EDUCATION MONITOR AROUND TEAM LEAD OPINION PIECE

Written by Panashe Mlambo
In recent years, several European countries, including Finland, Poland, France, England, the Netherlands, and Sweden, have begun to recognize the impact of unrestricted mobile phone use in schools. These nations are actively addressing concerns over student focus and engagement by introducing varying degrees of regulation or even outright bans on mobile phone use during school hours. Here, we explore how each country is responding to this trend and the motivations driving these policies. This opinion piece is based on the trend analysis collected on the countries mentioned over the past 1 year.
France: Early Adopter of School Phone Bans
France has led the way since 2018 with a nationwide ban on mobile phones in primary and middle schools. This move was intended to reduce distractions and encourage interpersonal connections among students, setting a precedent for other European nations. French authorities argue that the ban has fostered a healthier learning environment and contributed positively to classroom dynamics . In the 2024 academic year the country continued to enforce their ban.
Finland: Legislation for a Focused Learning Environment
In 2024, Finland’s National Agency for Education issued guidelines discouraging disruptive phone use in classrooms and during breaks, aiming to enhance focus and provide a calm atmosphere for learning. Plans to reinforce these recommendations through formal legislation are underway, with a draft expected to be presented to Parliament. This proactive approach reflects a growing national commitment to ensuring that mobile devices do not interfere with educational activities .
Poland: Building Consensus for Classroom Phone Restrictions
In Poland, discussions around the negative effects of mobile phones on students’ concentration and academic performance have gained traction. Although specific legislative actions are still in discussion, there is an emerging agreement among educators and policymakers regarding the need to limit mobile usage in classrooms. This shift mirrors the broader European trend of prioritizing student engagement over digital convenience .
England: School-Level Policies for Reducing Distractions
Unlike France’s national legislation, England’s approach varies by school, with many institutions adopting their own restrictive policies on phone usage. Some schools have opted for complete bans, while others have set limits on when and how devices can be used. These policies reflect a collective recognition of the importance of minimizing distractions and enhancing focus on academic content.
Netherlands: Localized Debates and Institutional Policies
In the Netherlands, the debate over mobile phone use in schools has prompted some municipalities to advocate for stricter controls. Schools are encouraged to implement individualized policies that address mobile-related challenges, showing a national willingness to adapt to the evolving technological landscape in education. This flexible approach allows each institution to tailor regulations to meet its specific needs .
Sweden: Government Support for School-Level Regulations
In Sweden, similar to the approach in England, the government supports initiatives allowing schools to create their own policies on mobile phone use. This approach is aligned with the country’s focus on educational quality and aims to strengthen student focus by minimizing technological interruptions. Swedish policies thus aim to balance autonomy at the school level with an overarching goal of fostering productive learning environments
Conclusion: A Unified Vision for Enhanced Learning Environments
The movement to restrict mobile phone use in schools underscores a unified European commitment to improving students’ educational experiences. Although each country adopts its own approach—ranging from national laws to individual school policies—the common goal remains clear: to minimize distractions, enhance concentration, and foster healthier learning environments. As mobile technology continues to permeate students’ lives, these initiatives represent a collective effort to strike a balance between digital engagement and focused, face-to-face learning.

References
1.Yle. (2024, August 5). Finnish National Agency for Education recommends schools prohibit disruptive mobile phone use. https://yle.fi/a/74-20088057 2.Xinhua. (2024, August 6). Finland’s education agency recommends restrictions on mobile phone use in schools. https://english.news.cn/20240806/57d4f0c9c0f848bf9f23ed404cb31c64/c.html
3.Daily Finland. (2024, August 7). School mobile phone ban sparks debate in Finland. https://www.dailyfinland.fi/education/38910/School-mobile-phone-ban-sparks-debate-in-Finland
4.Yle. (2024, October 30). Finnish government prepares legislation to limit mobile phone use in schools. https://yle.fi/a/74-20103459
5.Phone Locker. (n.d.). Mobile phone use in Finnish classrooms. https://phonelocker.com/mobile-phone-use-in-finnish-classrooms/
6.European Conservative. (2024). Finland moves against cell phones in schools. https://europeanconservative.com/articles/commentary/finland-moves-against-cell-phones-in-schools/

7.Anadolu Agency. (2024). Smartphone bans in schools: Where is it happening and why? https://www.aa.com.tr/en/world/smartphone-bans-in-schools-where-is-it-happening-andwhy/3328612
8.CNE News. (2024). School ban on smartphones is winning ground in Europe. https://cne.news/article/4415-school-ban-on-smartphone-is-winning-ground-in-europe
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