The increasing use of smartphones among students has prompted several European countries, including the United Kingdom, Norway, Netherlands, and France, to impose bans on smartphone usage in schools. This move addresses concerns about the negative impact of smartphone use on learning, well-being, and social development among children and adolescents.
A recent study by the Norwegian Institute of Public Health, titled “Smartphone bans, student outcomes, and mental health,” explored the consequences of increased smartphone usage on young people’s mental health, cognitive abilities, and academic performance. Published in February this year, the study found that excessive smartphone use can lead to significant concerns for schools, parents, and policymakers.
The study suggests that the rapid rise of technology, especially smartphones, since the mid-2000s has coincided with a decline in the mental health of teenagers. This decline is now one of the leading causes of illness among adolescents, further emphasizing the need to address the adverse effects of screen time and social media use.
The study also noted that even having a phone nearby, albeit on silent, could increase usage, particularly for individuals with a high “Fear-Of-Missing-Out” (FOMO).
The data from Norwegian schools after the smartphone ban reveal four significant impacts on students. The ban has reduced the number of consultations for psychological symptoms and diseases at specialist care during the middle school years, with a reported decline of two to three visits among girls. Additionally, there has been a drop in general practitioner consultations due to psychological issues, with a reduction of 0.22 visits among girls.
One of the positive outcomes of the smartphone ban is a decrease in bullying incidents for both girls and boys exposed to the ban from the start of their middle school years. The report also noted improvements in GPA among girls exposed to the ban, along with an increased likelihood of them attending academic high school tracks. However, the study found no significant impact on boys’ GPA or teacher-awarded grades.
Furthermore, the data indicated that the health care take-up for psychological symptoms and diseases, GPA, teacher-awarded grades, and the probability of attending an academic high school track are higher for girls from low socioeconomic backgrounds, suggesting that the smartphone ban’s impact may differ based on socioeconomic factors.
These findings underscore the importance of addressing smartphone use in educational settings to promote better mental health and academic outcomes among students. The smartphone bans implemented by European countries could serve as a model for other nations seeking to mitigate the negative effects of excessive smartphone use among adolescents.
