Cell phone bans and academic performance in high school 1
Does the removal or banning of cell phones from the high school classroom improve academic
performance?
A Comprehensive Literature Review
by Troy Guerra
EDUC 518
Liberty University
Fall 2024
Cell phone bans and academic performance in high school 2
Abstract
As the world evolves, so does technology and along with it the effects of that technology on our
youth. Another often excluded evolution is the concern regarding the effects of technology on our
youth. This review is a comprehensive analysis of recent research on the subject of cellular phones in
the classroom and their effects on students. Research conducted globally endorses the idea that this is a
concern for children around the world. Quantitative, qualitative, and combination research conducted in
the past five years tend to support the hypothesis, in addition to identifying other areas of concern
beyond academics, such as social anxiety and cyberbullying.
Keywords: Technology, Cellular, Mobile, Phones, Devices, Smartphone, Trends, Themes
Cell phone bans and academic performance in high school 3
Introduction
The thoughts and phrases used by parents and adults with regards to the technology of the time
ring in every child’s head. Often a generational divide with sayings such as, “Too much TV will ruin your
eyes” and “Video Games will rot your brains” come to mind as some of the most common phrases from
parents, grandparents, and teachers from earlier times. The concern of the effects resulting from the
dependence of technology is as real now as it’s ever been due to the evolution of cellular technology,
often referred to as smartphone or mobile technology.
Before delving into the effects of cellular technology of our youth, it is important to identify the
overall dependence and use of the technology itself. According to the Turkish Statistical Institute, mobile
phones are used in a strikingly high percentage (99.42%) of the population of Turkey, followed by
laptops (36.42%), then tablets (21.99%) (Alakurt & Yilmaz, 2021). Mobile technology is characterized as
internet-connected device, such as smartphones, which are mobile phones with artificial intelligence
that allows it to replace numerous devices including computers, cameras, calculators, and even
television (Sadiq et al., 2022).
Understanding the concern regarding the use of mobile phones from the perspective of an
educator is important. Teachers overwhelmingly understand the value of the mobile technology in the
education system for its ability to engage and support our students. However, teachers also weigh the
advantages of mobile technology with the disadvantages, and that is where the imbalance exists. Due to
negative perceptions and observations from educators around the world, governments at the regional
and national level from multiple countries have taken steps to ban mobile phones in schools. In France,
for example, the use of mobile phones during school hours for students below the age of 15 has been
banned by a law passed in 2018 (Alakurt & Yilmaz, 2021). Alakurt and Yilmaz (2021) also point out that
primary and secondary students were banned from even bringing mobile devices to school, though
Cell phone bans and academic performance in high school 4
those restrictions were lifted in Japan due to a safety concern of being able to reach a student during an
earthquake. In Virginia (USA), the Virginia Department of Education has released guidance for “Cell
Phone-Free Education in k-12 Public Schools, a result of an Executive Order from the Governor of
Virginia addressing the detrimental results of cell phones in the classroom (Cell Phone-Free Education in
Virginia K-12 Public Schools | Virginia Department of Education, 2024).
This comprehensive review examines common trends and themes among the literature from
recent research studies within the past five years regarding the topic of cell phones in the classroom,
and their effects on academic performance, and other potential impacts. Approximately eleven
quantitative, qualitative, and mixed research studies were reviewed including recent guidance from the
Virginia Department of Education.
Key Terms
Technology terms such as cellular and mobile are used interchangeably, in addition to phone
references such as cell, mobile, and smartphones. Other key terms in this document include students,
children and adolescents when referring to subjects of the research. Terms referencing aspects of
technology and society such as cyberbullying and sexting are present in this review as well.
Review of Literature
Positive Effects
As much of a concern regarding cellular phones affecting the abilities of students to learn and
engage, there are proponents advocating for the inclusion of cellular phones in the learning
environment for their use as learning tools and communication. Researchers have identified positive
uses of mobile phones by students such as being able to search for course related information at any
time or place, and the ability for fast communication among peers when working in teams or groups
Cell phone bans and academic performance in high school 5
(Amez et al., 2021). Other researchers have also noted safety concerns requiring students to be able to
have mobile phones while in school, such as Japan lifting mobile phone bans in 2018 in order to be able
to locate students in the event of a natural disaster, such as earthquakes, which have become common
in that region (Alakurt & Yilmaz, 2021).
