Classrooms Without Cell Phones: What Will Change and How to Prepare

Key Changes and Evidence of Effects

With the amendment passed by the National Assembly, the prohibition of smartphone use in classrooms becomes a national standard. Essential exceptions for educational purposes, special education, and health management will be maintained. The enforcement method is likely to be delegated to school rules and education office guidelines.

Schools will decide on options such as bulk collection before classes, operation of on-campus storage lockers, use of electronic pouches, and turning off devices after they are allowed in. The important thing is the clarity of principles and the predictability of procedures. The process for handling violations, the schedule for storage and return, and emergency contact routes should be included in a one-page guide to reduce confusion.

Research surrounding the effects provides two messages. First, there is accumulated evidence that reducing use in classrooms can decrease distractions and disruptive behaviors, and improve academic achievement for low-achieving students. Data analysis from the UK confirmed that after the ban was implemented, grades improved by about 0.064 standard deviations. Second, the prohibition alone does not automatically improve lifestyle indicators such as emotions and sleep.

The overall effect increases when school regulations are accompanied by interventions in digital habits at home and in the community. International comparisons indicate that as of the end of 2024, approximately 79 education systems have introduced restrictions on smartphones in schools. South Korea's institutionalization aligns with this trend.

International Trends and Numbers

France banned smartphones in elementary and middle schools in 2018. High schools have discretion, but most limit use during classes. New Zealand will implement a nationwide classroom ban starting in 2024. The Netherlands will prohibit the use of cell phones, tablets, and smartwatches in classrooms from the 2024 academic year, with narrow exceptions recognized. The UK Department for Education issued guidelines recommending a complete ban at the school level in 2024.

In the United States, regulations vary by state and school district. Florida mandated a ban on use during classes and blocking social media on school networks by law in 2023. The Los Angeles Unified School District has allocated millions of dollars for the introduction of electronic pouches and storage systems and is gradually expanding. The commonality is that exceptions and enforcement responsibilities are clearly documented, and the scope of responsibility for loss and damage is communicated from the outset.

On-Site Implementation Checklist

First, clarify the boundaries of costs and responsibilities. Announce the responsibilities for loss and damage during collection and storage, the cost per student for introducing electronic pouches, their durability, and budget support criteria before the semester begins. Second, delicately design rights and exceptions.

Assistive technology and medical purpose uses, such as hearing aid connections, screen readers, blood sugar and asthma management apps, should be quickly approved through a simple certification process, and the scope of allowance during classes should be standardized so that parents and students understand.

Third, simplify emergency contact routes. Establish a sequence for the school representative number, class channels, and office calls so that parents can access them at any time.

Fourth, manage rebounds. Ensure that reduced usage time in classrooms does not spike after school by not overly relying on specific messengers for assignment guidance and notifications, and propose mutually agreeable rules for families, such as turning off screens 60 minutes before bedtime, no-phone zones at the dining table and bedroom, and a weekly family no-phone time.

Fifth, leave data. Collaborate with health and counseling departments to anonymously measure and publicly disclose simple indicators such as sleep, anxiety, and attention before and after implementation. The effectiveness of the policy is sustainable when confirmed not only through experience but also through data.

The voices of teachers, students, and parents point to the details of implementation. Teachers feel a reduction in class disruptions but say that the initial month takes time for collection and return. Students express both frustration and increased conversation, demanding relaxation of restrictions during lunch and club activities.

Parents tend to support the initiative as long as emergency contact and loss responsibilities are clear. These signals point in one direction. Principles should be simple and strong, exceptions should be quick and fair, and living rules should be created together by schools and families.

The goal of removing cell phones is not prohibition. It is to reclaim time and space for focus, relationships, and recovery. What is needed now, with a framework in place, is a social consensus on what to fill the time when not using devices. When there is a predictable and warm design, regulation leads to an improved quality of life.