New push to curb digital distractions in schools
The Education Review Office (ERO) has urged the government to take the current school phone ban a step further, proposing that schools also block children’s access to social media during school hours. The recommendation forms part of a broader review titled “Do not disturb: A review of removing cell phones from schools,” which examines how mobile devices affect learning, behavior, and safety in classrooms.
While bans on smartphones have gained traction in many schools, the ERO’s report underscores that the issue is not simply about removing distractions; it’s about safeguarding students’ focus, wellbeing, and equity in access to education. The document argues that social media platforms can contribute to issues ranging from cyberbullying to sleep disruption and heightened anxiety, especially among younger students who are navigating adolescence alongside a heavy tech presence.
Why social media blocks could be the logical next step
Experts cited in the review argue that when phones are restricted, students still carry devices that enable social media use outside school apps or through web browsers on school devices. Blocking access to social media at school could reduce the likelihood of in-class interruptions, peer pressure, and online harm during school hours. The proposal does not call for a blanket ban on all online activity but emphasizes controlled access to digital spaces that have proven disruptive to learning or safety.
ERO’s stance aligns with a growing consensus that schools are spaces for focused, in-person learning and that digital well-being should be a central consideration in policy design. Proponents note that an environment with fewer social media temptations can help students engage more deeply with lessons, collaborate more effectively with peers, and develop healthier screen-time habits that benefit long-term educational outcomes.
Balancing policy with student rights and practicalities
Policy makers must weigh several factors as they consider extending bans to smartwatches or other wearables. One key question is how to enforce rules consistently across different devices and platforms. The report highlights the need for clear guidelines that protect student privacy, do not stigmatize learners, and provide reasonable exceptions for educational tools, accessibility needs, and emergencies.
Another concern is equity. If schools ban social media during the day, does that leave students without essential channels for learning resources or peer collaboration after hours? Schools would need to offer robust digital literacy programs and alternative communication methods to ensure all students can stay engaged with coursework and school communities.
The role of technology in the classroom today
Smartwatches and other wearables are increasingly common in schools, serving as quick timers, reminder reminders, or health trackers. While they can offer educational benefits, they can also function as discreet gateways to social media and messaging apps if not properly managed. The ERO’s report suggests that any move to regulate wearables should be paired with comprehensive guidance on acceptable uses, security considerations, and age-appropriate protections.
Educators say that a successful policy will be transparent, evidence-based, and adaptable. Schools may implement tiered rules—restricting social media during instructional time while allowing certain educational apps under supervision, and providing structured breaks when students can connect in a supervised, controlled manner.
What happens next?
The ERO’s recommendations are intended to inform government discussions and school-level policy. Stakeholders — including teachers, parents, students, and technology providers — will be invited to weigh in on how best to balance digital access with the goal of enhancing learning outcomes and safeguarding wellbeing. If the government adopts the suggested measures, districts could begin pilot programs to test social media blocks and wearable policies, measuring impact on attendance, concentration, and academic progress.
In the meantime, schools considering changes to their device policies should communicate clearly with families about the rationale, practical implications, and support available for students adapting to new rules. A phased approach, with ongoing evaluation and adjustment, is more likely to yield positive outcomes than abrupt, one-size-fits-all mandates.
Bottom line
The call to extend the phone ban to social media—and potentially to smartwatches—reflects a broader shift toward prioritizing classroom focus and student wellbeing. While bringing these policies to life will require careful planning and collaboration, their success will hinge on clarity, fairness, and a strong emphasis on learning, safety, and digital literacy.
