Students say mobile phone bans at school help them avoid distractions and create room for other interests – ABC News

By Amira Rahman, Shreyan Addanki and Hayley Paterson
We asked three student reporters to respond to an issue affecting students. Being from NSW, they decided to reflect on the recent ban of mobile phones at all NSW public high schools.
Since the beginning of Term 4, students at New South Wales public schools have been required to have their mobile phones turned off and out of sight.
This ban by the NSW government follows similar bans in Victoria, South Australia, Western Australia and Tasmania.
The NSW Department of Education has offered schools four options for implementing the mobile phone ban:
Amira Rahman, Year 10:
The ban raised questions about its necessity. It seemed like a turn back to a time when smartphones weren't an extension of our lives. However, over the course of several weeks, my perspective on the matter evolved.
Our school opted for the "off and away" approach, which mandated the turning off of phones at the beginning of the school day and their storage in backpacks.
As I rolled my eyes at the days of not being able to check timetables and train times, I couldn't help but reflect on the ban's underlying purpose in combating the attention economy — a concept I was increasingly aware of.
The attention economy, a term that has gained prominence in recent years, refers to the fierce competition for our limited cognitive resources and focus.
In a world filled with notifications, apps and digital distractions, our attention has become a highly sought-after commodity, and its management has significant consequences for our daily lives.
The ban curtails the pervasive influence of technologies' inherent addictive qualities in our school.
As a result, it has contributed to the growth of a generation that can value genuine face-to-face interactions without being bored or unsatisfied.
It has taught me that being constantly "plugged in" isn't the only route to enjoyment.
In a world where attention is the new-found currency, the ban has emerged as an essential tool for navigating the complexities of the attention economy.
Shreyan Addanki, Year 10:
When the NSW state government first announced the ban on mobile phones back in April 2023, I was initially quite critical and sceptical of the proposition.
I felt that my personal freedoms were being stripped away from me, and I wasn't really sure how effective the ban would be — a common opinion shared by many of my classmates.
I remember one of my mates telling me: "I can't live without my phone on me."
It was around the end of Term 3 when our deputy principal briefed us on how the phone ban would work in our school. My school adopted the "off and away" policy, responding to breaches with a warning, and then a confiscation of the phone if repeated.
Over the first couple of days of Term 4, I initially struggled to adapt to the ban. However after a while it became natural for me to live six hours without my phone.
I noticed that my focus during class had increased significantly, as did the focus of my peers.
My teachers no longer had to spend a large amount of the lesson policing students who had their phones out during class, leaving more valuable time for learning.
Since the phone ban has been enforced, my opinion on it has changed drastically. I now view it as a positive measure that ensures students are attentive and ready to learn in school.
But it doesn't solve the root of the problem, which is phone addiction. Students are now more inclined to spend increasingly longer amounts of time on their phones after school.
Hayley Paterson, Year 8:
Until the start of this term when the government changed the law to ban phones in schools, I could walk around the school and see groups of students all engrossed in their phones.
Since the phone ban, I have seen so many more students taking opportunities to engage in activities at break times.
At my school, there have been a variety of new initiatives and activities for the students to participate in.
Some of the prefects created a study group for younger students, another student started a book club, a teacher started a new tabletop games club, alongside a new robotics club.
My friends and I got involved by starting a crochet and knitting club. We wanted to create a space for students to go where they felt comfortable and were able to learn something new or do something they enjoyed.
When their phones aren't constantly in their face, there isn't the same pressure to answer notifications or be on social media, creating the option for students to pursue other interests.
Those who previously used their phones heavily have been participating in these activities, making new connections to people in the process.
While controversial, the phone ban was a catalyst in creating these opportunities for the students.
The phone ban so far has had varying responses and reactions from students, teachers and parents.
Whether it will have long-term impacts on academic outcomes of students still has to be seen.
But we can already see in our schools the increased amount of time students spend socialising during breaks, their increased focus in class and the increased time for more opportunities in terms of extracurricular activities.

Amira Rahman wants to pursue a career in journalism and public relations. Amira has won the Nan Manefield Award two years in a row and the Penguin Bookhouse x CYA competition for under 18s.
Shreyan Addanki wants to work in corporate law and politics. Shreyan is a flautist, a sergeant in the school army cadet unit, an SRC executive, a debating team member and a 1st dan black belt in taekwondo.
Hayley Paterson wants to work in journalism and creative writing. She plays underwater hockey and is training with the NSW Under 15s development squad towards the 2024 National Championship.
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