The debate around banning phones in schools has resurfaced, with fresh insights emerging during Children’s Mental Health Week, thanks to research from the University of Birmingham. Our Alternative Learning Manager, Jonno Wood, has weighed in on the discussion, shedding light on the significant, yet limited, impact of removing phones from classrooms.

Recent statistics from OFCOM paint a startling picture of young people’s screen habits.

• 11-12-year-olds spend an average of four hours a day on screens outside of school.

• For students aged 11 and above, this figure rises to over six hours daily.

With this level of screen engagement, it raises an important question: where do teenagers find the time? While banning phones in schools is a positive step, it only tackles part of the problem.

What happens when schools ban phones?

Jonno has visited numerous schools where phone bans have been implemented, and the results are undeniable—when the screens disappear, joy returns to the corridors, and smiles replace blank stares.

At our Alternative Learning Hub, we take this approach seriously. In our classroom spaces, students lock their phones away in a secure lockbox just outside of the classroom. This ensures they are fully present, engaged, and benefiting from a distraction-free learning environment.

Beyond the classroom: The need for collective action

While banning phones in schools is making a difference, it’s clear that more needs to be done outside of school hours. Addressing excessive screen time requires a community-wide effort. Jonno believes that we must support our schools and take a collective approach to reducing screen time for teens.

We’d love to hear from you. What steps are you and your community taking to help young people manage their screen time? Share your thoughts in the comments and let’s work together to create healthier habits for the next generation.

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Our Alternative Learning Hub runs BOOST and KS3 programmes for vulnerable young people. 

To find out more, email our Alternative Learning Officer, Phil: [email protected]