Babies and under-fives will be at school before we know it — those first few years go by so fast! With that in mind, there is a hot topic that parents of such little ones need to be aware of: the case for stopping children from accessing mobile phones at school. Much has been said in the press recently about the subject. However, what is the evidence that removing access to mobiles will improve children’s education and well-being? Well, according to a ban undertaken in schools in the Netherlands, there is some very good evidence. After two years of the Dutch mobile phone ban, we now have some clear findings. We’ll take a look at those and explore the issue in today’s topic: The Case for Banning Mobile Phones at School.
The Dutch Ban on Mobile Phones in Schools
It was more than a trial in the Netherlands; the Dutch government effectively banned* access to mobile phones by students in schools. The idea was to encourage better concentration in lessons, remove the distractions invariably caused by mobiles, and thereby improve academic performance and outcomes for the students. That mobile ban began 2 years ago. Subsequently, smartwatches and tablets were also added to the list of banned devices — smart devices are simply not allowed. Signage is typically displayed at school gates, announcing that any smartphones and devices must be stowed securely in children’s lockers from the moment they enter the school building. Better still, leave them at home!
* This wasn’t a new law, as such. Instead, it was an agreement between the Dutch government, schools, teachers, and parents, who all bought into the initiative. Such an approach got everyone on board and was far quicker to implement than waiting for a law to be passed — an innovative and, it turns out, effective approach.
What Are Teachers Saying?
Firstly, because the scheme is a buy-in by parents, teachers, school heads, and the government, teachers do not feel alone in the enforcement of the phone ban. It’s a multi-stakeholder initiative and, as such, attracts minimal friction, leaving teachers liberated from the need to significantly ‘police’ it.
The Dutch teachers believe the mobile phone ban in schools is a success. Children have better focus in lessons and while undertaking school work. Attention is significantly improved. Unsurprisingly, therefore, teachers are seeing an improvement in academic performance as a result.
What’s more, teachers have noticed that children are calmer and more relaxed. They no longer have to concern themselves with communications coming from all quarters, being photographed by peers, or images of them being posted to social media.
What the Data Says About The Dutch Ban
Such findings by teachers are backed up by data from the Dutch mobile ban. A study commissioned by the Dutch government found that about 75% of schools surveyed confirmed a significant increase in the levels of student concentration. A third showed clear improvements in children’s academic performance, and two-thirds experienced an improved social climate as a result of the mobile phone ban. Bullying levels were seen to drop in other similar studies.
“UNESCO called for smartphones to be banned from schools as evidence showed it was linked to reduced educational performance and that excessive screen time had a negative impact on children’s wellbeing.” — Gov.uk(∞)
What Are Students Saying?
Children inevitably had initial misgivings and perhaps mixed feelings when the ban first came into force. After all, mobile phones, particularly Internet-connected smartphones, are multifaceted and alluring pieces of kit that some may argue are even addictive. So, some children were inevitably anti-ban. However, children in Dutch schools are now finding themselves living more in the moment, whether socialising with friends, at play, or in the classroom. They are now more present. Some, who had expected school life without a smartphone to be a retrograde step, report that they went on to experience no downside at all. Furthermore, students are saying that they are not making up for lost smartphone time before or after school. They’re becoming more social in real life.
“By the age of 12, 97% of children have their own mobile phone, according to Ofcom. Using mobile phones in schools can lead to online bullying, distraction and classroom disruption which, in turn, can lead to lost learning time.” — Gov.uk
How Do the Provisions for Mobile Bans in Schools in England Compare?
While, as yet, there is no official government ban on mobile phones in schools in England, they are strongly discouraged via official guidance. That said, the government continues to explore the possibility of an outright ban and has updated its guidance for schools as recently as this year (2026).
While it’s guidance from the government for now, the majority of individual schools in England have already banned mobile phones in some way. Exact policies vary, but if brought to school, many require them to be handed in or locked away, for example, in lockers or special pouches. Some have even installed charging points within lockers as an incentive for kids to stow them inside.
