Why Banning Phones at School May Not Help Young People
Across Europe, policymakers are increasingly banning smartphones from classrooms, hoping that reduced screen exposure will lift the mood of adolescents. Yet a large‑scale Icelandic investigation involving almost 24,000 pupils aged 13‑15 suggests the strategy falls short. The study compared 70 schools, 22 of which introduced a strict prohibition between 2018 and 2023, and found no meaningful shift in mental‑health indicators such as depression, anxiety, hostility, or overall wellbeing.
How the natural experiment unfolded
Iceland offers a unique testing ground because there is no nationwide rule; each school decides its own policy. Researchers from the University of Reykjavik tapped into a national questionnaire that has been administered in classrooms since 2016. By analysing responses from 2016, 2018 and 2023, they could track the evolution of students’ self‑reported health before and after the bans were implemented, and contrast those trends with schools that never imposed a restriction.
Key findings: no statistical advantage
The data revealed parallel trajectories for both groups. Scores on a mental‑wellbeing scale (ranging from 7 to 35, higher being better) declined across the board, regardless of whether a school had a phone ban. After adjusting for school‑level differences, the gap between the two cohorts was statistically insignificant. Moreover, the bans did not reduce time spent on social media, nor did they curb bullying—online or offline. Even the sense of peer support remained unchanged.
Why the policy might be ineffective
One straightforward explanation comes from psychologist Marlies Van de Casteele of Ghent University, who is monitoring a similar ban in Flanders. She argues that teenagers simply relocate their screen time to the home environment. In her own research, smartphone use during school hours fell, but usage after school rose enough to keep the total amount constant. Similar patterns have been observed in the United Kingdom, reinforcing the idea that total exposure, not just the timing, drives mental‑health outcomes.
Another factor is that many Icelandic schools already discouraged phone use during lessons before the formal ban, so the new rule added little practical change. While the intention was to spark more face‑to‑face interaction during breaks, students did not report feeling more supported by classmates.
Broader implications for educators and legislators
The study underscores that smartphone restrictions are only one piece of a complex puzzle. Mental health problems among youths stem from a multitude of sources—family dynamics, academic pressure, social relationships, and more. Expecting a single rule to produce a dramatic improvement is unrealistic.
Nevertheless, experts caution against discarding all regulations. Qualitative research shows that pupils generally accept the logic of keeping phones away during lessons and exams. The challenge lies in designing balanced policies that respect the educational environment while acknowledging that stricter measures do not automatically translate into better wellbeing.
In short, banning phones in school may curb distractions, but it does not, on its own, lift the mental health of teenagers. Policymakers should consider complementary interventions—such as digital‑literacy programs, mental‑health support services, and fostering offline social activities—to address the root causes of distress.