One of the UK’s largest academy chains, Ormiston Academies Trust, has announced that students will no longer be allowed to use their phones during the school day. The ban, set to impact around 35,000 pupils across 42 schools, has ignited conversations about the role of mobile phones in schools, and more importantly, their effect on the mental health and academic performance of young people.
The decision from Ormiston Academies Trust, which runs schools primarily in the West Midlands, didn’t come out of the blue. Concerns about the impact of phone and social media use in schools have been mounting for years.
Studies show that prolonged exposure to social media can contribute to mental health issues like anxiety, depression, and feelings of isolation, especially among young people.
A 2022 study by the Royal Society for Public Health found that young people who spent more than three hours per day on social media were more likely to report poor mental health than those with limited access.
Tom Rees, Ormiston’s chief executive, shared his own concerns. “We are seeing huge and real concerns around mental health, post-pandemic,” he told The Guardian.
He pointed to rising rates of self-harm, suicide attempts, and hospital admissions for adolescents, stressing that this isn’t just a trend—it’s a growing crisis. “There is a clear correlation between that and mobile phone and social media use,” Rees added, calling the relationship “overwhelming.”
The statistics support his claim. One in five children in the UK has experienced online bullying, and a 2018 report from the Department for Education showed that excessive phone use can directly impact students’ ability to concentrate and engage in class.
The mental health angle is a key reason for the ban, but it’s not the only one. Rees also highlighted what he calls a “battle for focus and concentration.” In classrooms across the country, teachers have been grappling with the challenge of phones disrupting learning.
Notifications and the constant urge to check social media can be a major distraction for pupils, pulling them away from their studies.
“An increasing distraction is catastrophic for the process of learning, and that’s true both at school and at home,” Rees said.
Research from Cambridge University found that students who have phones in their classrooms perform 13% worse on their exams than those in phone-free environments. By removing phones, Ormiston is hoping to boost students’ focus and help them better retain information.
While some might argue that phones can be useful for learning, the evidence seems to lean the other way. In the UK, many teachers have reported that the presence of phones can make it difficult to maintain students’ attention, especially in lessons that require deep thinking and problem-solving.
Ormiston takes the lead, but will others follow?
Ormiston’s move to ban phones places them at the forefront of what could be a nationwide trend. While some schools have already introduced phone restrictions, Ormiston is one of the first major academy chains to enforce such a widespread policy.
The trust runs schools across the Midlands, including Sandwell Community Academy in Oldbury, Forge Academy in Cradley Heath, and Wodensborough Academy in Wednesbury.
According to Rees, the new phone policies will be phased in over time. Eight of the trust’s 32 secondary schools will introduce the ban this term, with the rest following after discussions with parents. Phones are already banned in Ormiston’s primary, special needs, and alternative provision schools.
This move follows a push from the UK Government earlier this year to make it easier for headteachers to impose phone bans in schools.
Former Education Secretary Gillian Keegan supported the effort, noting that one in three students reported that phones were being used in lessons without permission. She argued that banning phones was crucial for helping students remain “fully present and engaged” in the classroom.
It’s not just the UK that’s tackling this problem. Countries around the world are waking up to the potential dangers of unregulated phone use among children. In Australia, the government is gearing up to introduce legislation that would enforce a minimum age for social media access.
Prime Minister Anthony Albanese has promised to trial age verification technology, with the aim of banning children under 14 from creating social media accounts. The UK’s Technology Secretary Peter Kyle has said he is watching the Australian model closely to see how it might be applied in the UK.
What’s at the heart of this debate is finding a balance between the digital and real worlds. It’s no secret that technology is now a permanent fixture in our lives, and smartphones offer immense potential for learning, communication, and entertainment.
But when it comes to education, there’s growing recognition that the constant lure of these devices can be detrimental.
Tom Rees believes schools have a responsibility to step in and limit children’s exposure to potentially harmful content during the school day. “There is a responsibility for society to respond,” he said, “and a responsibility for schools to make it harder for children to access inappropriate content through the school day and restrict the draw of social media.”
The bigger picture
As more schools look to address the challenges posed by mobile phones, it’s clear that Ormiston Academies Trust is leading by example. With mounting evidence of the negative impact phones can have on both mental health and learning, their decision is likely to resonate with schools across the UK.
What remains to be seen is how other educational institutions and governments will respond to these growing concerns. Will phone bans become the new normal? And, more importantly, will these efforts help address the underlying issues facing young people today?
