
Schools across the country are engaged in a battle. And it is not about the ever-present concerns of funding cuts and declining grades, but a fundamental fight for their students’ attention.
Mobile phones, say teachers, are becoming an almost insurmountable distraction to pupils during class time. Not only that, but smartphones are a beacon for bullying, they claim.
It will come as no surprise that the issue has become one of the most pervasive problems facing schools today, with 92% of Scottish Secondary Teachers’ Association (SSTA) members saying their lessons were being interrupted by mobile phones.
Now, a number of schools in Scotland are fighting back with trials of full or partial bans. Though the approaches differ, the resoundingly positive impact they have had on school life is not up for debate.
Mobile phones in schools
The SSTA survey carried out last year also found 90% of teachers believed students have detachment issues and 71% said misuse of the devices was having an impact on pupil behaviour and learning.
Peter Macaulay, senior lecturer in psychology at Derby University, said: “Excessive use of phones and screens harms children’s mental health, sleep and education. What this leads to, most of the time, is an increase in anxiety and depression.”
Last August, Education Secretary Jenny Gilruth acknowledged the “growing body of evidence to suggest that over-exposure to mobile phone use can result in limited concentration, unhappiness and isolation.”
As a result, she granted head teachers the power to either ban or restrict the use of mobile phones in their schools.
Grantown Grammar School in Grantown-on-Spey went full force from May last year, with all mobile devices banned on school grounds. Eight months on, head teacher Claire McGonigal said it has been “one of the most impactful strategies in terms of pupil engagement, achievement and health and wellbeing which I have enacted at Grantown”.
Claire added that she was concerned the colder months would pose problems and pushback on the ban, but that hasn’t been the case. The area in which they have noticed the most change is in how students treat one another.
Cyber bullying
“Cyber bullying has massively decreased and pupils in general are more inclusive and chatty,” said Claire.
“One unexpected outcome is that any name-calling or negative comments are now much more public because they are said rather than sent. This means that they can be challenged by peers and brought to staff attention. The school can then respond with a combination of consequence and teaching much faster. It’s reassuring and encouraging to see fellow pupils name the caller and tell them to stop.”
Cyber bullying was also an issue at Nairn Academy in the Highlands. Mobiles had been banned in classes at the school for a long time, but a re-evaluation of the school values led to a total ban when term started back after Christmas.
“We’re well aware that tech is a way of life for this generation,” said Julie MacDonald, the school’s head teacher for 15 years.
“We reviewed our school values and launched new ones in August: Kindness, integrity, respect, relationships, achievement. As we embedded those into life at the school, we realised the misuse of mobiles was conflicting. They weren’t kind, there was a lack of integrity in people being filmed without their permission, we weren’t strengthening relationships.”
The filming in particular was happening more frequently, with students and teachers being posted unaware on social media platforms like TikTok, leaving them vulnerable to unsolicited comments. Both staff and pupils have to abide by the new rules.
“If we are true to safeguarding staff and pupils, we can’t do that with phones anywhere on school grounds,” said Julie.
“Staff were concerned about good relationships they had with pupils souring because lessons were being interrupted by phones – some pupils struggled not to physically have their phone in their hands.”
Impact of mobile phone bans
Research and community consultations pre-ban uncovered issues that needed to be addressed before it could be put in place. Staff discovered some pupils were unable to read an analogue clock – a “problem in itself” according to Julie – and timetables had to be printed out. More lunch and sports clubs were started to keep pupils busy at break times.
One teacher said: “I now see pupils speaking to each other rather than plugged in. They are also getting involved with more creative pursuits.
“I fully support this ban and have seen a positive change in my own child. Car journeys to and from school are a joy as they now talk me about their day. I also feel happier about a level of protection from any social media nonsense that could have started at school and fallen into home life.”
Julie said the first month of the new ban has been “really positive” at Nairn Academy, and the school’s parent council is in agreement.
A representative said: “It has been very brave of the school to take such an active step in helping our young people to overcome the control mobile phones have on them. Reducing the distraction is creating a more positive learning environment, creating new relationships and making school safer. Young people are socialising, talking and getting to know each other a little bit better.”
Restrictions on mobile devices came into play last March at Linlithgow Academy, before the government guidance. Mobile phones must be put into a wall-holder or into their bag as they go into class, and if pupils are caught using them during a lesson, a teacher on a free period will be called to take them to the school office and start a calm dialogue. This stops the class teacher from having to disrupt the lesson.
“Staff have said there has been a transformational shift in classrooms,” said Grant Abbot, head teacher at the school.
“We expected pushback but we haven’t had that. Pupils have said the pressure they felt to be online and responding to messages immediately is gone. They notice they feel more engaged in lessons and that there is more dialogue between them and staff.”
Using devices appropriately
Though Grant agrees mobile phones are a disruption in the classroom, he doesn’t feel a full ban is a realistic way to tackle the problem. “We are not looking to fully ban phones at school, that will not give us a consistent approach,” he said.
“We need to trust our young people that they recognise when to use them and when not to, I think it’s a practical way of bringing about change and we are happy with the balance we have found.”
This was echoed by Derby University’s Peter Macaulay, who also feels teaching children to use their phones appropriately could be a better approach to managing the devices in schools.
He said: “I recommend stronger mobile phone restrictions in schools, better guidance for parents, and enhanced online safety regulations. I would also call for reforms on digital literacy, educational app standards, and the regulation of AI to safeguard children’s privacy and wellbeing. I think the most important action to take is regulation, and teaching children to self-regulate their use on smartphones.”
Professor Anita Horn, specialist in social policy and digital ethics at Switzerland’s St Gallen University, also felt bans should only be part of a “broader strategy”, acknowledging that they can have their benefits when it comes to things such as enhancing communication and developing online skills.
She said Scottish schools aren’t alone in cracking down: “Examples from schools in France show that such a ban can lead to a positive revival of social interaction. When students interact face-to-face without their smartphones, they engage in more eye contact, jokes, games and exchanges.
“Since 2024, a shift in trends seems to have occurred in Western countries. Health authorities now recommend banning social media for individuals under the age of 15, and in Sweden, there is even a recommendation for a total screen ban for children under two years old.
“After a phase of one-dimensional promotion of digitalisation, particularly in education, schools will need to diversify strategies to support the healthy and developmentally beneficial use of technology.”

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