How this page evolved
Every published version is kept. Each entry shows what changed and why. Earlier versions can be restored by moderators, but only if the material they rely on is still available.
- Revision 4Oct 4, 2026, 4:10 PMLiveAI-organised, reviewed
Added three newer studies: a 2024 meta-analysis finding a modest overall effect (d=0.162) stronger for social wellbeing than performance, a 2024 study finding no differences in problematic phone use, academic engagement or school belonging but slightly higher bullying in ban schools, a 2026 Dutch study finding no wellbeing or bullying differences but lower student-teacher connectedness and reduced school belonging for girls under full bans, and a 2026 qualitative study showing both policy types…
- · The main finding was rewritten.
- · Updated “What the evidence says about grades”.
- · Updated “What the evidence says about wellbeing, phone use and social outcomes”.
- · Updated “Focus and classroom attention”.
- · 4 new sources cited.
- · The note on uncertainty changed.
- · The key takeaways were revised.
- · 2 new pieces of guidance for specific situations.
- · 1 new open question.
- Revision 3Sep 30, 2026, 6:49 PMAI-organised, reviewed
Initial Starting Map for the question of whether school-wide smartphone bans or restrictions improve grades, focus or wellbeing in pupils aged ~11–18. Built from two studies: a 2016 English-schools analysis finding test-score gains concentrated among lower achievers, and a 2025 cross-sectional study of 30 schools finding lower in-school phone and social media use but no wellbeing difference. No participant contributions yet, so experience and opinion layers are absent.
- · First published version.