ENGLAND — University College London (UCL) published a report on Tuesday examining student, teacher, and parent views regarding England's new statutory ban on smartphones in schools. The ban, which makes individual schools and trusts legally responsible for maintaining phone-free environments throughout the day, came into force on Monday.

The UCL study surveyed 732 secondary school students aged 11 to 18, 27 teachers, and 41 parents. It utilized questionnaires, interviews, and focus groups to gather perspectives on smartphone bans in schools.

The findings indicated a division among the groups, with 87% of surveyed teachers and 88% of surveyed parents in favor of a blanket ban on smartphones. In contrast, 75% of pupils surveyed disagreed with a blanket ban.

Jessica Ringrose, a professor of the sociology of gender and education at UCL Institute of Education and lead author of the report, noted the different perceptions. "The students we spoke to perceived blanket bans as punitive, rather than supportive," Ringrose said. She added that students "felt bans undermined trust between them and the adults in their lives, who they felt misunderstood the integral role phones play in their day-to-day routine."

The report stated that adults primarily view bans as a way to reduce disruptions and simplify classroom management. Students, however, experience smartphones as tools supporting communication, safety, emotional regulation, and everyday organization. Students reported that a ban would restrict their access to tools like bus timetables, weather forecasts, and homework applications. Girls participating in the study also indicated that their smartphones helped them feel safer when traveling alone.

Students also expressed concerns that banning smartphones could lead to digital issues such as cyberbullying and sexual harassment going unreported. They warned that they would feel less able to communicate concerns to adults if smartphones were banned.

Edith Rodda, a PhD candidate at UCL and co-author of the report, suggested that policies should consider student perspectives. "Rushed school smartphone policies that don't consider students' perspectives, however well intentioned, risk creating a cycle of punishment that ultimately undermines the policy's aims," Rodda said. She also noted, "Students inevitably find workarounds, like breaking open lockable phone pouches." Dawn Aytoun, an education consultant from Life Lessons Education and another co-author, emphasized the need for broader education. "Schools should encourage students to learn, understand and discuss the ethical, relational and political dimensions of the digital world, as well as the economic models that guide tech companies," Aytoun said.