What Really Happened After New Zealand Banned Phones in Schools?

A year following the ban of mobile phones at schools by the government to assist students with concentration and minimize classroom disruptions, we're starting to observe its implementation and effectiveness.

In that process, we conducted fresh research where we asked youngsters their opinions on the ban. Predictably, they were quite vocal about it.

Schools across the globe, including those in Australia , France, the United Kingdom In locations such as Italy, China, and certain areas within the United States, comparable restrictions have been put into place. The underlying rationale behind these measures everywhere has aimed at assisting students to perform better academically.

When New Zealand The ban was implemented in April 2024 by Prime Minister Christopher Luxon mentioned it was necessary to reduce distractions so children could focus on learning and achieving.

However, numerous studies indicate that such restrictions frequently fail to achieve their intended outcomes. To illustrate, a recent study conducted in the UK with more than 1,200 participants revealed no notable distinction in academic performance or student well-being between educational institutions enforcing stringent mobile device prohibitions and those adopting lenient approaches.

There were numerous queries when the ban was implemented regarding its enforcement methods. To understand better what transpired within educational institutions and gather insights into students' opinions, we decided to listen directly. Our investigation involved conversations with 77 youths ranging from ages 12 to 18 across 25 different schools nationwide. Opinions varied among them; some approved of the restrictions, others disapproved, and quite a few remained uncertain.

Mixed feelings

A number of students expressed varied sentiments regarding the restrictions. Some acknowledged that these rules cut down on interruptions and provided an opportunity to take breaks from mobile devices. One student elaborated: "Otherwise, we'd be glued to our phones throughout the entire day, evening, and night, which wouldn't be good for our mental well-being."

However, some students mentioned that the prohibition led to additional issues.

Initially, several students experienced stress and anxiety because they found it difficult to reach their parents or guardians throughout the day. Additionally, they mentioned that the guidelines often seemed unclear or unjust. For instance, certain educators imposed stringent regulations, whereas others adopted more lenient approaches. Compounding this issue was the observation that some instructors would use their mobile devices during lessons, even though such behavior wasn't permitted for students.

The apparent double standard—where teachers could use phones but students couldn't—left numerous respondents feeling annoyed and unjustly handled. This discrepancy sometimes led to increased secrecy regarding phone usage among some students. A student commented, "Despite being prohibited from using our phones, everybody ends up sneakily doing so."

A lack of consultation

Many students mentioned that their opinions were not sought prior to the implementation of these restrictions. It seemed to them that adults created the regulations without consulting or considering their views. During one of our interviews, someone commented: "It seems like they just prohibit everything, assuming it'll solve the issue."

A lot of people were confused about the reason for the restriction, particularly because they are required to continue using laptops and other tech during lessons.

New studies indicate that over 80 percent of students in Aotearoa New Zealand believe that technology in classrooms is distracting—not limited to just mobile phones.

So far, several students have discovered ingenious methods to bypass the phone ban.

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In an Auckland school, students began utilizing walkie-talkies rather than mobile phones to remain connected with their classmates.

Instances such as these demonstrate that restrictions do not necessarily alter behavior as intended. They may just cause students to believe that adults underestimate their actual technological proficiency.

Adolescents as proactive issue resolvers

The youth in our study provided some substitutes for the prohibition.

Several proposed permitting phone use during breaks and lunchtimes. This would enable students to remain connected without disrupting lessons. Additionally, they mentioned that educators should demonstrate balanced screen time behavior rather than merely establishing guidelines.

According to feedback from students, it seems that instructing both teachers and learners on using mobile devices in moderation could be more beneficial than prohibiting their usage completely.

The research conducted at the Digital Wellness Lab advocates for this middle-ground strategy, stressing the importance of developing skills rather than imposing restrictions. However, for such an approach to succeed, adults require assistance as well. Both educators and parents must receive proper training and materials to effectively mentor younger individuals—additionally, their opinions regarding the prohibition should be gathered through surveys.

Prohibiting mobile devices does not address the broader concern of teaching young individuals how to utilize technology safely and responsibly. Schools aiming to truly assist their students should look past uniform regulations and adopt more comprehensive approaches.

Our findings indicate that young individuals aren't merely inactive consumers of tech; they actively tackle problems. They seek involvement in discussions—and as contributors to solutions.

This approach would entail substituting strict prohibitions with constructive dialogues between young individuals and adults to establish equitable and pragmatic online protocols, ensuring advantages for all parties involved.

Cara Swit serves as an Associate Professor within the School of Health Sciences at the University of Canterbury. Aaron Hapuku holds the position of Lecturer in the same school. Helena Cook works as a Lecturer in the School of Social and Cultural Studies also at the University of Canterbury. Jennifer Smith is a Senior Lecturer in the Faculty of Education at the University of Canterbury. This piece was originally published in The Conversation under a Creative Commons license. You can read the original version here. original article .

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