Students and phones, where is the limit?

When my child entered 6th grade, about half of his friends had phones, by the end of the year it increased to three-quarters, and by 7th grade almost everyone had one.

Many students have become very proficient at using social networking sites - Illustration: QUANG DINH

My child said many of his friends use their phones during class, neglect their studies, and even stay up until 3am playing games in their rooms, making it difficult for their parents to control them.

Schools must create attractive alternative activities such as reading corners, sports clubs, music clubs , creative playgrounds... so that students do not depend on phones.

Many worrying consequences

This year the school has completely banned the use of cell phones in class, unless the teacher permits it, but some students still secretly use them, showing that management is not easy.

According to a 2022 Google survey, Vietnamese children have phones on average from the age of 9, but it is not until they are 13 that they are discussed much about internet safety. This shows that children have early access to technology but are slow to be equipped with digital skills. Phones are both useful learning tools and potentially risky if not managed.

It is undeniable that phones are beneficial for students in looking up documents, learning foreign languages ​​or connecting with study groups.

But in reality, the abuse of this device has caused many worrying consequences. Social networks, video games and constant texting distract students, reduce their ability to concentrate, and reduce learning efficiency. The risks also lie in health such as insomnia, vision loss, and effects on brain development.

More worrying are the social consequences. Phone dependence causes students to limit face-to-face communication, weaken social skills, and expose them to harmful content.

According to UNICEF in 2022, 82% of 12-13 year olds and 93% of 14-15 year olds in Vietnam access the Internet daily.

On average, children spend 5-7 hours a day on social media, while UNICEF research shows that using social media for more than three hours a day can double the risk of anxiety and stress. This raises the urgent need to manage usage behavior rather than relying solely on individual awareness.

Positive effects

Graphics: TUAN ANH

Aware of the potential harm, the Ministry of Education and Training has issued many documents regulating students' use of cell phones.

Circular 32/2020 prohibits students from using phones during class, except for learning purposes and with the teacher's consent.

Official dispatch 5512 also affirms that schools are not required to require students to have cell phones; their use in class depends on the teacher's decision.

These regulations reflect a cautious management mindset, neither lax nor absolute prohibition. However, in reality, the level of enforcement depends largely on each school and each teacher.

It is this difference that creates a management gap that makes it difficult for legal regulations to be fully effective.

Many localities have adopted more specific measures. Hanoi requires students to hand in their phones at the beginning of class and pick them up after class, and only use them when requested by teachers.

Ho Chi Minh City also proposed a regulation banning students from using phones during recess, starting from the 2025-2026 school year. Hai Phong, Bac Giang , and Thai Nguyen have proposed similar measures, confiscating phones and strictly managing the devices.

Some places have recorded positive results, with students being more focused, communicating more directly, and reducing sneaking around.

However, many schools have not implemented it consistently, and students still find ways to use it. Teachers have to shoulder more responsibility for control, while parents sometimes relax at home. This reality shows that if we only rely on administrative measures, the results will be difficult to maintain sustainably.

Popular trends in the world

International experience shows that the trend of restricting phones in schools is common. In the US, some states have completely banned them, but this has also met with resistance from parents who are concerned about losing communication with their children.

The Netherlands has banned phones for non-academic purposes in both primary and secondary schools, but allows exceptions when necessary. Thailand restricts electronic devices in class to prevent technology addiction.

Similarly, Finland will introduce new laws in 2025 that will severely restrict the use of mobile devices during the school day, allowing them to be used only with teacher permission for educational or medical reasons. Sweden will ban mobile phones in schools from 2026.

The common point in countries is that they all aim for balance, limiting harm but not eliminating opportunities to develop digital skills.

The lesson for Vietnam is that instead of applying a rigid model, it is necessary to flexibly combine conditional prohibition and digital skills education appropriate to the culture, resources and management context of each school.

Equipping students with digital skills

A more sensible approach is smart management. This management must be based on three pillars: awareness education, specific monitoring mechanisms and an attractive school environment. Students need to be equipped with digital skills, distinguish fake news, avoid harmful content, and know how to limit their usage time.

Schools need to have clear rules, specifying the time and purpose of use, along with measures to handle violations. Solutions such as arranging a phone storage cabinet, handing it in at the beginning of class, and using it when the teacher requests it can be feasible if organized closely.

DANG THI THUY DIEM

Source: https://tuoitre.vn/hoc-sinh-va-dien-thoai-dau-la-gioi-han-20250925085117258.htm