Headteachers should ban mobile phones in school, MP says

The culture secretary has said headteachers should ban mobile phones. Photo: Lauren Hurley/PA Wire

The culture secretary has said headteachers should ban mobile phones. Photo: Lauren Hurley/PA Wire - Credit: PA

Schools across the UK should ban mobile phones in the classroom, an MP has said.

Culture secretary Matt Hancock hailed those who do not allow the devices during school hours, and said more heads show 'follow their lead'.

He warned that mobiles could have a 'real impact' on students' achievements, and linked social media with bullying among schoolchildren.

Several schools in Norfolk and Waveney have banned mobile phones, including Reepham High School, which, in September, decided to implement a ban.

Writing in the Daily Telegraph, Mr Hancock questioned why young children needed phones at school in the first place, and said: 'There are a number of schools across the country that simply don't allow them.

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'While it is up to individual schools to decide rather than government, I admire head teachers who do not allow mobiles to be used during the school day. I encourage more schools to follow their lead.'

MORE: Use of mobile phones at schools becoming 'prolific', heads warn, as latest school introduces banMr Hancock added that there was evidence to suggest banning phones in schools worked, and said 'setting boundaries' was important.

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He acknowledged the role of parents in teaching youngsters to use technology safely, but said schools should also play a big part.

Meanwhile, a group of Tory MPs has also urged a ban on mobiles during the school day, saying there is evidence it can have 'a beneficial effect on pupils' ability to learn'.

In a letter to the Telegraph, the seven politicians cited a 2015 study by the London School of Economics, writing: 'Where schools banned smartphones from the premises, or required them to be handed in at the start of the day, pupils' chances of getting five good GCSEs increased by an average of two per cent.

'The improvement was even more marked for lower-achieving pupils. Results among pupils in the bottom quarter of achievement improved twice as much as the average.'

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