Education

Parents Seek Smartphone Ban in Schools, Citing Key Concern

A forthcoming debate in the House of Lords will consider the potential implementation of a legislative prohibition on the use of smartphones in educational institutions.

Sam Marlow had initially intended to provide her 12-year-old daughter, Rubie, with a smartphone when she began attending secondary school.

Abdullah and Bakhtiar are standing back to back with their arms folded smiling at the camera. They are wearing their gray school blazers, purple ties and white shirts. — Friends Abdullah and Bakhtiar say the world is becoming increasingly digitalised

However, the school's decision in September to prohibit smartphones on school grounds for new students, allowing only basic phones with limited internet access, altered her plans.

According to Sam, this policy shift meant that she and other parents were no longer in the position of having to enforce phone restrictions themselves, as the school had taken on this responsibility; Rubie was somewhat disappointed but understood that the rule applied to all her classmates.

One drawback of the policy, Sam notes, is the inability to track Rubie's location to and from school, which had been a convenience she had grown accustomed to.

Sam reflects that, having grown up in the 1980s, she is aware that her generation did not have the same level of location tracking, and this has given her a different perspective on the issue.

To alleviate some of her concerns, Sam has purchased a separate Bluetooth tracker for Rubie to carry, providing an added layer of security.

Sam expresses strong support for the school's ban, citing her experience with her older daughter, now 15, who was added to large group chats on her first smartphone in Year 7, an outcome Sam is eager to avoid for Rubie.

The House of Lords is set to debate an amendment to the Children's Wellbeing and Schools Bill on Tuesday, which proposes a nationwide ban on smartphones in schools.

Earlier this month, peers voted in favor of an amendment to ban social media for individuals under 16; the government has indicated its intention to overturn this decision in the Commons, announcing a consultation on the matter.

Current government guidelines advise schools to maintain "mobile phone-free environments by default," although the specifics of implementation are left to individual institutions.

This week, the education secretary sent a letter to head teachers across England, urging them to enforce a ban on phone use during the school day.

While nearly all schools have some form of phone restriction in place, the policies vary significantly from one school to another.

Observing students leaving their GCSE English class at Lostock High School in Manchester, it becomes apparent that they are all carrying their smartphones, albeit with the understanding that they must be kept out of sight and on silent mode.

Rubie is sitting on a wooden bench with long brown hair and a cream cardigan. She is holding a drink with a green and white straw and is sitting beside her mum Sam smiling. Sam is wearing a light purple jumper and has long blonde hair and sunglasses. — Mum Sam says she's "over the moon" with her daughter's school's no-smartphone policy

When asked where they keep their phones during class, the students uniformly indicate that they store them in their blazer pockets, adhering to the school's "no see, no hear" policy.

If a phone is seen or heard, it is confiscated, a policy that is common in many English schools, with some institutions exploring additional measures such as lockable pouches or designated phone lockers.

Lostock High's approach is typical, but the school's assistant head teacher, Samantha Tsang, emphasizes the challenges of maintaining a phone-free environment without statutory guidance and adequate resources.

Tsang notes that despite their best efforts, it is "near impossible" to completely prevent phone use, particularly during social times, and that a uniform, legally backed approach would be more effective.

The lack of resources, including the inability to afford phone pouches or lockers, complicates enforcement, with some students attempting to circumvent the rules by handing in secondary or non-functional phones when caught.

Research conducted by the University of the West of England has shown that common strategies, such as requiring phones to be turned off and stored in bags, are insufficient to prevent phone use during the school day, and that parents often underestimate the potential harm of the content their children can access.

The same research highlights the need for more effective solutions, given that current methods are not preventing phone use among pupils.

GCSE students at Lostock High report that while they are sometimes tempted to check their phones, they generally adhere to the school's rules, valuing the convenience of having their phones nearby.

A teacher, with long back hair and glasses kneels down beside a school desk talking to some students . The students are wearing black blazers and white shirts. — Most schools, like Lostock High School in Manchester, have a policy where phones should not be seen or heard during the school day

Abdullah, a 15-year-old student, mentions that having his phone with him provides a sense of security in case of emergencies at home.

His friend Bakhtiar points out the increasing digitization of daily life, including the use of phones for bus tickets, making them an integral part of their daily routines.

"Everything is becoming digitalized," Bakhtiar observes, highlighting the phone's role in various aspects of their lives.

Imaan, another student, expresses her reliance on her phone for revision apps and communication with her friend Umara about their exam work, underlining the device's significance in their academic and social lives.

When asked about the possibility of using a "brick" or "dumb" phone, the students unanimously express their preference for smartphones, citing features like video calling.

Umara specifically mentions the importance of video calling, which is not available on basic phones.

