At William Howard School, our recent decision to create a mobile device-free environment during the school day has been met with resounding success. Following thoughtful discussions with parents and students, we implemented a policy that allows students to bring their mobile phones to school but requires them to be turned off and stored in bags as soon as they arrive at the main doors. This policy remains in effect throughout lessons, transitions, and social times. The results have been overwhelmingly positive, transforming our school culture in ways that exceed expectations.
Sandy Roberts, a student in Year 11 said: “Everyone is much more sociable now. It wasn’t hard to stop using a phone at school, but it was useful to have one for messaging parents if you’d forgotten your PE kit, for instance. Phones are fine if they’re used for the purpose they’re meant for, but I can see the benefits of the phone ban in school.”
One of the most noticeable changes has been the revitalised social atmosphere during break and lunchtimes. Without the distractions of phones, students are engaging with each other face-to-face, forging stronger connections and rediscovering the joy of shared experiences. Laughter and animated conversations now fill our common room spaces, as students chat, play games, and even take part in impromptu activities.
Interestingly, our extracurricular clubs have also seen a surge in popularity. For example, our Chess Club has reported record attendance, with students enjoying the opportunity to interact, strategise, and challenge each other. This renewed enthusiasm for in-person interaction highlights how freeing students from the digital tether has opened doors to richer and more meaningful engagements.
PE Teacher, Mrs Henderson, observed: “There’s been a big difference in the attendance of break time sports clubs, such as badminton. Before the phone ban, students used to come along intermittently, but now they attend far more regularly which means as well as enjoying it, they practice and improve their skills more.”
Beyond social benefits, the absence of mobile phones during the school day has created a noticeable shift in students’ focus and overall wellbeing. In lessons, the temptation to glance at a screen has been removed, fostering a more attentive and engaged learning environment. Teachers report that students are more present and proactive, and classroom discussions have become more dynamic and inclusive.
This change appears to have a positive impact on mental health. Students have reported the constant connectivity of mobile phones can contribute to stress and feelings of comparison or exclusion. By creating a mobile-free zone, we’ve given students a much-needed break from these pressures, allowing them to concentrate on learning and building genuine, in-the-moment connections with peers.
Year 11 Student Manager, Max Dawson, noted: “The students are engaging with each other far more. They enjoy card games in the common room during break times, with Uno being a real favourite!”
The mobile-free policy also contributes to a safer and more harmonious environment. One of the most significant improvements has been a noticeable drop in issues related to social media, which has reduced the potential for conflicts that can disrupt the school environment.
With the reassurance that students still have access to their phones before and after school for communication with families, we have struck a balance between safety and maintaining an optimal learning environment.
Teacher of Health and Social Care, Mrs Nettleton said: “My KS4 students are not bringing issues into lessons which are created by social media. In lessons, they are more focused and quicker to concentrate. It is also lovely to see them engaging and talking whilst I’m on break time duty; the Year 7s are playing and doing things together rather than sitting glued to a phone.”
However, Rory Thorburn and Jaden Inglis, Year 10 students, saw the benefits of having access to their mobile phones to help their learning: “They were useful for doing research and homework. Sometimes we used them in lessons for Kahoot quizzes too, or if something came up in conversation during break time, it was good to be able to check the information.”
The response from our school community has been overwhelmingly supportive. Students themselves have expressed appreciation for the change, noting how much more enjoyable it is to interact with their peers without the constant pull of a screen. Parents, too, have shared their gratitude, recognising the benefits of this policy for their children’s social and emotional development.
Headteacher, Kath Pigdon concluded: “It has been really encouraging to see the positive impact of our school becoming a phone-free zone. In lessons, engagement has noticeably increased, with students more focused and involved in discussions. Break times have come alive with laughter and more conversations, and it’s lovely to see students playing games like chess and draughts in the common room. Instead of scrolling through their phones, many are now reading books, which is a fantastic shift. Overall, it’s been a very positive start to the academic year—our students seem happier, more connected, and more communicative than ever.”
This experience serves as a reminder of the value of digital detox in creating spaces where young people can truly engage with the world around them. At William Howard School, we are excited to continue fostering an environment where students thrive, build meaningful connections, and achieve their full potential.
We would like to extend our thanks to all parents for their support in making WHS a phone-free zone. Their commitment has played a vital role in fostering a happier, more focused, and socially enriched environment for our students. While these changes have been positive, we still ask that parents regularly check their children’s phones at home to ensure that any issues are mitigated and don’t interfere with learning.
Please see our fantastic students and staff talking to ITV Border News about this very topic: Shining a spotlight on children’s use of social media
