Schools without smartphones: here are the laws in European countries

The latest ministerial circular extends the ban on the use of smartphones during lessons to include institutions in the secondary level, thus completing a process that began with the restrictions introduced in primary and lower secondary schools. The regulation stipulates that mobile phones may not be used during school activities and, more generally, whilst on school premises, except in certain clearly defined circumstances: requirements related to disability or special educational needs, or teaching activities expressly authorised by teachers. Individual schools are still required to update their internal regulations and disciplinary codes to ensure the new provisions are implemented.

This represents a significant paradigm shift. For years, the management of mobile phones had largely been left to individual schools and teachers. Today, however, the Ministry aims to establish a standardised framework across the country, thereby reducing the scope for schools to exercise their own discretion.

The reasoning is clear. According to the Ministry, a growing number of international studies highlight how excessive smartphone use can impair pupils’ attention, cognitive development and academic performance. Hence the decision to reinforce the principle that school must be a priority space for learning and direct interaction, by limiting opportunities for digital distraction.

The debate in Italia, however, mirrors that seen elsewhere in Europe. Whilst there is a fairly broad consensus on the need to restrict the use of mobile phones during lessons – particularly amongst younger pupils – the idea of a blanket ban in secondary schools is far more divisive. Indeed, some in the education sector emphasise that smartphones are now an integral part of daily life and that the aim should be to teach pupils how to use them critically and responsibly, rather than simply preventing them from accessing them.

Looking beyond Italy’s borders, one thing becomes clear: there is not yet a single European model, but the direction is the same almost everywhere.

Some countries have opted for very strict national regulations. Others prefer to give schools a degree of autonomy. Still others are drafting new laws that will come into force in the coming months. In all cases, however, the debate has intensified over the last two years, a sign that the relationship between schools and technology has become a political as well as an educational issue.

Austria is probably one of the most progressive examples. A nationwide ban has been in force since May 2025, covering pupils up to Year 8. Mobile phones, along with smartwatches and other communication devices, may not be used during lessons, at break times or even during school activities outside the school building. Exceptions are made only for educational or medical reasons. Anyone who breaks the rules must hand over their device, which is returned at the end of the school day or, in more serious cases, directly to their parents.

Greece has also adopted a very strict approach. Pupils are allowed to bring their mobile phones to school, but must keep them switched off in their school bags. Using a mobile phone results in the immediate confiscation of the device and a one-day suspension. The penalties become much more severe if the mobile phone is used to take photos or record videos without consent or for cyberbullying, leading, in the most serious cases, to permanent expulsion from the school. In fact, the ban has been in place since 2006, but for many years it remained largely unenforced. The main change in the most recent regulations lies in the introduction of specific penalties and the commitment to enforcing them.

In Croatia, the government has opted for a differentiated approach. In primary schools, the ban applies throughout the school day, including break times and outdoor areas, whilst in secondary schools it applies only during lessons, although schools are still free to introduce even stricter rules in consultation with parents. Here too, mobile phones may be brought to school, but must be kept in lockers or school bags.

Spain, on the other hand, is taking a more decentralised approach. There is no national law banning mobile phones, but the government and the autonomous communities have gradually developed a common approach. Regions such as Madrid, Galicia, Andalusia and Castile-La Mancha have introduced very strict restrictions, whilst in 2024 the Ministry of Education agreed with the regional authorities on a set of shared recommendations to severely restrict the use of smartphones in compulsory schools.

The case of Galicia is particularly interesting. Here, the debate is not limited to simply banning mobile phones. The new regional law on digital education also addresses the issues of artificial intelligence, privacy protection and students’ so-called ‘right to disconnect’, whilst introducing restrictions on the recording of lessons and the sharing of images on social media. The message is clear: the issue is not just about the physical device, but more generally about the way in which digital technology is integrated into school life.

Other countries, such as Lithuania and the Czech Republic, have instead opted for a more flexible approach, leaving it up to individual schools to set their own rules. However, even in these cases, the situation is evolving and there is discussion about possible national legislative measures.

