This past week, there was a strong push from the phone-free school movement to expand their agenda beyond banning phones in schools, to now restricting computers as well. (1)(2) Many of these organizations provide “phone-free school toolkits” designed to help parents pressure school principals and districts into enforcing complete “bell-to-bell” bans.
To be clear, we absolutely support placing appropriate restrictions on phone and computer use based on age and grade level. (3) However, as you will read, research does not support a complete ban for all students.
For example, a 2025 released study from Great Britain titled “School phone policies and their association with mental wellbeing, phone use, and social media use (SMART Schools): a cross-sectional observational study” (4) found:
“There is no evidence that restrictive school policies are associated with overall phone and social media use or better mental wellbeing in adolescents. The findings do not provide evidence to support the use of school policies that prohibit phone use during the school day in their current form, and indicate that these policies require further development.”
When reviewing the phone-free movement’s toolkit, we noticed that this important research, and several other studies that present different perspectives, was completely omitted.
Here’s the problem: If parents, educators, and school leaders are only being presented with cherry-picked, often dated research, how can they make truly informed decisions about technology in the classroom? Case in point – many in the phone-free school movement are heralding that Sweden has adopted a phone and tech-free school policy for all their schools. However, this statement is not completely true, and does not share the whole story of what they are actually doing (5)
That’s why we’ve developed evidence-based resources to support a balanced, intentional approach to cellphones and computers in schools, one based on research, not reactionary bans. Our toolkit for parents, caregivers, teachers, and school districts provides the full picture, including the research that the computer-free movement does not speak to.
Knowledge is power, but only when all relevant information is considered, not just what supports a specific agenda.
Again, we do not advocate for unrestricted use of phones and computers in all grade levels. However, we do believe in a structured, intentional approach backed by high-quality, peer-reviewed research.
A well-informed approach to technology in schools must be based on a full and balanced understanding of the research, not selective evidence that supports a predetermined agenda. The push to extend phone bans to computers ignores the complexities of how technology can support learning when used appropriately. While age-appropriate restrictions can be necessary, outright bans are not supported by robust research, such as the recent 2025 SMART Schools study from Great Britain.
When decision-makers, whether parents, educators, or school leaders, are presented with only one side of the argument, they are not truly equipped to make the best choices for students. This is why we advocate for an evidence-based approach that considers the full spectrum of research rather than reactionary, all-or-nothing policies.
By providing comprehensive resources that include the studies omitted by phone-free advocates, we empower schools to develop technology policies that are thoughtful, intentional, and grounded in evidence-based facts. Knowledge is most powerful when it is complete, and that’s what our approach ensures: a framework that prioritizes student well-being, learning, and digital literacy over simplistic bans.
Digital Food For Thought
The White Hatter
Facts Not Fear, Facts Not Emotions, Enlighten Not Frighten, Know Tech Not No Tech
References:
1/ https://thewhitehatter.ca/blog/lets-ban-all-student-digital-device-use-in-schools-what-the-heck/
4/ https://www.thelancet.com/journals/lanepe/article/PIIS2666-7762(25)00003-1/fulltext
