School phone bans are working in Toronto elementary schools—and failing in high schools
Concerns that phones and social media are harming student learning and youth mental health have pushed school systems across Canada and the United States to restrict student phone use.
School phone bans are proving effective in elementary schools in Toronto but struggling in high schools, according to a recent study conducted by the Toronto District School Board (TDSB) in collaboration with educators' unions. The policy, introduced in 2024, prohibits students in grades 6 and below from using their phones during school hours, while restricting use for grades 7-12 during instructional time.
Teachers in elementary schools reported that the rules were consistently enforced in 70% of schools, while only 44% of secondary school teachers reported the same. Only 51% of secondary school teachers found it difficult to enforce the ban, compared to 25% of elementary school teachers.
The main issue lies in the lack of support from parents and administrators. Secondary school teachers felt unsupported by both parents (twice as many) and school administrators (three times as many). In contrast, elementary school teachers were more satisfied with the steps taken to address phone use, with 70% reporting that their schools had effectively tackled the issue.
When the rules were consistently enforced, teachers observed positive outcomes in elementary schools, including reduced phone distractions, increased focus on learning, less cyberbullying, and improved relationships among students. However, secondary school teachers reported less significant improvements, with only 33% of teachers noting benefits in terms of student engagement, focus, and academic performance.
A secondary study involving 285 undergraduates from Ontario universities who attended high schools with varying phone policies revealed that students from schools with stricter policies exhibited healthier phone use habits, such as limiting phone use around bedtime and using their devices for academic purposes. In contrast, students from lenient schools displayed more habitual phone use in various contexts.
The study suggests that successful implementation of phone bans requires clear guidelines, strong support from school administrators, and parental involvement. Without these elements, the policy is likely to fail, as seen in most secondary schools.
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