Negative Effects
A significant amount of research studies conducted account for negative effects of cellular
phones in the classroom. There was a general consensus among most studies of a perceived negative
influence of mobile phones on student learning (Campbell et al., 2024). Student distractibility,
cyberbullying, cheating, and engagement were the most common negative themes identified in these
studies. Cyberbullying, defined as the willful use of technology to inflict harm, is identified in several
research studies as a top reason behind the proposed ban of mobile phones in the classroom. Though
cyberbullying mainly occurs outside of school grounds and during non-school hours, many educators
reported its occurrence in technology charged environments where multiple students congregate, such
as schools (Selwyn & Aagaard, 2021). Student distractibility with regards to mobile phones often involve
the various applications, referred to as apps, within the devices themselves. Whether communication
apps such as Snapchat or Instagram, music applications such as Spotify or iTunes, a multitude of gaming
apps, food delivery apps, news and sports apps, and shopping apps; the reasoning of student
distractibility has become the foremost reasoning behind the push for mobile phone bans in schools.
Another qualitative research study conducted that surveyed second year university students that
recently graduated high school in Ghana mentioned survey responses that noted high school students
sexting and viewing pornography during school hours and on school grounds through their mobile
phones (Butakor, 2021). For this particular research subject and the common hypotheses being
Cell phone bans and academic performance in high school 6
evaluated revolving around the effects of mobile technology with regards to school aged children, the
most common themes are negative of effects of that particular technology.
Global Concerns
The influence and effects of cellular phones in the classroom is, and has been, an issue with
worldwide concerns. Research articles reviewed for this study included studies conducted in the African
country of Ghana (Butakor, 2021), European countries of Sweden (Kessel et al., 2020), Belgium (Amez et
al., 2021), and Hungary (Gadjics & Jagodics, 2021), the Asian and European regions of Turkey (Alakurt &
Yilmaz, 2021), and even close to home in the state of Virginia (Cell Phone-Free Education in Virginia K-12
Public Schools | Virginia Department of Education, 2024). Many of these studies referenced literature
from studies over time in many other nations and cell phone bans from France, Japan, Australia, United
Kingdom and more.
Social Anxiety - Nomophobia
Nomophobia is defined as a form of separation anxiety a person exhibits when away from their
mobile phones. Past studies, based on activity theory, have determined that mobile application usage
indirectly affects psychological traits, such as nomophobia, which contributes to adverse behavioral
patterns and life habits (Lin et al., 2021). Gajdics and Jagodics (2021) observed high levels of
nomophobia during an experimental research study that implemented a “mobile-free” day in a
Hungarian high school. Though the observed presence of nomophobia characteristics prevailing in the
sample, the analysis of covariance (ANCOVA) results from the quantitative data revealed no significant
change in classroom engagement, much to the surprise of the researchers (Gadjics & Jagodics, 2021).
Academic Performance
Cell phone bans and academic performance in high school 7
The effects of cellular phone use with regards to academic performance is of great concern.
However, there are very limited research studies that connect these two variables as it is relatively new
and dependent on the evolution of mobile phone technology. Of the research that has been conducted,
data and evidence has been discovered that directly links academic performance to mobile phone use.
In 2021, after the culmination of three-year longitudinal study of students at two Belgian universities,
researchers we able to determine a significant decrease in academic performance resulting from an
increase in smartphone usage by reported exam scores from instructors (Amez et al., 2021). Other
research did find improved and positive academic performance, when mobile phones are used
appropriately as a learning tool. However, that same research found adverse effect on academic
performance when mobile phones are used for non-learning reasons, such as games and social media
(Lin et al., 2021).
There is research however that refutes the notion that mobile phone bans in schools improve
academic performance. For example, researchers in Sweden attempted to replicate earlier survey
research conducted in another study. These researchers increased the survey rate and sample size and
found no impact of mobile phone bans on student performance, in addition to being able to reject
small-sized gains (Kessel et al., 2020).
