Banning Cell Phones in Classrooms: Easy Policy, Long-Term Benefits

A large-scale experimental study has for the first time provided clear evidence in support of this policy.

With digital technology becoming increasingly integrated into daily life, the use of smartphones by students in the classroom has become a subject of global debate. While previously many considered phones a useful learning tool, the trend of banning these devices in schools is now gaining momentum, not only in the US but also in dozens of other countries.

Global trends

Millions of American students in 17 states—from New York to Kentucky—will no longer be allowed to bring phones to class starting this new school year, bringing the total number of states with this rule to 35. Globally, about 40% of national education systems have also implemented or proposed policies banning phones to help students focus better.

Despite political support, previous bans often lacked solid scientific basis. Several small-scale studies yielded conflicting results. However, a recent study by Professor Alp Sungu (Wharton School of Business, University of Pennsylvania) and colleagues has made a breakthrough by providing clear evidence from large-scale randomized controlled trials – considered the “gold standard” in social science.

Breakthrough research

The experiment was conducted at 10 higher education institutions in India, involving 16,955 students enrolled in 2,000 courses. Classes were randomly assigned: some required students to hand over their phones before class, while others were not.

The results showed that the group without phones achieved significantly higher scores.

Mobile phones cause many students to lose focus during class.

The most noticeable positive effects were seen in first-year students with weak academic performance and taking courses outside the science and mathematics fields. Their GPA improved to the equivalent of "replacing an average teacher with a good one for one semester," according to Professor Sungu.

Louis-Philippe Beland, an economist at Carleton University (Canada), argues that even small improvements can determine whether students pass a course, thereby reducing dropout rates and increasing graduation chances.

Broader impact on the learning environment

Beyond boosting grades, the ban on mobile phones has also helped create a more positive classroom environment. Random observations in classrooms show that students talk less and are less disruptive. Even teachers reduce their use of personal phones and focus more on teaching. Eliminating phones has also significantly reduced cheating on tests – a problem reported in many countries.

Many countries have pushed for bans on the use of mobile phones in classrooms, and teachers have the right to confiscate students' phones before class.

Notably, students who experienced a semester without phones tended to be more supportive of the policy. According to the study, the approval rate increased by 20%, especially for the option of a complete ban.

There is still much debate.

Despite the compelling research findings, banning mobile phones in schools remains controversial. Differing socioeconomic contexts, from wealthy Nordic countries to densely populated Asian cities, could lead to different impacts. Furthermore, the research was only conducted at the university level in India, making it difficult to apply broadly to all age groups.

Another issue is the presence of tablets and laptops, which are deeply integrated into teaching but also pose a potential risk of distraction. Some studies in the US have shown that students who use computers in class have lower grades and test results. In the case of Sweden, where digital technology is closely linked to education, bans on phones in schools have not yielded significant results.

The ban on mobile phones in schools remains a subject of much debate.

A reminder for education administrators.

From a management perspective, banning phones in the classroom has major advantages: it's easy to implement, inexpensive, and requires no complex training. More importantly, the students themselves – the direct beneficiaries – gradually recognize the benefits and change their attitudes in a positive direction.

Professor Sungu and colleagues' research doesn't claim this is a comprehensive solution, but it provides a reliable scientific basis for education administrators to consider. In the context of schools facing pressure from digital technology, a seemingly simple policy like banning phones in the classroom could be a practical step contributing to improving the quality of teaching and learning.

Currently, many countries around the world have banned the use of mobile phones in classrooms to reduce distractions and improve the quality of education. In Europe, France was a pioneer with its ban since 2018, followed by the Netherlands, Italy, Hungary, Greece, Latvia, Finland, Austria, Luxembourg, Ireland, and many others. England and Scotland have also implemented bans in most secondary schools.

Besides Europe, other countries in Asia such as South Korea, New Zealand, and several countries in Africa, the Middle East, and South Asia are also following this trend. This trend shows that removing mobile phones from the classroom is becoming an educational solution valued by many countries, initially yielding practical results.

In this context, positive results from international research and experience serve as an important basis for administrators to consider and adjust policies to suit the specific conditions of each country and each educational level. The core principle is to strive for a focused, equitable learning environment that fosters student autonomy—irreplaceable elements in the journey to improving educational quality.

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