More than Half of Public School Leaders Say Cell Phones Hurt Academic Performance | IES

Smartphone Bans, Student Outcomes and Mental Health

How smartphone usage affects well-being and learning among children and adolescents is a concern for schools, parents, and policymakers. Combining detailed admi

'Life needs to be more like this': Some bars and restaurants are going phone free

It's not just schools that are banning cellphones. Some bars and restaurants are joining the offline trend.

Phone-Free Schools Movement | Protecting Student Well-Being

Join the Phone-Free Schools Movement to create healthier, more focused school days. We help schools implement bell-to-bell phone-free policies that boost learning, safety, and student well-being.

The Case for Banning Laptops in the Classroom

A wealth of studies on students’ use of computers in the classroom supports the notion of banning them.

Too risky for the road but safe for schools? Rethinking smart glasses in the science classroom

This paper critically examines the governance of smart glasses in K-12 science education, using science classrooms as a case through which policy design challenges become visible. We position these wearable technologies not only as tools of pedagogical innovation but as governance challenges requiring regulatory attention. The vendors of smart glasses claim that their devices enhance real-time visualisation, support hands-free inquiry, and personalise activity. Yet, despite increased consumer availability and promotion by vendors, smart glasses are inconsistently specified in Australian school policy, unlike other high-stakes sectors such as transportation where wearable device categories are explicitly regulated. Drawing on a comparative analysis of policy associated with Australia’s K-12 mobile phones and the 2023 Victorian Road Rule Amendments “New Driver Distraction Road Rules”, this study proposes that science education requires similar anticipatory governance. Whereas the road safety framework classifies wearable technologies as potential sources of cognitive distraction and provides a stratified risk profile, device-specific restrictions, and enforcement mechanisms, we illustrate a stark contrast to the comparable provisions analysed in educational policy. This analysis identifies governance-relevant risk categories for staff, students, and schools that are not consistently addressed in the education policy texts examined, and that are difficult to standardise through discretionary, school-level interpretation alone. As such, this paper contributes to global conversations on educational justice, digital governance, and the ethical integration of emerging technologies in education.

Childhood and Education #20: Phones and Screens

We have a respite, so I thought I’d tackle various thoughts on children, phones and screens.

People who keep their cell phones on "silent mode" share similar psychological traits

Study reveals that keeping phones in "silent mode" improves focus, reduces stress, and increases workplace well-being among workers.

Smartphones and Cognition: A Review of Research Exploring the Links between Mobile Technology Habits and Cognitive Functioning

While smartphones and related mobile technologies are recognized as flexible and powerful tools that, when used prudently, can augment human cognition, there is also a growing perception that habitual involvement with these devices may have a negative and lasting impact on users’ ability to think, remember, pay attention, and regulate emotion. The present review considers an intensifying, though still limited, area of research exploring the potential cognitive impacts of smartphone-related habits, and seeks to determine in which domains of functioning there is accruing evidence of a significant relationship between smartphone technology and cognitive performance, and in which domains the scientific literature is not yet mature enough to endorse any firm conclusions. We focus our review primarily on three facets of cognition that are clearly implicated in public discourse regarding the impacts of mobile technology – attention, memory, and delay of gratification – and then consider evidence regarding the broader relationships between smartphone habits and everyday cognitive functioning. Along the way, we highlight compelling findings, discuss limitations with respect to empirical methodology and interpretation, and offer suggestions for how the field might progress toward a more coherent and robust area of scientific inquiry.​

Your smartphone is making you stupid, antisocial and unhealthy. So why can’t you put it down?

A decade ago, smart devices promised to change the way we think and interact, and they have – but not by making us smarter. Eric Andrew-Gee explores the growing body of scientific evidence that digital distraction is damaging our minds

Kids who use ChatGPT as a study assistant do worse on tests

Researchers compare math progress of almost 1,000 high school students

The risks of AI in schools outweigh the benefits, report says

A new report warns that AI poses a serious threat to children's cognitive development and emotional well-being.

Why Protecting Kids from Social Media May Make Things Worse — Douglas Rushkoff

I’m supposed to give a talk next week about kids and social media and the need for more media literacy education, more regulation of platforms, and more substantive discussion about how to keep our kids from media-induced self-harm. The whole event is well-meaning, but is characterized by a sense of worry and protection. And for some reason, after years of making those sorts of arguments in my articles and documentaries, I have a strong impulse to pivot the other way.

What Happened After a Teacher Ditched Screens

Why one early adopter of computers in classrooms has decided to toss them

Is smartphone addiction really an addiction?

Aims In light of the rise in research on technological addictions and smartphone addiction in particular, the aim of this paper was to review the relevant literature on the topic of smartphone addiction and determine whether this disorder exists or if it does not adequately satisfy the criteria for addiction. Methods We reviewed quantitative and qualitative studies on smartphone addiction and analyzed their methods and conclusions to make a determination on the suitability of the diagnosis “addiction” to excessive and problematic smartphone use. Results Although the majority of research in the field declares that smartphones are addictive or takes the existence of smartphone addiction as granted, we did not find sufficient support from the addiction perspective to confirm the existence of smartphone addiction at this time. The behaviors observed in the research could be better labeled as problematic or maladaptive smartphone use and their consequences do not meet the severity levels of those caused by addiction. Discussion and conclusions Addiction is a disorder with severe effects on physical and psychological health. A behavior may have a similar presentation as addiction in terms of excessive use, impulse control problems, and negative consequences, but that does not mean that it should be considered an addiction. We propose moving away from the addiction framework when studying technological behaviors and using other terms such as “problematic use” to describe them. We recommend that problematic technology use is to be studied in its sociocultural context with an increased focus on its compensatory functions, motivations, and gratifications.

How useful are smart glasses in improving accessibility in higher education?

Smart glasses have the potential to support learning for disabled students, but this technology also comes with significant privacy concerns. Helen Nicholson-Benn looks at how to balance functional benefits with data security and safeguarding