Mobile phone bans in schools around the world have doubled in three years, report says

New Delhi: Classrooms around the world are undergoing a quiet reset as governments redraw the boundaries between learning and screen time. According to UNESCO’s Global Education Monitoring (GEM) Report 2026, the proportion of education systems that restrict or ban the use of mobile phones in schools has more than doubled in just three years, from 24% in 2023 to 58% in 2026, with 114 systems currently enforcing national-level restrictions.In India, however, this transition has been uneven, with states and schools taking the lead in the absence of a national policy. The move marks a decisive shift from the early push for unrestricted digital access during the pandemic toward a more controlled, results-driven approach.Adoption has been astonishingly fast – reaching 40% by early 2025, underscoring how quickly governments around the world are responding to concerns about distraction, discipline and excessive screen exposure. The report sees this as a structural policy shift rather than a temporary fix—one that puts learning outcomes rather than device access at the center of the education system.For India, this trend exacerbates unresolved policy dilemmas. Despite rapid smartphone penetration – more than 85% of households now own at least one device – there is still no national framework for managing mobile phone use in schools. Instead, oversight remains fragmented across states, school boards and individual agencies.Some states have begun to take decisive action. Himachal Pradesh has announced a state-wide ban on students bringing mobile phones to schools from March 2026, in one of the most comprehensive local interventions. Karnataka, while not enforcing a ban on school attendance, is reviewing wider digital exposure with proposals to restrict access to social media for children under 16, reflecting wider concerns beyond the classroom.Globally, the policy landscape remains diverse. While countries such as France have implemented near-total bans in certain grade levels, others, including the UK, have opted for school-level enforcement guidance. In federal systems such as the United States and Germany, regulation is increasingly driven at the state or regional level, often preceded by broader national action. UNESCO noted a parallel trend in some countries requiring schools to develop their own policies rather than impose blanket bans, signaling a shift in institutional accountability and regulation.Crucially, the evidence base is shaping policy. Research cited in the GEM report links restrictions on cell phone use to improved academic performance and reduced classroom distractions. But the report warns against simplistic bans, arguing that schools must also provide students with digital literacy and responsible use skills.This balance between control and capabilities may be where India’s next policy moves are likely to be tested. As the global system moves closer to structured regulation, the question is no longer whether to act, but whether India continues a decentralized approach or moves towards a national framework integrating discipline, digital learning and equity.