“The Department for Education says phones ‘have no place in the classroom’, and that Ofsted will be judging the implementation of schools’ phone policies going forward.” — BBC
Is There a Downside to Banning Mobile Phones in Schools?
Safety-conscious parents may previously have used smartphones to track the whereabouts of their children, including at school. If the phone is in a locker, though, that’s not possible. However, this is easy to fix with something like a Bluetooth tracker. Various options and suppliers are available, using several different technologies for the tracking element. An Apple Air Tag is a well-known example. Like many of the other tracking devices, these are small enough to put in a child’s pocket or pencil case, or to attach to a backpack.
Another current downside in England, at least for now, is that a phone ban can be tricky to enforce. That’s not least because of the challenges of making a school phone-free without a legal ban. Some children may also simply hide phones, making them silent, or switching them off for stretches of time. A full, legal ban, however, may hold more weight against activities, as more people would buy into the rules by default. And, with all children following the same rules, there would no longer be a fear of missing out.
“Nearly a quarter of five-to-seven-year-olds now have their own smartphone, and nine out of 10 students own a mobile phone by the time they reach secondary school, according to Ofcom.” — BBC
What About Children Under Five?
Today’s post is timely because the Government released new guidance just this week (late March 2026), recommending that children under five should spend no more than one hour a day on screen time. The advice goes on to recommend that children aged under two should avoid screentime completely, except where it is shared with an adult as part of a bonding activity, interaction, or conversation.
Final Thoughts
There is no doubt that smartphones, and even so-called dumb phones, don’t belong in the classroom — or playground for that matter. And removing children’s access to them at school does seem to result in some very positive outcomes. That’s a fact that should come as no huge surprise, given what a distraction they can be. With that in mind, the UK government continues to tighten up guidance and further explore the possibility of a legal ban.
The debates and news around the use of smartphones by children continue to swamp the news this month. As we said near the start, it’s a very hot topic right now. Just this week, Meta and Google were both found to be liable by a U.S. jury for building addictive platforms that harm children’s mental health, according to the BBC and other news outlets. We may come back separately to the topic of screentime and use of social media by children in due course, so watch this space!
Little Cedars: a High-Quality Childcare Provider in Streatham
Year-Round Childcare Services in Streatham — Little Cedars Day Nursery
We hope that today’s article from our comprehensive blog area is of interest to parents. For those with children under five living near Streatham, Little Cedars Nursery represents a wonderful choice for weekday childcare. We’re open virtually all year round and are conveniently located close to Streatham, Streatham Common, Streatham Hill, Streatham Park, Tooting, Furzedown, Balham, Norbury, and Colliers Wood. We offer fabulous facilities, wonderful staff, and a warm, homely environment for babies, toddlers and under-fives. Children at Little Cedars Nursery are given the very best start, as attested by our good Ofsted rating, and we support funded childcare places for eligible children.
If Little Cedars Day Nursery sounds of interest, please get in touch today to explore a possible nursery/preschool place for your baby or child under five:
At the heart of Gentle Parenting is empathy, kindness, respect, and a close bond between a parent and child. Such connections are given priority over control and obedience, and there are no punishments as such. Instead, gentle parenting uses a type of “positive discipline” where children’s behaviour is guided softly, in a measured way, without fear, threat, or punishment. ‘Gentle’ parents work with children to solve a problem collaboratively while, of course, acting to keep them and everyone else safe.
Authoritative parenting is often seen as a strong, nurturing foundation for early childhood. It’s balanced somewhere between permissive parenting and authoritarian parenting.
Authoritarian parenting is a style that’s highly structured, but low in emotional flexibility. With this parenting style, parents expect blind obedience without question, don’t often explain the reasons for rules, and are highly controlling.
Permissive parenting (sometimes also known as ‘indulgent parenting’) utilises a loving and warm approach towards children, but is often under-structured due to a reluctance to enforce rules.
