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Evidence for and against banning mobile phones in schools: A scoping review

2024; Cambridge University Press; Volume: 34; Issue: 3 Linguagem: Inglês

10.1177/20556365241270394

2055-6373

Marilyn Campbell, Elizabeth Edwards, Donna Pennell, Shiralee Poed, Victoria Lister, Jenna Gillett-Swan, Adrian B. Kelly, Dajana Zec, Thuy-Anh Nguyen,

Social Media and Politics

Public opinions are divided on the relative benefits versus harms of allowing mobile phones in schools. When debating the consequences of mobile phones in schools, politicians often argue that students’ use of mobile phones distract from their learning, increase cyberbullying and lead to poor mental health outcomes. We conducted a scoping review of the global literature, followed the Preferred Reporting Items for Systematic reviews and meta-Analyses extension for scoping reviews (PRISMA-ScR) and pre-registered our protocol with the Open Science Framework (OSF). Our search and screening process identified 22 studies that met our inclusion criteria and shed light on our research questions: whether mobile phone use in schools impacts academic outcomes, mental health and wellbeing and cyberbullying. We found an absence of randomized controlled trials with evidence resting on a small number of studies with different designs, samples, operational definitions of mobile phone bans (i.e. partial, or complete bans) and outcome measures, making reconciliation of findings challenging. Nonetheless, we provide a synthesis of the latest evidence for decision-makers tasked with deciding for or against mobile phone bans in schools. Directions for future research are provided and practical implications for schools are discussed.