Step into almost any classroom today and you will likely see the same scene: students half-focused, half-distracted, their attention pulled toward the phones in their pockets. These devices, that are designed to capture attention, often do so successfully, leaving schools to manage the consequences, writes Tale Heydarov.
Across the world, concern is growing about the wellbeing of children, especially in relation to smartphones, social media, and online safety. This has led to a wave of new policy responses.
In 2024, the UK government advised schools to ban phones throughout the school day, although the final decision was left to headteachers. Denmark and Finland have taken stronger steps by introducing legislation that restricts mobile phone use in schools. Their goal is to reduce distraction and support student learning.
Australia’s leadership on this issue has seen it introduce a “Phones Off While School’s On” policy, even going so far as to ban children under the age of 16 from social media entirely – an approach we all should follow. In the UAE, the Ministry of Education has now banned students and parents from bringing mobile phones onto the campuses of both public and private schools. Meanwhile, South Korea is preparing to introduce a nationwide ban on mobile phones in classrooms starting March 2026, with exceptions made for students with disabilities or specific educational needs.
Despite this growing international momentum, research on the academic impact of phone bans remains mixed.
A study by the London School of Economics (LSE) found exam results improved by the equivalent of five additional school days per year in schools with bans. The most significant gains were seen among disadvantaged pupils. Policy Exchange also reported that schools with strict bans were more likely to be rated ‘Outstanding’ by Ofsted and recorded stronger GCSE results that were 1-2 grades higher.
However, a Swedish study found no measurable improvement in academic performance after phone restrictions were introduced. This calls into question the modest gains found elsewhere. A recent blog from LSE, reviewing UK schools one year after implementing tighter restrictions, shared anecdotal improvements in behaviour, focus, and social interaction during breaks. At the same time, it noted challenges related to enforcement and fairness.
What becomes clear is that phone bans can be effective but only as part of a broader strategy. They should be viewed as a useful tool rather than a one-size-fits-all solution. To have lasting impact, they need to be integrated into wider approaches that include high-quality teaching, strong pastoral care, and open communication with students and families.
At the European Azerbaijan School, we take this balanced approach seriously. Our mission is to provide each student with a diverse education in a safe, supportive environment that promotes self-discipline, motivation, and excellence in learning. We want our students to thrive in the global economy and contribute meaningfully to their communities.
We recognise outright bans are often ineffective and can lead to resistance. At the same time, we understand the need to reduce distraction and help students stay focused.
That is why we introduced the Yondr pouch system in the 2023-2024 academic year, and we are now seeing positive results. It limits access without removing phones from students entirely. Our surveys show that 85 percent of students feel safer knowing their phone is nearby for emergencies, even if it is locked away during the day. The system also eliminates the need for phone collection queues, saving up to 15 minutes during end-of-day routines. Because each student is responsible for their own pouch, the risk of theft or loss is reduced and personal responsibility is encouraged.
Of course, no system is perfect. Around 10 percent of the pouches have experienced lock malfunctions, and a similar number of students admitted trying to open their pouches during school hours. These issues highlight the need for continued design improvements, regular monitoring, and clear education for students. Even so, the benefits are clear: less distraction, smoother school operations, and better student safety. The pouch system offers a practical alternative to both full bans and traditional collection boxes.
Another important area for reform is homework. Research increasingly shows that excessive screen time can harm children’s sleep, attention, and wellbeing. For that reason, little to no homework should be assigned to students if it requires electronic devices such as iPads. Our school is already moving in this direction, much like Madrid, which recently adopted policies limiting digital homework to protect students’ mental health and promote in-person learning.
By adopting balanced and realistic policies, the schools can build an educational environment that protects student wellbeing while helping young people succeed in a connected world. This would be a meaningful step toward the vision we uphold at the European Azerbaijan School and a way to extend those benefits to students across the UK.
