The Effect of a Mobile Phone Ban on Perceived Academic and Social Life: A Qualitative Analysis

Schools worldwide are reconsidering student smartphone access, yet evidence on social and academic consequences remains mixed. This study examines student perceptions at a private high school that implemented a zero-access phone ban during the 2024-2025 school year. Two anonymous surveys were fielded at policy launch (October 2024) and three months later (January 2025), yielding a combined N = 494. Of these, 209 responses from Round 2 formed the final analytic sample. Primary outcomes were perceived changes in in-person interaction frequency and quality, perceived connectedness, perceived classroom focus, perceived productivity during school, and self-reported academic performance. Most respondents perceived social benefits, including more frequent face-to-face conversations, while a minority reported diminished connectedness. Half perceived higher productivity during school, yet most perceived no change in academic performance. Over half reported increased phone use during homework, which may offset in-school gains. Findings underscore heterogeneity in responses and suggest that bans, without complementary supports, can improve opportunities for in-person interaction for many students but may disadvantage students who rely on digital scaffolds for social engagement.