The announcement by the government that a legal ban will be placed on mobile phones in English schools marks a continued shift in tone, if not necessarily in substance, around the control of devices in educational settings.
What is being presented as a decisive intervention into children’s wellbeing is, in practice, the legal amplification of a reality that already exists across most schools. According to research last year by the Children’s Commissioner, around 90% of secondary schools and almost all primary schools already restrict phone use in some form.
These restrictions range from outright bans to locking phones away or “not seen, not heard” approaches (where phones are allowed on school premises, and may be kept in pupils’ bags, but must not be used). The ban will make existing guidance for schools statutory.
This raises an immediate question: if the practice is already widespread, why make it law?
There are, on the surface, reasonable arguments for moving from guidance to legislation. First, this gives school leaders clarity. A statutory footing removes ambiguity and may strengthen schools’ position when challenged by parents.
Second, it provides consistency between schools. A legal requirement creates a baseline expectation across the system, reducing variation between schools.
And finally, there is political signalling. The government is able to demonstrate action on an issue that resonates strongly with public concern.
However, the policy also illustrates a dynamic in education and online safety policy I have written about at length – a move from practice to performance.
If nearly all schools already restrict phones, then the legal change risks being largely symbolic. Sector leaders have acknowledged that “a statutory ban… doesn’t really change very much”.
More critically, it reframes a question of professional judgement as one of compliance. Since 2011, headteachers have had the authority to discipline pupils and set behaviour policies, including banning phones. What changes here is not capability, but the removal of discretion or, arguably, trust in school leadership.
Need for clarity
And, paradoxically but predictably, while the policy may be unnecessary for some, it is insufficient for others. Campaigners and politicians have already criticised the move for potentially retaining flexibility – particularly the “not seen, not heard” model – which they argue fails to meaningfully remove phones from the school day.
Olivia Bailey, parliamentary under-secretary of state in the Department of Education, insisted in the most recent debate that “We are categorically crystal clear that there is no access to phones at any point during the school day”, and that references to “not seen, not heard” approaches had been removed from guidance.
But she also stated: “It is not for me to determine how a headteacher enforces their discipline and behaviour policies in their school.” Therefore, there is a chance a school adopting such an approach might not be challenged without a particularly fastidious Ofsted inspection.
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Perhaps the most significant gap in the policy, therefore, is not its intent, but its execution, which has resulted in professionals asking for more guidance. Schools currently use a range of methods: confiscation, lockers, locked pouches, or behavioural rules. These approaches carry costs – financial, logistical, and in how they affect relationships between staff and pupils. Sector leaders have already pointed to the need for funding to support secure storage systems. Enforcement, too, remains ambiguous.
A legal requirement does not eliminate the day-to-day realities of managing compliance. This includes managing pupils concealing devices, disputes with parents, uneven application across staff and varying support from senior leaders around classroom discipline.
Facing pressure
The government had previously resisted calls for a statutory ban, arguing it was unnecessary. The new announcement appears to have been driven less by new evidence and more by political pressure in the House of Lords and from campaign groups.
There is a broader cultural push toward restriction, whether school phone bans or proposals for wider social media limits. Some countries have already put social media bans in place, although their effectiveness remains to be seen.
Banning phones in classrooms is not, in itself, particularly controversial. Many schools have done so for years with little fuss. What is new is not the ban, but the decision to legislate it.
That shift tells us less about phones and more about the current policy climate: one in which guidance becomes law, discretion becomes compliance, and familiar practices are recast as solutions to increasingly expansive problems.