According to Ofcom, nearly a quarter of children aged five to seven now own a smartphone, and by the time they reach secondary school, nine out of 10 students have a mobile phone.

The charity Parentkind notes that parents typically provide their children with smartphones to facilitate communication and location tracking, despite being aware of potential harms.

Samantha, who has long blond hair, smiles at the camera wearing a burgundy shirt and black jacket. — Assistant head teacher Samantha Tsang would like to see the current government guidelines made into law

Frank Young, the CEO of Parentkind, observes that parents are often caught between giving their child a device that may be harmful and risking social exclusion by not providing one.

Donna Corker, a parent from Stretford, believes that while her daughters, aged 12 and 16, should have smartphones, their use should be restricted in schools unless necessary for medical or special educational needs.

Corker argues that once children are on school premises, they do not need access to their phones, as schools have reception areas where parents can be contacted in case of emergencies.

As a parent, Corker sees it as her responsibility to teach her daughters how to use their phones safely and set household rules regarding phone use.

She emphasizes that if she feels her daughters are not using their phones appropriately, they will lose their phone privileges.

The Conservative party has expressed support for banning smartphones in schools.

Two boys in uniform look at their smartphones sitting at a wooden table — The House of Lords will debate an amendment to the Children's Wellbeing and Schools Bill on Tuesday which would ban smartphones in schools

The Association of School and College Leaders acknowledges that there will be exceptions where pupils may need to use their phones in school and notes that phones have become an integral part of daily life.

However, the union also states that implementing a comprehensive ban would require significant investment and support for schools.

At Rubie's school in Hampshire, the decision to ban smartphones for new students has already made a significant difference, with many parents delaying the purchase of smartphones for their children.

According to head teacher Leanne Symonds, the school chose to introduce the ban starting with new students, rather than attempting to change the policy for the entire school at once, and has seen positive results.

Achieving parent buy-in has been a challenge, particularly among those accustomed to using phones to track their children or maintain family chat groups, but the school has worked to address these concerns.

Concerns persist about safeguarding children beyond the school perimeter, with many questions still unanswered regarding their protection.

According to Symonds, a prime example of children being exposed to unwanted content is on the school bus, where algorithms can push unsuitable material to them without any adult supervision or support.

Sam does not oppose smartphones outright and intends to get one for Rubie in the near future, but emphasizes the importance of staying vigilant and proactive.

Leanne Symonds smiles at the camera with herhands together. She has short blond hair and is wearning a navy jacket. — Head teacher Leanne Symonds has brought in a complete smartphone ban on the school site for new starters and encouraged parents not to buy them

Sam notes that parents can exert total control over their child's access to certain content, allowing them to dictate what is and is not permissible.

With her eldest child, Sam has adopted a more gradual approach to introducing smartphone privileges, implementing a phased allowance of specific features and content.

The Department for Education has stated that phones are not permitted in classrooms and will be monitoring schools' phone policy implementation through Ofsted inspections.

Although a legal ban on phones has garnered support from many parents and teachers, concerns about children's exposure to harmful content outside of school remain widespread.

A consensus exists among most parties involved that action is necessary to address the issue, which remains the core of the ongoing debate.

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Education

National Student Pride Event to Cease After 21-Year Run

According to the organisers, a decline in sponsorship over the past few years has led to the decision to hold the final event this weekend.

A long-running annual event in London, designed to connect LGBTQ+ students with potential employers and provide networking opportunities, is coming to an end after 21 years due to a significant decline in corporate support.

A busy room can be seen with a career fair taking place. Students can be seen talking to businesses at each stand — The yearly festival includes a large careers fair, with influential speakers taking to the stage throughout

According to National Student Pride, a non-profit organization founded in 2005, its revenue has plummeted by approximately two-thirds over the past two years, primarily due to widespread reductions in corporate Diversity, Equity, and Inclusion (DEI) budgets.

The organization also attributed the decline in sponsors to its newly introduced "ethical sponsorship" policy, which led to the departure of certain sponsors due to their connections to the fossil fuel industry and Israel, following protests from LGBTQ+ groups.

The number of sponsors for the event has drastically decreased, from 24 in 2024 to just eight this year.

Tom Guy, one of the organization's original founders and current trustees, recalled that National Student Pride was established in response to a controversial talk at Oxford Brookes University, which was hosted by the university's Christian Union and sparked outrage due to its homophobic content.

Sir Ian McKellen sits in an armchair opposite broadcaster Evan Davis, and speaks to the crowd — Sir Ian McKellen, interviewed by Evan Davis, are some of the speakers who have been part of the event over the years

Guy explained that the organization's initial response was to create a positive and constructive alternative, focusing on promoting inclusivity and acceptance.

The first event featured a panel discussion that intentionally brought together individuals from diverse backgrounds, including a vicar and a rabbi, to demonstrate that faith and LGBTQ+ identity are not mutually exclusive.

