Government Guidance on Banning Mobile Phones in Schools: A school’s tool, not the whole toolbox

The Department for Education published revised guidance regarding the use of mobile phones in schools in January 2026; supporting schools to become mobile phone-free environments. Schools are advised to start using the guidance from April 2026.

What is its purpose?

The guidance is intended to support schools in creating mobile phone-free environments throughout the entire school day. Its core purpose is to set out how schools should develop, implement, and maintain a policy prohibiting mobile phone use, and how that policy should be communicated to pupils, parents, and staff.

What is the legal status of the guidance?

The guidance is non-statutory which means that it does not create any new legal duties on schools but schools are expected to have regard to it. Ofsted will consider school mobile phone policies and how well they are enforced during inspections.

The guidance sits alongside other government guidance:

Behaviour in Schools - Advice for headteachers and school staff Feb 2024

Keeping children safe in education 2025

Who does the guidance apply to?

The guidance applies to all schools in England including:

• maintained schools
• academies
• free schools
• non-maintained special schools, and
• independent schools.

What are schools expected to do?

1. Have a clear policy

• The policy will need to explicitly prohibit the use of mobile phones and similar devices (eg smartwatches)
• The policy can be integrated into the school’s existing behaviour policy or can exist as a standalone policy
• The policy must ban mobile phones during lessons, between lessons, at breaktimes and lunchtimes, and
• Schools must consider practical arrangements to prevent mobile phone use, such as:
  • a ban on bringing mobiles onto site, or
  • use of lockable mobile phone pouches to prevent access to the mobile phones whilst on site.

2. Ensure that the policy is clearly communicated to pupils, parents and staff

• The policy must be clearly published. Ensure that the policy is available on the school’s website.
• Consider circulating the policy to families and asking them to confirm that both pupils and parents have read and understand the policy and that they will reinforce the policy at home.
• Encourage support for the policy from pupils by educating them about the reasons for restricting mobile-phone usage, and risks, including:
  • distraction in classrooms, reduced focus and therefore impact upon grades
  • greater potential for bullying
  • improving behaviour, and
  • supporting social interaction and wellbeing.
• Staff should model adherence to the policy by avoiding personal phone use in front of pupils.

3. Ensure consistent implementation of the policy

• Be clear what sanctions will apply if a pupil breaches the policy, such as:
  • confiscation of mobile phone, and
  • detention.
• Ensure that all staff apply those sanctions consistently across the whole school community.

4. Understand when adaptations to the policy are required

• In some circumstances, pupils will have medical needs for which mobile phones help manage their medical condition. It is permissible for those pupils to have access to their mobile phones. For example:
  • Pupils with diabetes might use their mobile phones to monitor their blood glucose levels.
• Where access to mobile phones is permissible, consideration should be given as to practices which restrict usage to specific times and locations, for example, in a Head of Year’s office, if appropriate.
• Schools should be flexible in their approach in these cases and bear in mind:
  • their duties under the Equality Act 2010; and
  • statutory guidance supporting pupils with medical conditions at school.

Conclusion: The tool, not the whole toolbox

While restricting or banning mobile phones in schools can play a meaningful role in reducing distraction and promoting positive behaviour, recent reports suggest that it is not a stand alone solution; it is the tool, not the whole toolbox.

Mobile phone policies work best when implemented alongside wider measures that support pupil wellbeing, engagement, and safeguarding. Issues such as bullying, anxiety, poor attendance, and classroom disruption typically arise from complex underlying needs that cannot be resolved through a mobile phone ban alone.

Schools therefore need a balanced approach: clear expectations around device use, consistent enforcement, and strong communication with pupils and families—combined with effective pastoral support, high quality teaching, and appropriate interventions for vulnerable learners.

A link to the updated government guidance on Mobile phones in schools can be found here: Mobile phones in schools - GOV.UK

The guidance is accompanied by other resources to assist schools:

• communicate the policy for prohibiting the use of mobile phones in schools to parents: Communicating your policy for prohibiting the use of mobile phones in schools to parents - GOV.UK
• draw on successful case studies where schools have implemented mobile phone bans: Creating a mobile phone-free environment: school case studies - GOV.UK