New Zealand’s newly elected Prime Minister Christopher Luxon has announced that he will ban cellphones in schools across the country, a move he said would improve student achievement and reduce distractions. The policy, which was part of his election campaign, has sparked mixed reactions from educators, parents and students.
Luxon said that the ban was motivated by the declining literacy rates in New Zealand, which he called a “major problem”. He cited a recent report by Unesco, which recommended banning smartphones in schools to tackle classroom disruption, improve learning and help protect children from cyberbullying. The report, based on an analysis of 200 education systems around the world, estimated that one in four countries had banned smartphones in school, either through law or guidance.
“Our kids are falling behind the rest of the world in reading, writing and maths. Phones are a massive disturbance and distraction and we’re going to take it off the table,” Luxon said during a school visit on Friday. He added that many schools overseas had implemented a similar ban and seen positive results from the initiative.
The details of the ban
The ban would apply to all primary, intermediate and secondary schools in New Zealand, and would be in effect for the entire school day. Students with accessibility and health issues would be exempt from the ban, and schools would be able to decide how they enforce it and what penalties they impose for breaking it. Parents would be expected to contact their children during school hours via the school office.
Luxon said that the policy would be introduced as a bill in parliament next year, and that he expected it to have cross-party support. He said that the ban would not cost the government anything, and that it would be up to schools to provide alternative devices for learning purposes if needed.
The reactions to the ban
The ban has received mixed reactions from different stakeholders in the education sector. Some have welcomed the move, saying that it would help students focus on their studies and reduce the negative effects of social media and screen time. Others have criticised the move, saying that it would undermine the autonomy of schools and the digital skills of students.
Education Minister Jan Tinetti said that the ban was unnecessary and showed a lack of understanding of how schools operate in New Zealand. She said that many schools already had their own policies on cellphone use, and that a government-ordered national ban would take away their flexibility and decision-making power. She also questioned the evidence behind the ban, saying that there was no clear link between cellphone use and student achievement.
Papatoetoe High School Principal and Secondary Principals’ Association Vaughan Couillault agreed with Tinetti, saying that centralised control over phones in schools was not needed and that it would create more problems than it would solve. He said that phones were sometimes used as learning tools in his school, and that banning them would create conflict and legal issues. He also said that educating and training students on how to use phones appropriately was more effective than confiscating them.
However, some educators supported the ban, saying that it would benefit students and teachers alike. Dr Samantha Marsh, a researcher from the University of Auckland, said that phones were addictive and harmful for young people’s brains, and that banning them in schools would improve their mental health and well-being. She said that phones were a major source of distraction and anxiety for students, and that they interfered with their learning and social skills.
Some parents and students also expressed their views on the ban, with some saying that it would make them feel safer and more focused, and others saying that it would make them feel isolated and deprived. One parent said that she was worried about not being able to contact her child in an emergency, and that she trusted her child to use the phone responsibly. Another parent said that he was happy with the ban, and that he hoped it would encourage his child to read more books and play more sports.
The implications of the ban
The ban, if implemented, would have significant implications for the education system and the society in New Zealand. It would affect the way students learn, communicate and interact with each other and with their teachers. It would also affect the way parents monitor and support their children’s education and well-being. It would also raise questions about the role and impact of technology in education and in life.
The ban would also have to deal with the challenges of enforcement, compliance and evaluation. It would have to ensure that the ban is applied consistently and fairly across all schools and students, and that it does not infringe on the rights and needs of those who are exempt from it. It would also have to monitor and measure the effects of the ban on student achievement and behaviour, and to adjust the policy accordingly if needed.
The ban would also have to consider the views and opinions of the young people who are most affected by it. It would have to involve them in the design and implementation of the policy, and to listen to their feedback and concerns. It would also have to respect their autonomy and agency, and to help them develop the digital skills and literacy that they need for the future.
