So...classrooms thrive without the smartphone

Smartphones have become as common in classrooms as textbooks once were. But their constant buzzes, pings, and temptations raise a question that educators worldwide are wrestling with: do these devices help students learn, or do they quietly chip away at focus and performance?

A new study suggests the answer leans strongly toward the latter. Researchers from the University of Pennsylvania, Jawaharlal Nehru University, and the University of Copenhagen conducted one of the largest experiments to date on this issue and found that banning phones in classrooms led to meaningful improvements in student grades, especially for those who were struggling academically.

The good and bad of smartphones

Smartphones are everywhere. More than 90% of teenagers worldwide own one, and their presence in classrooms has sparked heated debates among parents, teachers, and policymakers.

On the one hand, phones provide instant access to information, educational apps, and digital collaboration tools. On the other hand, they can be a nonstop source of distraction, temptation, and stress. Studies have shown that even the mere presence of a phone on a desk can sap attention and memory.

Because of these concerns, countries from France to China have experimented with phone bans in schools. UNESCO has even recommended restrictions, arguing that they help reduce distraction, cyberbullying, and digital dependency. In the U.S., nearly half of all states are considering laws to curb classroom phone use.

But do these bans really work? Until now, the evidence has been mixed. Some smaller studies found modest academic gains, while others suggested little impact. That’s where this new study comes in.

The study

The research team, consisting of Alp Sungu (Wharton School, University of Pennsylvania), Pradeep Kumar Choudhury (Jawaharlal Nehru University), and Andreas Bjerre-Nielsen (University of Copenhagen), designed a randomized controlled trial involving almost 17,000 students across 10 colleges in Odisha, India.

Here’s how it worked. Entire student cohorts were assigned to one of two groups: a phone-ban group, where students had to drop their phones into wooden deposit boxes at the start of every lecture, or a control group, where phones stayed in pockets and bags. The policy applied across nearly all courses for each cohort during the spring 2024 semester. Researchers tracked official grades, attendance records, and even conducted unannounced classroom spot checks. They also surveyed over 2,500 students about their attitudes and experiences.

Think of it as a social science experiment on a grand scale: part psychology, part education policy, and part digital detox program.

So, did students learn more without phones?

The answer is a solid yes. On average, students in the phone-ban group saw a 0.086 standard deviation increase in grades. That may sound like a small number, but in education research, it’s significant. For comparison, the difference between having an average teacher and a great one is about 0.20 standard deviations. In other words, simply removing phones delivered nearly half the benefit of a top-tier teacher.

The gains weren’t evenly distributed, either. They were strongest for first-year students, lower-performing students, and non-STEM majors. For these groups, the phone ban acted almost like a leveling tool, narrowing achievement gaps and giving vulnerable students a better chance to succeed. Interestingly, the policy did not improve grades for high-achievers, STEM majors, or second-year students, suggesting that the benefits were concentrated among those most at risk of falling behind.

What about student attitudes?

You might expect students to hate giving up their phones. But surprisingly, those who experienced the ban actually became more supportive of the policy. Surveyed students in the phone-ban group were more likely to say they preferred restrictions on phone use, believe the bans were beneficial, and reject the idea of returning to a completely phone-friendly classroom.

This suggests the presence of a self-reinforcing cycle: once students see the academic benefits firsthand, they become more open to restrictions. What starts as a top-down policy can turn into something students themselves endorse.

Did not having a phone harm well-being?

One common worry is that phone bans might make students anxious, lonely, or less motivated. After all, phones are our social lifelines. The study found no significant changes in overall well-being, motivation, or perceived learning. Students didn’t feel worse about their education. The only downside? A slight uptick in fear of missing out (FOMO). Some students worried about what their friends in non-ban classrooms might be posting on social media. But this effect was mild, and researchers suggested it could disappear if bans were implemented more broadly across entire schools or regions.

In addition to grades and surveys, the team also conducted random spot checks, quietly observing classrooms. They saw less chatter and disruption, as students talked less off-topic. Also, teachers were more engaged: even though teachers weren’t banned from using phones, they used them less and spent more time focused on teaching. Clearly, they found an overall reduced phone use, though this is not a surprise. Finally, observers thought students looked more distracted, even though students themselves didn’t report feeling that way. The researchers theorize that when phones disappear, other small distractions, like a noisy fan or shuffling chairs, become more noticeable. Despite this paradox, the overall classroom environment appeared healthier and more conducive to learning.

The findings come at a time when governments around the world are grappling with how to manage digital technology in schools. Should we integrate phones into lessons, or ban them altogether? Although this study doesn’t settle the debate, it provides some of the strongest experimental evidence to date that removing phones can help students, especially those struggling academically. It also shows that bans don’t necessarily make students unhappy: in fact, many come to support them.

Also, while the study focused on college classrooms in India, its lessons extend far beyond. The results hint at something many of us already suspect: phones can interfere with deep focus in almost any setting. Whether it’s students in lecture halls, professionals in meetings, or families at the dinner table, carving out phone-free spaces may improve attention, relationships, and performance. As the researchers note, the implications go well beyond education. The same principles could apply to workplace productivity, safe driving, or even getting a good night’s sleep. Sometimes, the best way to improve focus isn’t to download another productivity app: it’s simply to put the phone away.

If you are interested in learning more about the study, the paper "Removing Phones from Classrooms Improves Academic Performance" is available on SSRN at http://dx.doi.org/10.2139/ssrn.5370727