Mobiles in schools

Mobile devices are deeply integrated into everyday life, including the lives of children and young people. The role of mobile’s in schools is complex, providing opportunities for learning, communication, and health monitoring, while also presenting risks such as distraction, misuse, or cyberbullying. Policies on their use vary across states and schools and continue to evolve in response to research and community needs.


Policy Landscape in Australia

Most Australian states and territories now implement strong restrictions or bans on mobile phone use during school hours in public schools. These typically follow an “off and away all day” model, with some exceptions for health, special needs, or teacher-directed educational use.

Examples include:

  • NSW: Mandatory phone bans for all public high schools since Term 4, 2023.

  • Victoria & Western Australia: Ban use during school hours unless for specific, approved purposes.

  • South Australia & Northern Territory: Similar “off and away” policies apply, with defined exemptions.

Private schools may adopt similar approaches, often tailored to their educational models and student needs.


Educational Use of Mobile Devices

When appropriately integrated, mobile devices can support:

  • Interactive learning and multimedia projects

  • Access to digital learning platforms and tools

  • Collaboration and communication in class and remotely

  • Real-time data collection and analysis via sensors or apps

However, educational use should be purposeful, supervised, and aligned with learning objectives. Policies should distinguish clearly between permitted learning uses and non-permitted personal uses.


Health and Safety Considerations

Mobile technology can play an essential role in supporting student health and safety:

  • Health monitoring apps assist students with chronic conditions like diabetes, epilepsy, or asthma.

  • Wearable GPS-enabled devices help parents stay informed of a child’s location and wellbeing, particularly useful for students with special needs or disabilities.

  • Some schools allow exemptions for these devices when their use is vital for a student’s safety, independence, or medical care.

Any exemption should be handled through a formal process, supported by documentation and clearly communicated expectations.


Digital Citizenship and Online Safety Education

Even where mobile phones are restricted during school hours, students still engage with technology in their lives outside school. Schools play a vital role in preparing students for safe and responsible technology use.

Key focus areas include:

  • Respectful online behaviour and cyberbullying prevention

  • Privacy, consent, and digital footprint awareness

  • Managing screen time and balancing online/offline life

  • Understanding device settings, parental controls, and app permissions

The eSafety Commissioner provides practical tools and curriculum-aligned resources for schools, teachers, and families.


Policy Development and Implementation

Effective mobile phone policies should be:

  • Clear and consistent: Stating when and how devices can be used or must be stored

  • Equitable: Considering access to devices, home technology, and student diversity

  • Supportive: Backed by professional development for teachers and awareness for families

  • Flexible: Allowing for reasonable exemptions (medical, educational, or special needs)

  • Evidence-informed: Reviewed regularly based on school feedback, behaviour trends, and emerging research

Community involvement, especially from students, parents, and school staff, is crucial to shaping policies that are fair, practical, and sustainable.


In Conclusion

As technology continues to evolve, school policies must adapt to ensure students benefit from the advantages of mobile devices while minimising their potential downsides. A balanced approach grounded in research, clear communication, and student wellbeing supports a safe and effective learning environment for all.