Pupils across Scotland are voicing their reactions to the recent ban on mobile phones in classrooms, which was announced as part of new guidance from the Scottish Government.
Headteachers now have the authority to prohibit mobile devices, citing concerns over students’ concentration and overall learning engagement.
At Stonelaw High School in Rutherglen, many students have expressed support for the policy, seen as necessary to rein in excessive screen time.
Unlike some schools with strict no-phone policies, students at Stonelaw can still use their phones during breaks.
If phones are used or go off during class time, the devices must be deposited in a box, with parents informed via text for any infractions.
Reflecting on the necessity of the ban, 14-year-old Alfie Beacham shared, “I think it is a good policy because we looked at our screen time recently and I found it shocking; sometimes I can be on my phone for seven hours.”
He hopes the new ruling will help him curb his usage, admitting he sometimes stays up until 2 AM scrolling through his device.
Alfie continued, saying, “If everyone's phones are away, you don’t have distractions and can engage better with learning.”
Another student, 14-year-old Sukhmani Bhatia, echoed these sentiments, noting, “I was shocked when I saw my screen time; I had about five hours a day. The policy will help cut it down.”
Sukhmani explained the pervasive role of phones during the COVID-19 pandemic, when they became the primary means of connection with friends, family, and for educational purposes.
She highlighted alarming trends, such as 55% of pupils receiving up to 50 notifications during a single class period, emphasizing the distraction this caused.
Thirteen-year-old Naima Goswami appreciated the school's approach, stating, “During COVID, it was the only way to communicate, and then we had to put our phones away.”
Naima pointed out, “Pupils here pick up their phones up to 75 times a day or more, and I’d like to cut down my screen time.”
Fifteen-year-old Eilidh Connor raised valid concerns about communication, saying, “If they fully banned phones, I would feel scared, as during school you can’t reach your parents if anything bad happens.”
She acknowledged the school finding a balanced approach, ensuring students can communicate indirectly by placing phones within view during classes.
Another opinion came from India Tomes, 15, who praised the compromise made by the school, stating, “I think it is important phones aren't fully banned; they are how we communicate and have grown up with.”
Jennifer M. Gilruth, Cabinet Secretary for Education and Skills, noted the detrimental impact mobile use has had on attention spans and classroom behavior post-pandemic.
“We know mobile phone use means you are not concentrating, so how can you be engaged? What can I do to help maintain consistent and safe learning environments?” she asked.
She referred to the confusion over exam results last week, highlighting the need for effective measures to maintain focus and discipline within the classroom.
“The new guidance aims to improve behavior and attainment for pupils, thereby allowing teachers to focus on their educational roles without additional distractions,” added Gilruth.
Vicki Rice, the Acting Headteacher at Stonelaw High School, welcomed Gilruth’s visit, noting it provided meaningful dialogue between staff and students on these pressing issues.
Simultaneously, there’s wider debate occurring across the UK around school attendance and the consequences of taking children out of educational settings.
Parents could soon face steeper fines for unauthorized school absences, including those taking pupils out during term time.
This crackdown on unauthorized absences introduced by the UK Government raises fines to £80 for initial violations, with subsequent infringements reaching £160 if not paid within 21 days.
Further, persistent failures to comply within three years risk legal penalties and possible court costs up to £2,500—along with adverse marks on personal DBS certificates for jeopardizing children's educational welfare.
The Department for Education reinforces the idea, stating, “Every moment in school counts; days missed quickly add up.”
New national frameworks will provide consistent enforcement across councils, aiming to standardize attendance measures but also emphasizing the importance of pupils being physically present for educational success.
“If your child misses school without good reason, councils can intervene, and fines may follow,” officials pointed out.
Compliance with attendance obligations is deemed critical for student wellbeing and performance, as “evidence shows good attendance correlates with enhanced wellbeing and academic success.”
Local authorities previously held diverse interpretations of attendance policies, but the new guidelines aim to simplify and unify the approach throughout the UK.
Pupils and parents are grappling with the evolving educational environment shaped by technology and shifting policy frameworks, highlighting the necessity for balance between connectivity and focus during academic pursuits.
Engagements like the recent discussions at schools can be productive platforms for student voices to be heard as educational authorities reassess existing protocols for better outcomes.
Encouraging dialogue and collaboration between students, parents, and educational institutions may lead to improved policies better suited to contemporary challenges.
Students like those from Stonelaw High School are stepping up to express their thoughts, reflecting broader trends emerging around the role of technology and attendance in schools.
With stricter policies being discussed and implemented, schools are recalibrated, aiming to nurture environments conducive to learning and development.
The focus now remains: how to adapt to changing dynamics, ensuring both educational evolution and the safeguarding of student welfare.
