Smartphones at School: A Mixed-Methods Analysis of Educators’ and Students’ Perspectives on Mobile Phone Use at School

Abstract

As smartphone ownership and use by children and youth has increased over the past decade, so has the presence of phones within the classroom. This has created unique challenges for teachers, school leaders, and policymakers. In this research study, we used a cross-sectional survey design to examine educator (n = 217) and student (n = 332) perspectives on students’ mobile phone use in New Zealand schools through a mixed-methods approach. The results indicate that both educators and students were in favour of regulating students’ phone use at the school level, but they were less in favour of a total ban approach. Most participants thought that students should not be allowed to have phones during class time, with rationale that centred around student learning and safety. Mobile phones were viewed as a distraction to student learning and compromised student safety through inappropriate use (e.g., photos and videos being taken at school and shared), cyberbullying, and social media-related issues. The findings of our research provide insights that are relevant to the development of educational policies around students’ mobile phone use at school and contribute to a broader understanding of the impacts of mobile phone use at school on child and youth achievement and well-being.