Conclusion
When evaluating research for any particular issue or concern regarding an impact an education,
the literature is often plentiful as education has existed throughout our global history. Specific topics,
however, are so new and recent that the research is limited as much of it still being conducted or only
recently concluded. This is the case with regards to the impact of cellular technology and its effects to
academic performance of students. The number of articles for research conducted in the past five years
Cell phone bans and academic performance in high school 8
is more than triple the amount of articles available from the preceding decade, though even that is still
limited compared to other facets of educational research.
The effects of cellular technology on secondary school students is such a polarizing and global
concern that many governments are addressing the issue head on. What was once considered an
advantageous aspect of technology is now outbalanced by the overwhelming concern of the negative
impacts to our children’s’ mental health and wellbeing.
In this review, research published since the year 2020 was the focus. There were quantitative,
qualitative, and mixed research designs that addressed the effects of cellular phones in schools from
multiple angles, many of which focused on academic performance in addition to student engagement
and mental health of adolescents. The negative effects of cellular technology such as cyberbullying and
cheating, or the distractions of social media, communication, sports, gaming, and pornography
applications were common themes in the articles reviewed.
This is a topic that is not going to go away or be any less of a concern. As technology advances
and evolves, so does its availability to our youth. Though there is currently ongoing research
surrounding the topic, there exists opportunities to examine this even further. A multifaceted, mixed
research design that observes large samples of students over an extended period of time would produce
more significant and specific data that could provide insight to the future applications of policies
regarding the inclusion, or exclusion, of cellular phones in school classrooms. Sample subjects need to
include, at a minimum, a balance of gender to include non-binary students, students from multiple
cultural backgrounds, and students across the socioeconomic spectrum. Additionally, the views and
perspectives of educators will evolve as well. The Boomer Generation (born 1946-1964) educators grew
up in times when cellular phones did not exist. Though Generation X (born 1965-1981) educators grew
up with the earliest forms of cellular phones, the percentage of high school students who owned these
Cell phone bans and academic performance in high school 9
phones were extremely low. Millennial Generation (born 1982-1996) educators make up a large
contingent of educators globally and young Generation Z (born 1997-2012) educators are beginning to
start the journey of being educators, Millennial and Generation Z educators grew up in times where
cellular phones were not only more advanced, but more available than previous generations. Their
opinions regarding cellular phones in the classroom may not necessarily be the same as their older
counterparts. Opportunities exist for qualitative research regarding educators from different
generations, in addition to gender and cultural backgrounds as well, similar to student samples.
Cell phone bans and academic performance in high school 10
References
Sadiq, S., Anasse, K., & Slimani, N. (2022). The Impact of Mobile Phones on High School Students:
Connecting the Research Dots. Technium Social Sciences Journal, 30, 252.
https://heinonline.org/HOL/LandingPage?handle=hein.journals/techssj30&div=24&id=&page=
Alakurt, T., & Yilmaz, B. (2021). Teachers’ Views on the Use of Mobile Phones in Schools. Journal of
Computer and Education Research. https://doi.org/10.18009/jcer.901358
Cell Phone-Free Education in Virginia K-12 Public Schools | Virginia Department of Education. (2024).
Virginia.gov. https://www.doe.virginia.gov/programs-services/school-operations-support-
services/cell-phone-free-education-in-virginia-k-12-public-schools
Lin, Y., Liu, Y., Fan, W., Tuunainen, V. K., & Deng, S. (2021). Revisiting the relationship between
smartphone use and academic performance: A large-scale study. Computers in Human
Behavior, 122(106835), 106835. https://doi.org/10.1016/j.chb.2021.106835
Gajdics, J., & Jagodics, B. (2021). Mobile Phones in Schools: With or Without you? Comparison of
Students’ Anxiety Level and Class Engagement After Regular and Mobile-Free School
Days. Technology, Knowledge and Learning, 27. https://doi.org/10.1007/s10758-021-09539-w
Campbell, M., Edwards, E. J., Pennell, D., Shiralee Poed, Lister, V., Gillett-Swan, J., Kelly, A., Zec, D., &
Nguyen, T.-A. (2024). Evidence for and against banning mobile phones in schools: A scoping
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Butakor, P. K. (2021). Mobile Phone Use for Instructions in Senior High Schools in Ghana: Views and
Opinions of University Students. International Journal of Curriculum and Instruction, 13(2),
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Kessel, D., Hardardottir, H. L., & Tyrefors, B. (2020). The impact of banning mobile phones in Swedish
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