Prohibiting Phones in Schools Might Negatively Impact Certain Students’ Mental Well-Being

Concerns about the adverse effects of excessive screen time are growing. Specifically, phone usage in educational settings can detract from learning experiences. However, some studies indicate that outright banning smartphones from schools can lead to feelings of loneliness among students, at least initially.

“When a school opts to completely prohibit smartphones, several factors should be considered,” explains Sanyogita Kare from Radboud University in the Netherlands. “Socially vulnerable youth may face additional challenges, leading to a possible sense of estrangement from peers.”

Mobile phones and similar devices have been linked to various issues, ranging from declining academic performance to worsening mental health among adolescents. However, there is a lack of concrete evidence supporting these claims. As of January 1, 2024, the Netherlands has instituted a ban on the use of smartphones and other smart devices in classrooms. Many schools enforce strict rules, prohibiting students from using such devices at all during class and often requiring that they be stored in lockers.

Seeking to unravel this impact, Carré and colleagues conducted a study with students from two middle schools in the Netherlands, both of which disallow smartphone usage during class. Surveys were administered initially in December 2023, prior to the nationwide ban, and repeated in March or April 2024.

The researchers aimed to analyze two types of loneliness: social loneliness and emotional loneliness. “Social loneliness pertains to your overall network and feelings of group belonging,” states Carre. “Emotional loneliness speaks to the depth of connection in close friendships.”

Upon comparing loneliness rates before and after the ban, findings were mixed. “Though we did not observe a significant change in social loneliness, there was a slight uptick in psychological loneliness,” Carre mentions. This surge may occur if some classmates are absent, thereby limiting students’ ability to connect with close friends during the school day.

The research also revealed that while the general sense of social loneliness didn’t rise among children, those who found social interactions more challenging were likely to feel increased loneliness. Carre notes that these impacts might not be long-lasting as students adjust to the ban over time.

A limitation of the study is that there was no comparison made with other Dutch schools where regulations are more lenient, such as allowing phones during breaks. Jonathan Canter from RAND, a U.S. nonprofit research organization, states, “To draw meaningful comparisons, we need data from similar students in schools without prohibition. Without that, we can’t ascertain whether our findings reflect broader patterns.”

Both Carre and Cantor express that there’s a gap in fundamental data regarding the effects of phone bans in schools. Canter and his team have recently attempted to address this issue by looking into voluntary bans on phones in U.S. schools.

They discovered significant variability in policies; certain schools enforce total bans on phones, while others permit their use at the discretion of teachers. In the UK, government guidelines suggest the use of phones in schools but leave the final decision to the discretion of school leaders regarding whether these devices should be banned.

“The pressing issue is the need for rigorous evaluations to assess the effectiveness of these policies at the school level. This requires detailed data on the types and timing of policies implemented,” Kanter states. “This is the focal point of current analysis efforts.”