According to a new analysis, prohibiting mobile phones in educational settings may not deliver the benefits that policymakers and educators anticipate. As highlighted initially by The New York Times, an upcoming paper from the National Bureau of Economic Research, titled The Effects of School Phone Bans: National Evidence From Lockable Phones, determined that such policies resulted in effects on exam results that were 'consistently close to zero.'
The analysis utilized mobile device tracking information from over 40,000 educational institutions between 2019 and 2026, indicating an initial increase in behavioral issues and a brief decline in pupils' mental health, linked to immediate adjustments. Over time, though, mental health among students rebounded positively, and instances of discipline decreased. Beyond the minimal influence on academic assessments, the findings offered 'little evidence of effects on school attendance, self-reported classroom attention, or perceived online bullying.'
The research noted that potential extended consequences might still emerge, given that the evaluation covered results for up to three years following implementation. A separate investigation in the United Kingdom similarly found that phone restrictions failed to reduce total digital device usage significantly or substantially affect learners' welfare. Despite this, numerous nations are introducing comprehensive prohibitions, including France's recent measure effective from September and South Korea's rules targeting primary and secondary levels starting in 2026.