According to Guy, this founding principle of promoting openness and dialogue has guided National Student Pride's activities over the past 21 years.

Despite its growth into the UK's largest LGBTQ+ student event, Guy emphasized that the organization's continued operation relies heavily on corporate sponsorship, which is no longer a viable option.

In an interview with the BBC, Guy suggested that international politics may also be a contributing factor to the decline in corporate sponsorship, as companies reduce or eliminate their DEI budgets.

An aerial view inside Heaven Nightclub, where people can be seen dancing — The annual event also hosts evening parties in nearby venues, like Heaven nightclub

It was reported last year that US embassies in Europe had sent letters to EU-based corporations, instructing them to comply with the Trump administration's policies prohibiting DEI programming.

In response, law firm Clifford Chance advised companies to review their existing programs and prepare to demonstrate compliance with US civil rights laws and regulations.

Guy noted that not only have sponsors withdrawn their support, but fewer employers are also willing to participate in the event's career fair, which is a crucial component of the festival and a primary source of revenue.

The number of companies interested in participating in the careers event has decreased significantly, from 53 in 2024 to just 20 this year.

Guy observed that LGBTQ+ initiatives appear to be losing priority among corporations amidst the current geopolitical uncertainty and economic instability.

Although the event will be coming to an end, organizers confirmed that this year's festival, scheduled to take place at the University of Westminster, will still proceed as planned.

The event will conclude with a "Dragstravaganza finale" featuring guests Amanda and Jessie from The Traitors.

Education

Students Find Relief from Stress by Leaving Phones Behind During School Hours

Alderbrook School in Solihull has introduced a policy prohibiting smartphones, with certain students expressing support for the measure.

In response to growing pressure on the government to address the issue, a secondary school has implemented stricter rules governing students' access to smartphones.

Youssef stands in the school grounds, wearing his uniform which is a purple blazer and tie and a white shirt. He has brown hair and brown eyes and wears glasses and is smiling at the camera. — Year 8 student Youssef, says he is on his phone a lot less since handing it in at school

At Alderbrook School in Solihull, pupils in Years 7 and 8 are now required to store their devices in lockers at the start of the day, following a voluntary pilot program that began last year.

According to Head Teacher Tom Beveridge, the new policy has led to a decrease in online bullying incidents and improved student focus in class, as evidenced by anecdotal reports.

Beveridge is among the advocates calling for a nationwide ban on smartphones in schools and social media for individuals under 16, an issue currently being considered by the government as part of a UK-wide consultation.

Many students at Alderbrook are already experiencing the benefits of limited device access.

Year 8 student Youssef noted that securing his phone in a locker has alleviated concerns about potential theft, significantly reducing his stress levels.

Megan, a Year 7 student, reported a substantial decrease in screen time, from two hours daily to just 16 minutes, since participating in the phone storage program.

She added that this experience has also led to a decrease in her attachment to her device at home, as she no longer feels the need to constantly check it.

While the phone storage initiative has had a significant impact, its implementation does require a notable allocation of time during the school day.

Headteacher Tom Beveridge stands in front of Alderbrook School, a modern purple and white building can be see behind him. He is wearing a blue suit, white shirt and yellow tie. — Head teacher Tom Beveridge said since introducing the scheme a third of Year 7 and 8 students were choosing not to bring their phones into school at all

Each morning, students from Years 7 and 8 must queue to deposit their devices into secure storage lockers before classes commence.

A team of teachers oversees the lockers, ensuring they are safely stored until the end of the day, when the phones are returned to the students.

This process is one of the reasons Beveridge believes a government-mandated ban on smartphones in schools would be beneficial.

He stated that such a ban would "free up a huge amount of time" currently spent on implementing and enforcing phone policies, allowing school leaders to focus on other priorities.

Following an update to guidance by Education Secretary Bridget Phillipson in January, which recommended that schools maintain a phone-free environment, momentum has been building in support of a ban, with the House of Lords recently backing the measure.

In addition to the restrictions on younger pupils, Alderbrook has also prohibited sixth-formers from using their smartphones during independent study periods.

Year 13 student Jasmine has blonde hair and brown eyes. She wears a black blazer and white shirt and is smiling. She is standing in the sixth form corridor with some of the common rooms behind her. — Year 13 student Jasmine, said she supports a phone ban in schools because it results in students interacting and getting to know each other better

This decision was made after school administrators observed that many students were spending their study time scrolling through social media instead of focusing on their work.

According to Beveridge, removing this distraction has resulted in a more focused learning environment.

Year 13 student Breshna reported that, prior to the ban, she felt a constant urge to check her phone, but is now better able to concentrate on her A-Level studies.

