How school phone policies influence adolescent phone use and wellbeing (SMART Schools): a qualitative comparative case study

Restrictive school phone policies are expected to positively influence adolescent in-school phone use and improve pupil wellbeing. However, there is a lack of research that explains how school phone policies impact on phone use and wellbeing. This qualitative comparative case study aimed to provide such explanatory data. Data were collected from 40 focus group interviews in 7 case study secondary schools in England (4 with permissive phone policies; 3 with restrictive phone policies), with 177 pupil, parent and school staff participants. Data were analysed using thematic analysis. Data show that both restrictive and permissive phone polices have positive and negative impacts on pupil wellbeing. School policies influenced aspects of wellbeing related to health, connectedness, learning, agency and resilience, and the development of safe and supportive environments. Impacts of policies on wellbeing were further shaped by contextual factors. This study presents a conceptual model to inform future research, policy, and practice concerning the ways in which phones—and school phone policies—may shape adolescent wellbeing. The findings underscore that interventions targeting phone use should be integrated within broader, holistic approaches to supporting adolescent wellbeing that operate across both school and out-of-school environments.