Mobile Phone Bans in Schools and Academic Achievement: A Critical Analysis of the Contradictions Between Quantitative Research Evidence in Europe and the 'Digital Pause' Policy — Which Direction Should Thailand Take?

Abstract

This academic article aims to critically analyze the contradictions in empirical evidence derived from quantitative research regarding mobile phone ban policies in schools by comparing findings from Sweden, the United Kingdom, and the state of Florida in the United States. The study seeks to synthesize policy implications and lessons applicable to the Thai educational context. The analysis reveals that mobile phone bans implemented in isolation, without systematic complementary measures, are insufficient to sustainably improve students’ academic achievement or well-being. In contrast, France’s “Digital Pause” policy, which requires students to keep all digital devices outside the classroom throughout the school day, demonstrates a more effective approach in fostering positive peer relationships and reducing cyberbullying incidents. For Thailand, the article highlights significant policy gaps and the complexity of collectivist cultural pressures that influence adolescents’ digital media behaviors. The article argues that Thailand should elevate the management of digital device use among youth to the level of a “digital public health policy” by integrating digital intelligence and digital literacy competencies into the national curriculum, while establishing concrete collaboration mechanisms between schools and families. Such an approach may provide a more balanced and sustainable framework for addressing the educational, psychological, and social impacts of excessive smartphone use among students.