The presence of mobile phones in schools is believed to be negatively impacting the educational, social and physical activity of students. Various strategies to circumvent this problem, such as widespread bans, have been canvassed and implemented, but there still appears to be some disagreement about the best way to resolve this problem.

A new suggestion involving the use of phone jammers, similar to those used in some Australian correctional facilities, has been floated. Could this drastic measure be the answer to this long-standing problem?

Why Are Mobile Devices in Schools a Problem?

Some early studies into the problem suggested that the use of mobile devices in schools might have a negative impact on the academic performance of students. It is not hard to believe that devices that have been designed to capture and sustain a person's attention through complex algorithms and non-stop notifications may be limiting the focus of students in classrooms, thereby impacting their learning.

However, it is not only the education of students that is apparently being affected. Englander proposed that mobile phone ownership was strongly related to cyberbullying. There is therefore a concern that the use of mobile phones in schools might also have a harmful effect on the wellbeing of students.

These concerns mean that schools will also need to be mindful of how mobile phone use in schools may impact on their legal obligation to take reasonable care to protect students.

What Have Schools Been Doing to Resolve This Problem?

In an effort to get around this problem, schools have tried several things.

Most notably, many schools have implemented a widespread ban on mobile phones at schools. Of late, more secondary government schools in NSW banned student phone use during class and break times. This comes as the newly elected NSW Labor Party has vowed to put in place a complete ban on mobile phones in all public secondary schools this year. Mobile phones are already banned in NSW public primary schools. This would make NSW the latest jurisdiction to apply a total ban on mobiles in public schools, joining Victoria, Western Australia, Tasmania, South Australia and the Northern Territory.

The way schools usually implement these bans is to either prohibit students from bringing devices to school, or if they are brought to school, ensure that they are turned off and stored away for the entirety of the school day.

The benefit of a total ban on mobile phones is that it provides a definite solution to the problem. In theory, it also resolves many of the issues schools are concerned about: it allows students to focus more on their studies, reduces the opportunity for online abuse and is a relatively easy strategy to implement. However, bans are not a perfect solution.

For instance, some critics have argued that the educational benefits of a ban are inconclusive. Campbell and Third point out the deficiencies of such studies. They argue that more data is still needed. It is possible that further data might actually reveal that mobile phones in classrooms might actually benefit students if they are employed appropriately or that a ban might help some students but disadvantage others. Significantly, what we do currently know about mobile phones and other similar technology is that they play a huge role in our daily lives, including in schools, and will continue to do so. Therefore, in addition to more research, what may be needed instead is to focus on teaching students how to use technology responsibly.

Total bans during school hours may also not reduce online abuse. Firstly, not all online abuse takes place during school hours. One might counter this by arguing that a ban might at least reduce the opportunity for online abuse. However, a total ban might in fact do the opposite. Many of the bans implemented in schools across Australia usually include exceptions for students with medical conditions. While this seems logical, it also draws attention to such students who may not wish to disclose their conditions out of a fear that it will open them up to bullying. This is particularly concerning since we know from studies like the Australian Child Wellbeing Project that children with disability can experience bullying-like behaviours more than children without disability. Finally, by removing phones from students, you are also preventing students from having their phone available to contact someone when they are at risk of being abused or harmed or to reach out to someone if they feel socially isolated at school.

Lastly, while a total ban may be relatively easy to implement, it is not always easy to enforce. The Pew Research Center in America, who surveyed 800 students aged between 12-17 and their parents, reported that 65 per cent of teenagers who owned a mobile phone still brought it to school every day despite the fact that phones were completely banned at their school. Not only does the furtive use of phones undermine a ban, but it can also make it even more difficult for staff members to identify certain problem behaviours like abuse.

The use of phone jammers has recently been suggested by the NSW Labor Party as a possible means of effectively enforcing a ban on mobile phones in schools. Phone jammers would aim to prevent students from using their phones to text, make calls or access social media apps. Although the use of phone jammers is generally prohibited, the Australian Communications and Media Authority (ACMA) has permitted the use of the technology in some NSW correctional centres to prevent inmates using phones that have been unlawfully brought into the centres. It is still unclear if AMCA will allow schools to use jammers or just exactly how schools will employ the technology. However, telecommunications companies have warned the Labor party against using such “heavy-handed” technology given, among other issues, the disruptive nature of the technology to surrounding neighbourhoods. It therefore remains to be seen if jammers will assist schools in solving this problem, or only present new issues to work through.

What Can Schools Do Moving Forward?

Although a total ban may not be a perfect solution, most public schools across Australia will be required to comply with this. Contrastingly, independent schools have both the autonomy and challenge of coming up with an approach that works for them.

Some independent schools may decide that a ban on mobile phones works best for them and may wish to keep an eye on the developing situation regarding the feasibility of jamming technology to enforce bans. In the meantime, though, they should consider other measures of enforcing their bans, such as locking phones away during school hours, and the implication of such measures (for example, any legal responsibility that they may have while they are in possession of the phones). They will also need to turn their minds to the specifics of such bans, such as how other electronic devices such as smart watches, tablets and gaming devices are affected by the ban, whether there needs to be exceptions for particular students and how this might impact such students, and whether there are ways for students to reach out to persons outside of the school during school hours, if necessary.

For schools seeking an alternative option, implementing age restrictions on phone use, restrictions on when phones can be used (for example, only during lunch breaks) or where phones can be used (for example, a school may decide to ban phones in change rooms) are all possibilities.

Regardless of the approach, schools developing policies and procedures to regulate the use of mobile phones in schools may also wish to consult with different members of the school community about this issue. For instance, schools may choose to speak with teachers to help them determine procedures for when it is acceptable for students to use their phones during class or how to incorporate technology into lessons in a productive way (for example, by planning lessons that involve the use of educational apps). Most importantly, by allowing students to have their say in the matter, they can foster a relationship of trust between the school and its student body and begin to encourage students to use technology in a responsible way.