Adolescent mental health: Banning smartphones in schools won’t fix the real issue, experts say

Adolescents who spent more time on their phones and social media reported lower mental wellbeing scores, higher levels of anxiety and depression, disrupted sleep patterns, lower academic attainment, and more disruptive behavior in class. These findings reinforce the growing body of research suggesting that excessive phone and social media use negatively impacts adolescent wellbeing.

Amid growing concerns over adolescent mental health, governments worldwide have implemented school phone bans in an effort to curb excessive smartphone use and its associated risks. Many believe that restricting phone access during school hours could improve student well-being, academic performance, and classroom behavior.

However, a new study published in The Lancet Regional Health - Europe challenges this widely held assumption. Titled "School Phone Policies and Their Association with Mental Wellbeing, Phone Use, and Social Media Use (SMART Schools): A Cross-Sectional Observational Study", this research, conducted by leading academics from the University of Birmingham and affiliated institutions, provides fresh insights into the effectiveness of school phone bans. By analyzing data from 1,227 adolescents across 30 secondary schools in England, the study raises important questions about whether these policies truly impact student wellbeing.

Do school phone bans improve student mental health?

The study was designed to explore whether school policies restricting phone use influence adolescent mental health, social media consumption, and related behaviors. Researchers divided schools into two groups: those with restrictive policies, where recreational phone use was not permitted during school hours, and those with permissive policies, where students were allowed to use their phones during break times or in designated areas. The primary outcome measured was mental wellbeing, assessed using the Warwick–Edinburgh Mental Well-Being Scale (WEMWBS). Surprisingly, the study found no significant difference in mental wellbeing between students in schools with restrictive policies and those in permissive schools. The mean wellbeing score was nearly identical across both groups, suggesting that simply banning phones during school hours may not be enough to improve adolescent mental health.

The research also examined secondary outcomes such as anxiety, depression, physical activity, sleep duration, and classroom behavior. However, no significant differences were observed between students in restrictive and permissive schools. These findings contradict the assumption that limiting phone access directly enhances adolescent wellbeing or academic performance. The results suggest that while concerns around excessive phone use are valid, addressing adolescent mental health requires more than just prohibiting phones during school hours.

A reduction in schooltime phone use – but no lasting impact

The study confirmed that school phone bans do lead to reduced phone and social media use during school hours, but this effect does not extend beyond the school day. Students in restrictive schools used their phones for 0.67 fewer hours during school time compared to those in permissive schools. Similarly, social media use was 0.54 hours lower in restrictive schools during school hours. Despite this, there was no overall reduction in daily or weekly phone usage, meaning students compensated for their restricted schooltime use by spending more time on their phones outside of school.

These findings suggest that restricting phones during school hours alone may not be enough to reduce overall screen time or social media consumption, which are more strongly associated with mental health risks. Instead of reducing total smartphone use, students appear to shift their screen time to evenings and weekends, counteracting any intended benefits of school restrictions. This raises an important question: are school phone bans truly effective in addressing the root causes of excessive screen time, or are they simply shifting usage patterns?

Are excessive phone and social media use linked to poor mental health?

While the study found no direct link between school phone policies and adolescent mental wellbeing, it did reveal a strong association between increased phone and social media use and poorer mental health outcomes. Adolescents who spent more time on their phones and social media reported lower mental wellbeing scores, higher levels of anxiety and depression, disrupted sleep patterns, lower academic attainment, and more disruptive behavior in class. These findings reinforce the growing body of research suggesting that excessive phone and social media use negatively impacts adolescent wellbeing.

However, since school phone bans do not reduce overall phone use, the study argues that such policies alone are unlikely to be an effective intervention for improving mental health. If the goal is to address the negative effects of excessive screen time, then solutions must extend beyond school walls. The study suggests that interventions need to consider both schooltime and out-of-school phone use to truly impact adolescent wellbeing. Without a broader approach, school restrictions may have little to no effect on the larger issues of mental health, academic performance, and overall digital consumption.

What’s the future of school phone policies?

The findings of this study have significant implications for educators, policymakers, and parents. While banning phones in schools may reduce in-school screen time, it does not necessarily translate to better mental health, improved academic outcomes, or a reduction in overall screen time. The study suggests that instead of focusing solely on restrictive policies, schools and policymakers should adopt a more holistic approach to managing adolescent phone use.

One potential strategy is digital wellbeing education, which would help students develop healthier screen habits and become more mindful of their phone usage. Schools could also implement parental guidance programs, educating families on how to monitor and regulate phone use at home. Rather than outright bans, balanced screen time policies that emphasize mindful usage could be more effective in addressing concerns over excessive digital engagement. Additionally, a greater emphasis on promoting physical activity, sleep hygiene, and social engagement as part of school wellness initiatives may provide better long-term benefits.

Ultimately, the study calls for a reevaluation of current school phone policies, urging policymakers to consider broader strategies that address adolescent phone use both in and out of school. Instead of assuming that bans will automatically lead to better mental health, the focus should shift toward helping young people develop healthier relationships with their devices. A comprehensive approach that includes education, parental involvement, and structured guidelines may prove to be a more effective solution.