seniorspectrumnewspaper – New Zealand’s nationwide phone ban in schools officially came into effect in April 2024, driven by the government’s aim to improve student focus and reduce classroom distractions. Prime Minister Christopher Luxon described the move as necessary to “cut the distractions so kids could learn and achieve.” Since then, schools across the country have worked to implement the ban in various ways, with educators reporting a range of outcomes.
Similar policies have been introduced globally in countries such as France, Australia, Italy, China, and the UK. The shared goal is to boost academic performance and create better learning environments. However, the success of such bans remains debated. A large study in the UK involving more than 1,200 students found little to no difference in academic performance or student wellbeing between schools with strict bans and those with lenient phone rules.
Young People Weigh In: Mixed Responses to Phone Ban
To understand the real impact of the phone ban, researchers interviewed 77 students aged 12 to 18 from 25 different schools across New Zealand. Their responses showed a diverse range of opinions. Some students supported the ban, saying it helped them concentrate better and reduced social pressure from constant online communication. Others felt disconnected or frustrated, especially when phones were their main way to reach family or access learning tools.
Enforcement also varied. While some schools strictly collected devices at the start of the day, others took a more relaxed approach, depending on the school’s culture or leadership. Students raised concerns about fairness and consistency, with some questioning whether the ban truly helped learning or simply created new issues. As New Zealand continues to review its education strategy, students’ voices could shape the future of phone use in schools.
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Students Express Frustration Over Double Standards
Many students across New Zealand shared mixed reactions to the nationwide school phone ban. Some agreed that the rule helped reduce distractions and gave them a mental break from constant screen time. One student even admitted, “otherwise, we’ll be on our phone all day, all afternoon, all night, and it won’t be healthy for our minds.” However, others pointed out that the ban brought new challenges.
Several students reported feeling anxious when unable to contact parents or caregivers during the day. Inconsistent enforcement also created confusion. Some teachers enforced the ban strictly, while others overlooked it. Many students noticed that teachers continued to use phones in class, which made them feel the rules were unfair. This perceived double standard led to resentment and secretive behavior. One student said, “even though we’re not allowed to use our phones, everyone is sneaky and uses it anyway.”
Feel Excluded From Decision-making and Outsmart The System
Another major concern raised by students was the lack of consultation before the ban was introduced. Many felt adults imposed the rule without asking for their input or explaining the purpose. One student commented, “it feels like they just ban everything, thinking it will fix the problem.” This approach left some students feeling unheard and misunderstood, particularly when they still had to use other devices like laptops during class.
Adding to the issue, recent research shows that more than 80% of students in Aotearoa New Zealand find classroom technology distracting—not just mobile phones. Despite the ban, some students found clever workarounds. At one school in Auckland, students began using walkie-talkies to stay in touch. These examples highlight how students can adapt to restrictions, suggesting that bans alone may not fully address the core concerns.
Students Offer Smarter Solutions to Phone Ban Through Collaboration and Digital Education
Young people across New Zealand are not just reacting to the school phone ban—they’re actively offering practical alternatives. Many students said schools should allow phones during break and lunch times, giving them the freedom to connect without disrupting learning. Others emphasized that adults should lead by example, modeling healthy digital behavior instead of simply setting restrictive rules.
Students widely believe that teaching how to use phones responsibly is more effective than banning them altogether. Research from the Digital Wellness Lab supports this approach, advocating for digital skill-building over outright restriction. However, for this method to succeed, teachers and parents need support as well. Schools should provide training and resources to guide young people and also gather input from educators and families on how the ban affects them.
Ultimately, banning phones does not solve the deeper issue of digital wellbeing. It overlooks the opportunity to involve students in creating thoughtful, flexible policies. Our research shows that students are not passive users of technology—they are active problem solvers who want a voice in shaping solutions.
Rather than enforcing one-size-fits-all rules, schools should create space for open dialogue between students and adults. Together, they can build inclusive and realistic digital guidelines that support learning, wellbeing, and responsible tech use.
