Banning Cell Phones in Classrooms: Easy Policy, Long-Term Benefits

A large-scale experimental study has for the first time provided clear evidence in support of this policy.

In the context of digital technology increasingly being closely linked to life, the use of smartphones by students in the classroom has become a topic of debate globally. While in the past many people considered phones a useful learning tool, now the trend of banning these devices in schools is being strongly promoted, not only in the US but also in dozens of other countries.

Global trends

Millions of American students in 17 states – from New York to Kentucky – will no longer be allowed to bring their phones into the classroom starting this school year, bringing the total number of states with such regulations to 35. Worldwide, about 40% of national education systems have also enacted or proposed phone ban policies to help students concentrate better.

Despite political support, previous bans have often lacked a solid scientific basis. Some small studies have produced conflicting results. However, a recent study by Professor Alp Sungu (Wharton School of Business, University of Pennsylvania) and colleagues has broken new ground by providing clear evidence from large-scale randomized controlled trials - considered the "gold standard" in social science.

Breakthrough research

The experiment was carried out at 10 higher education institutions in India, with the participation of 16,955 students studying 2,000 courses. The classes were randomly divided: some were required to hand in their phones before class, others were not.

Results showed that the group that did not carry phones achieved significantly higher results.

Mobile phones cause many students to lose concentration in class.

The most significant positive effect was on first-year students who were weak academically and took subjects outside the science and math department. Their average grade improvement was equivalent to “replacing an average teacher with a good teacher for one semester,” according to Professor Sungu.

Even small improvements can determine whether a student passes a course, reducing dropout rates and increasing the likelihood of graduation, said Louis–Philippe Beland, an economist at Carleton University in Canada.

Broader impact on the learning environment

Not only did the ban improve grades, it also created a more positive classroom environment. Random observations of classrooms showed that students talked less and were less disruptive. Teachers also reduced their use of personal phones and focused more on teaching. The removal of phones also significantly reduced cheating on tests, a problem that has been documented in many countries.

Many countries have pushed to ban the use of mobile phones in classrooms and give teachers the right to collect students' phones before class.

Notably, students who experienced a semester without phones were more likely to support the policy, with approval increasing by 20%, especially for the complete ban option, according to the study.

There is still much debate.

Despite the compelling research, banning phones in schools remains controversial. Different socioeconomic contexts, from wealthy Nordic countries to densely populated Asian cities, may have different impacts. In addition, the study was conducted at the university level in India, making it difficult to generalize to all ages.

Another issue is the presence of tablets and laptops, which are deeply integrated into teaching but also pose a potential risk of distraction. Some studies in the US have shown that students who use computers in class have lower grades and test results. In the case of Sweden, where digital technology is closely linked to education, a ban on phones in schools has not had a clear effect.

The ban on cell phones in school environments remains controversial.

Reminder for Education Administrators

From a management perspective, banning phones in the classroom has great advantages: it is easy to implement, does not cost money, and does not require complicated training. More importantly, the students themselves - the direct subjects - gradually realize the benefits and change their attitudes in a positive direction.

The research of Professor Sungu and his colleagues does not claim to be a comprehensive solution, but provides a reliable scientific foundation for educational administrators to consider. In the context of schools being under pressure from digital technology, a seemingly simple policy such as banning phones in class can be a practical step, contributing to improving the quality of teaching and learning.

Many countries around the world have now banned the use of phones in the classroom to limit distractions and improve the quality of education. In Europe, France is the pioneer with the ban since 2018, followed by the Netherlands, Italy, Hungary, Greece, Latvia, Finland, Austria, Luxembourg, Ireland, and many other countries. England and Scotland also apply the ban in most high schools.

Besides Europe, there are other countries in Asia such as Korea, New Zealand and some countries in Africa, the Middle East and South Asia... This trend shows that removing phones from the classroom is becoming an educational solution that many countries value, initially bringing practical results.

In this context, positive results from international research and experience are an important basis for managers to consider and adjust policies to suit the specific conditions of each country and each level of education. The core is to aim for a focused, equitable learning environment and to foster student autonomy, irreplaceable factors in the journey to improve the quality of education.

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