How are local schools tackling the problem of children with phones?

From outright bans to supervised use, Maltese schools take different approaches to mobile phones in the classroom. Claudia Calleja looks at the way rules are decided, and if they work.

When a school found itself collecting 400 phones at reception every morning, it decided enough was enough and banned the devices outright.

The decision by St Michael’s School in San Ġwann is one that many others are facing and coming up with different solutions on restricting mobile phone use.

Across state, Church and independent schools, each institution is setting its own policy. As a general rule, primary school students are not allowed to bring phones but things change with older students.

A spokesperson for Church schools said the general approach is not to allow mobile phones during school hours.

Each Church school adopts specific policies, with some schools prohibiting mobile devices and others allowing them to be taken to school under certain conditions, such as keeping phones on silent mode or handing them over to the school administration during school hours. Additionally, Church schools integrate various digital tools to enhance learning and ensure these technologies are used responsibly by students.

State schools follow a similar approach. A spokesperson explained that students are not allowed to use their phones during school hours.

“This helps students stay focused on their studies and having positive interactions with their peers by cutting down on distractions.”

Different schools have different rules. Some schools make students turn in their phones at the start of the day, while others let them keep them in their bags as long as they stay switched off. The school head carefully considers all requests to carry a phone, especially where parents feel a genuine need for their child to be able to communicate after school hours.

Independent schools also vary. Some have a strict no-mobile-phone policy, while others allow phones to be kept in bags – only to be brought out for educational purposes.

Even the school that bans them makes exceptions for medical reasons.

The approach taken by Maltese schools reflects a broader understanding that mobile phones are not always beneficial, except when used for educational purposes.

A 2023 UNESCO report warned against the overuse of technology such as smartphones and computers in education, noting that the benefits disappear when devices are used excessively or without proper teacher guidance. As a result, UNESCO recommended a global ban on smartphones in classrooms. It argued for technology to be used in class only when it supports learning outcomes.

Several EU countries have already followed this advice. France, the Netherlands, Italy, some Spanish regions and, more recently, Luxembourg, have introduced school-wide phone bans.

Causes for concern

Behaviour analyst Natasha Attard supports a full ban.

“I believe a child having their phone off in their bag to be a great distraction. Realistically, how many adults put their phones aside and are not distracted by them during working hours? I, for one, find it difficult, even with a fully developed prefrontal cortex.”

She believes adults expect too much of children when asking them to focus on academic content and social opportunities while their brains are constantly seeking the next dopamine hit from a notification.

Attard also highlighted how phones are sometimes used “under the radar”.

“I’ve heard of children filming planned playground fights or photographing/filming each other on the van, or taking pictures of younger children, for that matter.”

Bullying and cyberbullying are also key concerns.

“Tweens and teens are vulnerable during this critical developmental period. There is so much to navigate. I believe a smartphone in everyone’s hand has made it even more complicated. The research reflects this in the increases in childhood anxiety, attention and focus difficulties, depression and social isolation,” she said.

Prof. Charles L. Mifsud, from the Faculty of Education at the University of Malta, believes that while the risks are real, the educational potential of mobile phones should not be ignored.

He conducted research published in the international journal Computers and Education in 2009, working with two local secondary schools – one government and one Church – to explore how mobile phones could support learning.

The findings showed that, rather than being distractions, mobile phones could become meaningful tools for engagement and collaboration, helping students access information, share resources and interact more dynamically with lesson content.

The advantages of allowing mobile phones in schools are significant when teaching strategies are carefully designed to harness their potential. For example, mobile learning can provide immediate access to digital resources, foster independent research skills, and offer interactive platforms for discussion and feedback.

“More recently, I supported teachers who successfully encouraged reluctant readers of print books to become active readers of digital books on their mobiles, demonstrating how mobile technology can transform attitudes toward learning. Additionally, mobile phones can help bridge the gap between formal and informal learning by extending classroom activities beyond the school walls, encouraging students to connect their studies with real-life experiences,” he said.

However, Mifsud also acknowledges the drawbacks. If not properly managed, mobile phones can lead to distraction, social media misuse and inequities in access to technology. There is also the concern that over-reliance on devices may undermine face-to-face interaction and traditional literacy skills.

“Ultimately, the educational impact of mobile phones in schools is shaped not by the devices themselves, but by how educators choose to integrate them into meaningful and purposeful learning experiences,” he said.

On similar lines, the Office of the Commissioner for Children believes that mobile phones should only be allowed in schools if absolutely necessary for students to make use of them once they leave school.

These should be kept by the senior management team and only given back to students once school comes to an end.

“While the office supports the responsible integration of technology in education, we also recognise the potential risks associated with unrestricted access to personal devices during school hours, including distractions, cyberbullying and exposure to inappropriate content,” the office said.