Another sixth-form student, Jasmine, noted that the absence of phones has facilitated the development of stronger friendships among her peers.

While many students support the idea of a phone ban in schools, opinions are divided on the proposal for an Australian-style social media ban for under-16s.

Year 11 student Jamila stands in front of a multi-coloured mural. She has a headscarf on and wears the school's purple blazer over a white shirt. She has brown eyes and is smiling. — Year 11 pupil Jamila is among a number of students at the school trying out the app NOMO on her phone at home. It rewards those who reduce their screen time

Some students, such as Year 11 pupil Emilie, believe that social media can have positive effects when used responsibly, providing a means of self-expression and communication.

Jamila, another Year 11 student, suggested that implementing restrictions rather than a complete ban might be a more effective approach, as prohibitions can sometimes have unintended consequences.

As the government considers its next steps, Beveridge plans to maintain a strict stance on phone use within the school.

Beginning in September, Year 7 students will no longer be permitted to bring smartphones to school.

Beveridge announced that, going forward, any phones allowed in school will be limited to basic "brick" phones, with this policy set to be phased in across the school over the next few years.

Education

Schools advised to inform most parents if children express gender identity doubts

Educational administrators have expressed appreciation for the increased clarity provided on addressing a highly divisive matter that affects both students and parents.

New government guidelines for schools in England emphasize the importance of parental involvement in cases where a child is questioning their gender identity, stating that parents should be included in the "vast majority" of such situations.

A parent kneels in a modern kitchen, holding and comforting a school‑aged child who is wearing a uniform and a large backpack, as they share a close and supportive moment.

The guidelines, which are legally binding for all schools in England, also clarify that single-sex facilities, including toilets, changing rooms, and sports teams, will remain protected, with no exceptions allowed.

However, schools are given some flexibility in addressing issues related to students' names and uniforms, allowing for a more nuanced approach to these matters.

Dr. Hilary Cass, the author of the influential Cass Review, has expressed support for the new guidelines, describing them as "a significant step forward" in addressing the needs of students and schools.

The Cass Review, published in 2024, was commissioned by NHS England in response to a surge in referrals for individuals questioning their gender identity, and its findings have informed the development of the new guidelines.

The review highlighted the limited evidence available on medical interventions for gender care, noting that the current research is "remarkably weak" and that more studies are needed to inform best practices.

Dr. Cass has praised the new guidelines for providing "practical and clear guidance" that reflects the recommendations of her review, enabling schools to support students with confidence and clarity.

A key aspect of the guidelines is the distinction they make between a student's wishes and their best interests, recognizing that these may not always align.

Schools are advised to exercise caution when considering social transition steps, such as changing a student's name or pronouns, and to consider the broader context and potential need for additional support.

The guidelines also acknowledge that while some students may explore different gender identities, the majority do not go on to fully transition as adults, and that this should be taken into account when supporting students.

For primary schools, the guidelines suggest that full social transitions will be rare, and that a more measured approach is typically more appropriate.

According to Dr. Cass, the guidelines convey a clear message that proceeding with social transition will be the exception rather than the rule, and that a more cautious approach is often warranted.

Dr. Cass has emphasized the importance of maintaining open communication between parents and students, noting that secrets can be detrimental to a child's well-being and that parental involvement is crucial.

Education Secretary Bridget Phillipson has welcomed the new guidelines, stating that they will provide "practical support" for teachers, reassurance for parents, and prioritize the safety and well-being of students.

The guidelines do not alter the existing admissions code for single-sex schools, which currently allows them to admit students based on their biological sex.

The updated guidance is part of a broader effort to keep students safe, and includes new advice on supporting students who are questioning their gender identity.

This update was first promised in 2018, but its release has been delayed until now, leaving head teachers to navigate this complex issue without clear guidance.

The delay has resulted in head teachers seeking external advice and implementing their own measures, such as introducing gender-neutral facilities, to address the needs of their students.

Some schools have also sought legal advice to ensure they are meeting their obligations and providing appropriate support for students.

The updated guidelines have been widely welcomed by head teachers' unions, who have expressed relief that clear guidance is now available.

Pepe Di'Iasio, general secretary of the Association of School and College Leaders, has praised schools for their efforts in addressing this issue despite the challenges posed by a "polarized public debate".

Paul Whiteman, general secretary of the National Association of Head Teachers, has noted that the guidelines will provide much-needed clarity on how schools can support students and manage this sensitive issue.

The previous government had released draft guidance in December 2023, which took a more restrictive approach to certain issues, including the use of alternative pronouns in primary schools.

However, the consultation on this draft guidance was interrupted by the general election in May 2024, which led to a change in government and a revised approach to the issue.

A new consultation on the updated guidance will be held over the next 10 weeks, providing an opportunity for stakeholders to provide feedback and input on the new guidelines.