Locking students’ phones away in special pouches during the school day led to less phone use, fewer classroom disruptions, and better social interaction, according to a new pilot study from King’s College London. But researchers also found that making the policy work in practice is far from straightforward.
The study, funded by the Northern Ireland Department of Education, ran through the 2025-26 school year and looked at what happened when secondary schools introduced magnetically sealed lockable pouches. Pupils placed their phones into the pouches at the start of the day, and the pouches were unlocked again when school ended. Every secondary school in Northern Ireland was invited to volunteer for the scheme.
Why the Research Was Needed
Around 90% of UK secondary schools already restrict smartphone use in some way, but until now there has been little solid evidence on whether stricter approaches actually change behaviour, learning, or wellbeing.
Professor Ben Carter, professor of Medical Statistics at King’s College London, said: “Smartphone use in classrooms has become one of the most visible behavioural and safeguarding issues facing UK post-primary schools. While 90% now operate some form of restriction, evidence on whether more clearer restriction strategies, like a lock-and-store pouch (or brick phone only policy), actually change behaviour, attainment or wellbeing has been limited and contested. This evaluation was commissioned to begin filling that gap.”
He added: “Given the evidence of the wide-ranging benefits to schools the Department should consider strengthening its current guidance restricting the use of smartphones in schools. However, it may not be appropriate to mandate a single smartphone approach across all schools. Schools should be allowed to choose from an approved range of strategies that best fits their setting.”
How the Study Worked
The evaluation was carried out across nine Northern Ireland secondary schools, though only eight ended up taking part fully. Researchers combined online surveys, focus groups with pupils and staff, and interviews with school leads. They also collected school records on exclusions, detentions, referrals to child mental health services, counsellor visits and parent visits going back to September 2023.
Surveys covered a wide range of areas: homework, classroom disruption, taking part in PE and after-school activities, peer interaction, phone use, and measures of anxiety, depression, and smartphone or social media addiction.
What the Study Found
The introduction of the pouches was linked to a clear drop in smartphone use during the school day. Teachers said classroom disruption fell and pupils were talking to each other more. Almost all teachers welcomed having a clear, consistent policy to point to when managing phone use.
For pupils, reactions were more mixed. Their mental health scores didn’t shift dramatically overall, but some students reported slightly lower levels of anxiety and depression during the pilot.
Younger pupils were generally more willing to follow the rules than older ones, some of whom felt the policy was heavy-handed or clashed with the way they now study.
The pouches themselves were not without practical problems. Schools reported bottlenecks at the locking and unlocking points, damaged pouches, and inconsistent enforcement. Many of these issues seemed to ease over time as everyone got used to the new routine.
More Than Just a Distraction Problem
One important finding was that phones have quietly become part of teaching itself. Some teachers use them for interactive learning, and students use them to access coursework and resources. Take the phones away, and schools need to think about what replaces them.
Dr Nicky Kalk, Adjunct senior lecturer at King’s College London, said: “This is the first evaluation of a smartphone pouch intervention in UK schools and provides promising evidence of educational, behavioural and social benefits. But implementation matters. The report highlights that smartphones had become embedded in teaching and learning practices, used by teachers to facilitate interactive learning, and by students to access coursework and educational resources. Introducing the pouch had wider implications for learning, underscoring the need for appropriate alternative technologies and careful implementation.”
Recommendations for Schools and Government
The research team put forward several suggestions for the Department of Education, including:
- Teachers should role-model good phone habits by limiting their own phone use in front of pupils.
- Schools might want to bring in different rules for different age groups, since older pupils felt the blanket approach didn’t fit their needs.
- Any restriction on phones needs to be matched by good access to alternatives like laptops or school computers.
- Standard guidance, staff training, parent communication templates, and agreed sanctions would help schools apply the policy consistently.
The team also called for longer-term studies to measure the effects on exam results, attendance, exclusions, mental health, and how the policy affects disadvantaged pupils and those with special educational needs.
For now, the pilot offers early but encouraging signs that locking phones away really can change the atmosphere of a school, as long as the practical details are thought through.