A different set of solutions, then, but surprisingly similar underlying reasons. The same concerns are emerging everywhere: students who are less focused, greater exposure to cyberbullying, and growing difficulties in managing school life in an environment dominated by constant notifications and social media.

Reducing distractions in the classroom is probably the most immediate and intuitive reason, but it is not the only one. A review of the reasons put forward by various governments reveals that the debate has gradually broadened.

In recent years, schools have become one of the places where the effects of a digital ecosystem – which surrounds teenagers virtually around the clock – are most evident. The smartphone is no longer merely a communication tool: it is the main gateway to social media, video platforms, online games, class chat groups and, increasingly, artificial intelligence tools as well. For this reason, many education ministries are linking the new restrictions to objectives that go far beyond mere academic performance. The focus is on protecting mental health, developing interpersonal skills, preventing cyberbullying and rebuilding opportunities for ‘offline’ social interaction.

A case in point is Galicia, where the draft bill does not merely ban the use of smartphones in lower-year classes, but also introduces regulations on the recording of lessons, the sharing of images of pupils, the use of artificial intelligence and even pupils’ right to a digital break outside school hours. The underlying idea is that the relationship with technology must be regulated as a whole, and not just during lesson times.

A similar concern is also emerging in Greece, where the growing number of incidents involving unauthorised recordings, videos shared on social media and cases of cyberbullying has helped to fuel support for stricter rules. According to the government, the more than 23,000 suspensions recorded since the introduction of the new regulations demonstrate just how deeply rooted the problem had become in everyday school life. But the same figures have sparked another debate: is resorting to sanctions really enough, or is a more educational approach needed?

Many teachers report that the positive effects of the restrictions are already evident after just a few weeks. During break times, pupils talk to one another more, play, move about and spend less time staring at screens.

An example comes from Lithuania. At a school in Kėdainiai, the initiative was launched two years ago by the parents themselves. First, a ‘phone-free day’ was organised, then a week; eventually, the ban became permanent. Pupils keep their smartphones in their rucksacks or voluntarily hand them in at designated lockers if they feel the temptation to use them is too strong. According to the headteacher, the most noticeable change has been during break times: more physical activity, more face-to-face conversations and greater participation in school life.

In Austria, too, the issue was accompanied by an experiment that attracted a great deal of attention. Over 72,000 students took part in an initiative involving three weeks without smartphones. Preliminary results indicate an improvement in psychological wellbeing, a reduction in depressive symptoms, better sleep quality and lower stress levels compared to the start of the experiment.

Alongside those in favour of restrictions, however, there is an equally large group calling for caution. No one questions the need to limit distractions during lessons. The point, if anything, is to work out whether the problem can be solved simply by banning smartphones from classrooms.

Many developmental psychologists note that digital addiction arises mainly outside school, during the hours spent at home. It is there that teenagers use their phones before falling asleep, as soon as they wake up, during meals and for most of their free time. Schools can certainly help to foster different habits, but they are unlikely to be able to change, on their own, behaviours that develop mainly within the family environment.

This is the view also expressed in the Polish debate. Several experts argue that banning mobile phones is only part of the solution and are calling for investment in digital education, family involvement and greater accountability on the part of technology platforms.

The same concept is also clearly evident in Lithuania. During a consultation organised by the Ministry of Education, the director of the Institute of Psychology at Vilnius University emphasised that children and adolescents are unable to tackle excessive internet use on their own. For this reason, school regulations must be accompanied by cooperation from families, awareness-raising campaigns and a digital education programme involving the entire educational community.

*This article is part of the project by European collaborative journalism project “Pulse” and was produced with contributions from Ana Somavilla (El Confidencial, Spain), Justė Ancevičiūtė (Delfi, Lithuania), Mike Konstantopoulos (EfSyn, Greece), Desislava Koleva (Mediapool, Bulgaria), Karolina Kijek (Gazeta Wyborcza, Poland), Thomas Dissauer (Der Standard, Austria) and Petr Jedlička (Deník Referendum, Czech Republic).