distracted and appreciated the break from screen time. One student remarked, “otherwise, we’ll be on our phone all day, all afternoon, all night, and it won’t be healthy for our minds.”
However, not all feedback was positive. Several students expressed concerns about being unable to contact parents or caregivers during the day, which caused stress and anxiety. Others said the rules were inconsistently enforced – some teachers were strict, others more relaxed, and in many cases, staff were still allowed to use their phones while students were not.
This inconsistency left some students feeling frustrated and unfairly treated. A few even admitted to secretly using their phones despite the rules. One student commented: “Even though we’re not allowed to use our phones, everyone is sneaky and uses it anyway.”
Lack of student involvement
Another key theme that emerged was a lack of consultation. Many students felt excluded from the decision-making process. One said, “It feels like they just ban everything, thinking it will fix the problem.”
There was also confusion about the aim of the ban, particularly since laptops and other digital devices remained in use during lessons. Research has shown that over 80% of students in Aotearoa New Zealand find digital technology – not just mobile phones – distracting in class.
Interestingly, some students have already found creative workarounds. At one Auckland school, for instance, students began using walkie-talkies to stay in touch with each other during the day.
These kinds of responses suggest that while bans might limit phone use, they don’t necessarily address the behaviours or attitudes behind it – and they may underestimate how adept young people are at adapting.
Looking at alternatives
Many students proposed more balanced solutions. Several suggested allowing phone use during breaks and lunch times, so they could stay connected without disrupting lessons. Others pointed out the importance of adults modelling responsible phone use themselves.
Rather than simply banning devices, students felt it would be more effective to teach responsible phone use. This view aligns with findings from the Digital Wellness Lab, which supports a focus on skill-building and guidance rather than outright restriction.
Of course, for such an approach to work, adults need to be involved too. Teachers and parents would benefit from support, training and resources to help guide young people. It would also be helpful to gather their views on the ban to understand its broader impact.
Beyond One-Size-Fits-All rules
Ultimately, banning phones in schools does not resolve the larger issue of how to help young people use technology responsibly. A more collaborative approach – one that involves both students and adults – may offer a more effective way forward.
The research highlights that young people aren’t simply passive users of technology. They’re capable of thinking critically about their digital habits and want to be part of shaping sensible and fair policies.
Rather than imposing top-down rules, schools could benefit from engaging students in meaningful discussions to develop practical, inclusive digital guidelines. This kind of approach could lead to healthier relationships with technology – and better outcomes for everyone involved.