Helicopter parenting means that parents are very involved — sometimes too involved — often micromanaging the child’s every move.
Velcro parenting denotes a strong level of closeness and a slow level of separation — a kind of hyper-involvement.
Uninvolved parenting (also sometimes known as ‘neglectful parenting’) is evidenced by low engagement, a low level of warmth, and limited support for the child.
Except for Safeguarding, the new Report Card will show Ofsted’s evaluation of each of the assessment areas as one of the following:
Each year on 20 November, families, nurseries, and schools around the world mark World Children’s Day — a global celebration of children and a reminder that every child deserves to be safe, loved, and heard.
At Little Cedars Nursery, we believe childhood should be filled with discovery, laughter, and a sense of belonging. Each day presents countless opportunities for children to explore their world, build friendships and develop confidence in who they are.
The values behind World Children’s Day are deeply woven into the early years. When children feel valued and respected, they learn to value and respect others. Through play, they develop empathy — comforting a friend who feels sad, or cheering when someone else achieves something new.
Even the youngest children have ideas, preferences, and opinions — and part of our role is to listen carefully to them. That might mean noticing a baby’s cues and interests, or responding when a toddler points out something new they’ve discovered.
While World Children’s Day falls just once a year, its spirit is something we celebrate every day. Each time a child is encouraged to speak up, to show kindness, or to follow their curiosity, they’re practising the values that shape a fair and caring world.
Childhood passes so quickly — a blur of breakfast times, nursery drop-offs, and bedtime stories. Yet every so often, something extraordinary happens: a moment that will light up a child’s eyes and linger in their memory for years to come. These are the magical moments that they never forget. They’re also moments that help shape how children see the world, their place within it — and sometimes even themselves.
Psychologists tell us that children build their sense of self through experiences that stir strong, positive emotions — especially awe, wonder, joy, and belonging. These feelings act as emotional anchors, shaping how safe, capable, and loved a child feels. When parents or caregivers create a moment that makes a child’s heart race or eyes widen with joy or wonder, they’re not just giving them a fun memory — they’re helping to build emotional security that lasts well into adulthood.
Magical childhood memories do not require grand holidays or costly toys. They’re far more likely to spring from connection, surprise, wonder, and imagination.
On a clear night, gently wake your child and wrap them in a blanket to watch a meteor shower or count shooting stars. Tell them about the Northern Lights, how they can wish on a star, how astronauts are planning to travel vast distances to Mars, and give them inspiration for their dreams. The quiet awe of the night sky will stay with them forever.
Leave a tiny note or drawing from the “garden fairies” or “forest pixies” thanking your child for something kind they’ve done — perhaps watering houseplants or helping a friend or sibling. It’s a simple act that blends imagination with a message of kindness and care. Perhaps take it a step further and encourage little ones to make mossy beds for the fairies, and a little home-made miniature shelter for them to sleep in. Take photos of them as a memento for your child.
Create small rituals that return every year — picking flowers in springtime to display around the home, having a “summer-solstice supper” in the garden, or putting out biscuits and carrots on Christmas Eve for Santa’s reindeer — be sure to show your little one how the carrots have been nibbled on Christmas morning! Such traditions will give children a comforting rhythm and a sense that life’s changes can be filled with fun and joy.
Pause for half an hour to watch the sunrise or sunset together, make wishes while blowing dandelion seeds into the breeze, or follow a butterfly in the park to see where it leads. These small acts teach children that magic is woven through the everyday world — they just have to stop a while and notice it sometimes.
As adults, those memories often become emotional landmarks: the glow of torchlight in a tent, the spectacle of a meteor streaking across the sky, the distinctive smell of campfire food being carried on the wind, and telling stories beneath a blanket. Such recollections help shape optimism and emotional well-being long after childhood ends. They are also the moments that, years later, children will recall fondly and still talk about.