Different regulations in Europe's schools

The question of whether a ban on mobile phones should be introduced in schools causes heated discussions in many EU countries year after year. This is often triggered by recent publications, acute psychological pressure or, as is currently the case, public debates in other countries. While in Greece, Italy, the Netherlands and now also in Belgium there are nationwide bans on mobile phones in schools, in countries such as Austria the question arises again: How should mobile phones be handled in schools? From Saferinternet.at's point of view, one thing is clear: mobile phone use at school must be regulated, either by a ban on mobile phones or by clear behavioural agreements.

Practice shows: Most schools already have regulations in place

Mobile phones are important everyday companions for children and young people. They are the direct line to the ‘rest of the world’ (family and friends), but also toys and tools for realising their own creativity. For parents, the devices also play a central role in everyday family life, namely the ability to know where their children are at all times and to always be able to contact them and vice versa. This is the main reason for many parents to purchase their first digital device - be it a mobile phone or a smartwatch.

With the introduction of digital devices in secondary level 1, the need to use mobile phones as a tool in class has decreased significantly in Austria. For this reason, many schools have introduced regulations that come close to a ban. Mobile phones are not allowed to disrupt lessons, for example by distracting students, and at many schools they are also restricted during breaks to promote social interaction between students.

Clear agreements for better cooperation

Even though there is talk of banning mobile phones, the primary aim is to establish rules for the sensible use of the devices. For example, a first step can be to draw up behavioural agreements on the use of mobile phones at school together with all school partners (teachers, pupils, parents, school management, and so on). If all school partners are intensively involved in the development and formulation of the behavioural agreement, they are more likely to accept it and feel responsible for its implementation. The content developed can also be included in the house rules.

In Austria, many schools already have such behavioural agreements or corresponding instructions in the house rules. The following points should always be observed when using mobile phones at school:

• In the case of a mobile phone ban: Who enforces it? What are the consequences of non-compliance that are also compatible with the law? What escalation levels of consequences are there? Who controls when phones are banned?
• Photography/filming with a mobile phone: This should only be permitted with the consent of the persons concerned. The same applies to the publication of images or videos.
• Mobile phones in the classroom: Are mobile phones needed in the classroom? Which teachers in the school have which pedagogical approach to it? How can teachers integrate it into lessons without weakening a possible ban?
• Same rules for everyone: The regulations on mobile phone use must apply to students and teachers. It must not be the case that teachers do not have to adhere to the agreements, but students do. This applies in particular to the keeping of online class registers.
• Parents as role models: Parents also have a role to play when it comes to the sensible use of mobile phones and should be aware of their function as role models.

Measures that make living together at school more attractive are helpful, for example suitable games or activities for the breaks. Opportunities for exercise (for example, during the long break) are also helpful. If the children are involved in a participatory way, it creates greater acceptance of spending breaks without mobile phones.

Mobile phones play a role in everyday school life even when mobile phones are banned

This also plays a role at schools that have a mobile phone ban in the school day, that is where mobile phones are barely visible in the school building itself. This is because classes still use online groups (such as on WhatsApp, Signal or Snapchat). These fulfil important and useful functions - such as what homework is there? What is the topic of the schoolwork? - but group dynamic processes also take place here. It is therefore advisable to agree on rules for these online spaces in the classroom. Important points to consider are:

• Are there longer mobile phone breaks that are agreed upon in these groups? This is particularly relevant for younger pupils, for example between 20:00  and 06:00?
• Who is responsible for the groups? Who intervenes when unpleasant situations arise? Who informs the class teacher (without being labelled a ‘tattletale’?) Is there such a thing as a ‘class spokesperson’ who looks after the online groups?
• Who takes care of it when illegal content is shared? (For example, national socialist content or depictions of sexual abuse of minors)

Children first have to learn what illegal content is, how to deal with arguments and differences of opinion online and where the limits of online communication lie. This is where families and schools need to work together, because learning takes place wherever children and young people spend time and communicate. Ideally, these topics also have their place in lessons: in Austrian schools, for example, in the media education pillar in primary school and in basic digital education in lower secondary school.

Find more information about the work of the Austrian Safer Internet Centre, including its awareness raising, helpline, hotline, and youth participation services, or find similar information for other Safer Internet Centres throughout Europe.