For teachers, the main takeaway from this study is the clear positive impact that limiting or banning mobile phone usage can have on student performance, especially for those who are academically struggling. With distractions like texting, social media, and games just a tap away, mobile phones can easily pull students’ focus from learning. By minimising or eliminating these distractions, teachers can foster an environment that encourages deeper engagement with lessons, promotes active participation, and ultimately leads to improved academic outcomes. Lower-performing and disadvantaged students particularly benefit from this kind of policy, as reflected by the substantial improvement in their test scores. However, the study does include a caveat—while mobile phones can be a distraction, they might also have potential as learning tools if used in a properly structured manner.

That said, the structured use of mobile phones in educational settings remains unclear, making it sensible to recommend that schools consider banning mobile phones, as the positives of doing so currently outweigh the negatives.

This approach might face resistance from both parents and students. Common arguments against banning mobile phones include that they provide a safety measure, allowing students to contact parents after school, and that mobile technology is part of the 21st century, which schools should embrace. However, the safety argument can be addressed by allowing students to use their phones after school hours. As for the argument about technology, the evidence shows that, in practice, mobile phones do not significantly enhance learning— and promoting effective learning is the foundation of a strong knowledge economy.