A ban on mobile phones in schools can help, but it is not enough on its own, says the Dean of FPE

The government has supported a proposal to ban the use of mobile phones during lessons, reigniting the debate about their place in schools. What can stricter rules actually change? Pavel Mentlík, Dean of the Faculty of Education at the UWB, discusses attention, the effects of a ban.

Why are mobile phones a problem in schools? Is the technology itself to blame?
A mobile phone is neither inherently good nor bad. The problem arises when a personal phone creates a parallel stream of stimuli during lessons that constantly attracts attention. When mobile phones are present in the classroom, teachers are competing with one of the most sophisticated tools ever created for capturing human attention. Switching between the lesson and the phone also places a strain on working memory and may impair performance.

Does that mean mobile phones should not be used as part of teaching?
Digital tools can have a positive impact when their use is carefully considered, serves a clear educational purpose, and is guided by the teacher. This applies, for example, to interactive applications or audience response systems. It is important to distinguish between a mobile phone used as a learning tool and a personal phone that causes distraction. The best strategy is to keep phones out of pupils’ attention and use them only when they serve a clearly defined educational purpose.

In your view, is a blanket ban therefore the solution?
A ban can significantly improve learning conditions during lessons because it reduces distractions. Some studies have found improved outcomes, particularly among pupils who had previously been performing less well. Others have also reported a decrease in bullying and related behaviour. However, a formal ban is not a miracle solution. Its effectiveness depends on how it is designed and enforced, as well as on the school culture and the quality of teaching. A ban may also help headteachers and teachers establish clear rules and explain the seriousness of the issue to parents. It must be emphasised, however, that a ban will not solve possible mental health problems among children and adolescents.

Do studies also examine this issue?
Yes. Current evidence does not clearly confirm such a link. Pupils at schools with stricter rules used mobile phones less, but they did not report better mental well-being or lower levels of anxiety. The decisive factor is the total amount of time spent using phones and social media. Schools can restrict their use during part of the day, but they cannot control what happens in the evenings, at night, or at weekends.

What should schools be prepared for after introducing stricter rules?
According to international studies, the first weeks and months may not be easy. Once rules begin to be enforced consistently, the number of conflicts and disciplinary incidents may initially increase. One international study found that the situation only settled down during the second year, when improvements in attendance and academic results also became apparent. Consistency is therefore essential, but it will be demanding for schools. It should also be noted that these findings related to pupils roughly equivalent to those at lower-secondary and upper-secondary schools in the Czech education system.

Are social media platforms themselves not the bigger problem?
Social media platforms are not inherently harmful either. They can help people maintain relationships, share experiences, learn from others, and build communities. What matters is how they are designed and how they are used. Some platforms whose business models depend on advertising revenue often rely on intermittent rewards, instant feedback, visible reaction counts, personalised content, and infinite scrolling. They make use of mechanisms rooted in human nature. Repeatedly returning to social media therefore cannot be explained solely by weak willpower or a lack of discipline.

What should schools do, then?
A ban should be seen as the beginning of a journey, not its final destination. It should be followed by high-quality teaching, meaningful breaks, support for physical activity and interpersonal relationships, and, above all, the development of digital literacy. Teachers and pupils should understand why it is difficult to stop scrolling, why “likes” influence the way content is evaluated, and why negative or personally tailored information attracts more attention. Only when they recognise these mechanisms can they make conscious decisions about whether to allow themselves to be guided by them. It would be beneficial for children and adolescents to gain this understanding at school. This is not only a matter of media or digital literacy, but also of understanding the principles of one’s own learning and developing self-control.

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