Across Europe and internationally, schools are increasingly introducing smartphone bans in response to concerns about declining student attention, well-being, and social interaction [1][2]. Although such bans are often presented as effective solutions to digital distraction, existing research highlights the importance of contextual, psychological, and organisational factors [3]. This study examines the implementation and impact of a school-wide smartphone ban through an action research approach, focusing on how the policy is experienced by different stakeholders within the school community.

The study addresses the following research question:

How does a school-wide smartphone ban influence students’ engagement, behaviour, emotional well-being, and social interaction, and how is this policy perceived by students, teachers, parents, curators, and school psychologists?

The research was conducted in a secondary school context with students in Grades 7–9 and involved five stakeholder groups: students, subject teachers, parents, school curators (class mentors responsible for collecting smartphones and mediating communication), and school psychologists. Including curators and psychologists enabled deeper insight into the organisational and emotional dimensions of policy implementation.

The objectives of the study were to:

•  examine perceived effects of the smartphone ban on engagement, discipline, and social interaction;
• explore emotional and psychological responses to restricted smartphone access;
• identify tensions and misalignments in stakeholder perceptions;
• inform the development of a transparent and supportive school policy.

The study is theoretically informed by socio-cultural perspectives on learning and well-being, with particular attention to self-regulation, student agency, and digital well-being [4]. Smartphones are conceptualised not merely as distractions but as elements embedded in students’ emotional security and everyday practices. Psychological observations draw on the concept of FOMO (fear of missing out) to explain adaptive anxiety and transitional resistance during early stages of policy implementation [5][6].

Positioned within European debates on technology regulation in education, including UNESCO and European Commission perspectives, the study contributes to international discussions on balancing regulation, autonomy, and student well-being in schools [1][2].

The study adopts an action research design combined with a mixed-methods approach, allowing iterative reflection and evidence-based policy refinement [7]. Data were collected over one academic term following the introduction of a full smartphone ban during the school day. Quantitative data were gathered through questionnaires administered to students (Grades 7–9), teachers, and parents. The surveys examined attitudes towards the ban and perceived changes in attention, engagement, discipline, emotional well-being, social interaction, and communication practices. Descriptive statistics were used to identify trends and divergences across groups. Qualitative data were collected through focus group discussions with students, teachers, parents, and curators, complemented by systematic observations and reflective notes from school psychologists. Focus groups explored lived experiences, emotional responses, and practical challenges related to the ban. Special attention was given to students who did not consistently submit smartphones, revealing motivations linked to emotional security, fear of device loss, personal ownership, and a preference for phone use during breaks rather than lessons. Psychological observations identified indirect forms of resistance during the initial implementation phase, including increased anxiety related to time management and schedule awareness. Targeted interventions, such as classroom discussions on FOMO, supported emotional adaptation and reduced anxiety. According to curator reports, daily smartphone submission rates reached 92–95%, indicating high compliance alongside identifiable vulnerable groups. Qualitative data were analysed using thematic analysis, and a convergent mixed-methods design was applied to integrate findings at the interpretation stage [7]. Ethical standards of informed consent, anonymity, and voluntary participation were maintained throughout.

The findings indicate that the smartphone ban contributed to improved classroom discipline, increased concentration, and enhanced face-to-face social interaction, consistent with international research on reduced digital distraction [3][4]. Teachers and curators reported reduced distractions during lessons and greater student engagement in non-digital activities during breaks, including reading, board games, and sports. At the same time, the study revealed notable emotional and organisational tensions. Parents primarily evaluated the policy through observable outcomes, while students expressed a wider range of emotional responses, from acceptance to anxiety. Psychological observations suggest that early resistance was largely adaptive rather than oppositional and closely linked to FOMO, emotional security, and self-regulation challenges. More introverted students and those experiencing social difficulties appeared particularly vulnerable. Curators emerged as a critical yet under-researched group, experiencing increased organisational and communicative workload as intermediaries between students, parents, and teachers. Across stakeholder groups, participants emphasised the need for a clear procedural framework regulating smartphone collection, storage, responsibility, and differentiated exceptions for students with specific needs. Overall, the study suggests that smartphone bans may support engagement and social interaction, but their sustainability depends on transparent regulation, psychological support, and a shift from control-oriented approaches towards fostering digital self-regulation and shared responsibility.

1.UNESCO. (2023). Smartphones at school: Only when they clearly support learning. UNESCO. https://www.unesco.org/en/articles/smartphones-school-only-when-they-clearly-support-learning 2.European Commission. (2023). Mobile phones in schools: Survey results. European School Education Platform. https://school-education.ec.europa.eu/en/discover/surveys/mobile-phones-schools 3.Selwyn, N. (2016). Education and technology: Key issues and debates. Bloomsbury Academic. 4.OECD. (2021). Students, computers and learning: Making the connection. OECD Publishing. https://doi.org/10.1787/9789264239555-en 5.Przybylski, A. K., Murayama, K., DeHaan, C. R., & Gladwell, V. (2013). Motivational, emotional, and behavioral correlates of fear of missing out. Computers in Human Behavior, 29(4), 1841–1848. https://doi.org/10.1016/j.chb.2013.02.014 6.Abdullah, S. (2017). Nomophobia: The fear of being without a mobile phone. Journal of Family Medicine and Primary Care, 6(2), 372–376. https://doi.org/10.4103/2249-4863.219988 7.Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.