Secondary school smartphone policies in England: a descriptive analysis of how schools rationalize, design, and implement restrictive and permissive phone policies

This study provides a descriptive analysis of the content and implementation of smartphone policies across 30 secondary schools in England, comparing schools that do (permissive) or do not (restrictive) allow phone use during recreational time. School policy documents were collected, along with survey data from pupil (n = 1198), teacher (n = 53), and SLT (n = 30) participants. Phones were positioned as benefitting safety, learning, and communication. However, most schools adopted restrictive policies, aiming to improve attainment, behavior, and safeguarding. Significant differences were found between pupils and teachers, and between pupils at permissive vs restrictive schools, regarding their support for the rules. Implications are discussed.