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Essay on Mobile Phone: 100 Words, 300 Words, 500 Words

essay mobile phones at school

  • Updated on  
  • Feb 21, 2024

essay on my mobile phone

Mobile Phones are portable electronic devices used to make calls, browse the internet, click pictures, and do several other tasks. However, the mobile phones discovered in the early 1970s were quite different from the compact and slim devices we use today. Cell phones were invented by John F. Mitchell and Martin Cooper of Motorola in 1973.

As modern humans, we all use mobile phones for our day-to-day functioning. At academic and higher education levels, students are given the task of writing an essay on mobile phones. An essay on mobile phones requires a comprehensive and detailed study of their history, major developments and the purposes it serve. In this article, we have provided essays on mobile phones for class 6,7,8.9, 10, and 12th standard students. Students can refer to these sample essays on mobile phones to write their own. Keep reading to find out essays on mobile phones and some fun facts about the device.

Table of Contents

  • 1 Sample Essay on Mobile Phone (100 Words)
  • 2 Sample Essay on Mobile Phone (300 words)
  • 3 Sample Essay on Mobile Phone (500 words)
  • 4 Essay on Mobile Phone: 5+ Facts About Smartphones

Sample Essay on Mobile Phone (100 Words)

Also Read: The Beginner’s Guide to Writing an Essay

Sample Essay on Mobile Phone (300 words)

Also Read: Essay on Importance of the Internet

Sample Essay on Mobile Phone (500 words)

Essay on mobile phone: 5+ facts about smartphones.

Here we have listed some of the interesting facts about smartphones. These facts can be added to the ‘essay on mobile phones’ to make it more interesting. Below are the 5 interesting facts about smartphones:

  • The most expensive smartphone in the world is the Falcon Supernova iPhone 6 Pink Diamond. It is worth  $48.5 million.
  • The cheapest mobile phone in the world is the Freedom 251. It just cost INR 251.
  • Apple is the world’s most popular smartphone
  • The first phone greeting was “Ahoy-hoy, who’s calling please?” 
  • The first smartphone was invented by IBM. It was released by IBM in 1994. The original screen name of the 1st smartphone was “Simon.” 
  • The first text message in the world was ‘Merry Christmas’

Also Read: Holi Essay: Free Sample Essays 100 To 500 Words In English

A mobile phone system gets its name from diving the service into small cells. Each of these cells has a base station with a useful range in the order of a kilometre/mile.

Mobile phones have become extremely important due to the ease of communication it has brought about. Moreover, it can perform several major tasks easily and effectively. For example, a calculator. Aside from this mobile phones can help a user connect to the internet, and use social media applications, and other applications. Mobile phones can even assist in online payment. 

The full form or the meaning of a Moble is Modified, Operation, Byte, Integration, Limited, Energy”. John F. Mitchell and Martin Cooper of Motorola discovered the device in 1973. An essay on mobile phones can include the mobile phone full form.

Related Articles

Mobile phones have become an indispensable part of our lifestyle. There are several advantages and disadvantages of having a smartphone. However, the pros outweigh the cons. A mobile phone essay can be written by including both the advantages and disadvantages. To discover more articles like this one, consult the study abroad expert at Leverage Edu.

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Blessy George

Blessy George works as a Content Marketing Associate at Leverage Edu. She has completed her M.A. in Political Science and has experience working as an Intern with CashKaro. She has written extensively on studying abroad, English Test preparation, visas, and online courses. During her free time, she likes to read and write poetry, and songs.

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The Use of Mobile Phones in the Classroom Can Help Students Learn Better Essay


It is undeniable that today’s world revolves around technology due to its growth over the past decades. Mobile phones as a part of technology have become increasingly common in modern society. Today, it is impossible to imagine an adolescent or an adult without a cell phone. Students have started to use mobile phones in classrooms, which has raised many concerns among teachers, schools’ authorities, and parents. While there are several disadvantages of the utilization of technology during classes, the advantages of it prevail.

The benefits of technology for students are evident. First, mobile phones can substitute textbooks and notebooks, which may have a positive impact on individuals’ health as they do not have to carry heavy bags to schools. Students can download learning materials in electronic form and use them during classes. Moreover, they can find the information faster and save time to perform other important tasks. Second, with the help of mobile phones, students can have access to their textbooks, lectures, and notes anywhere and at any time. They can read on the bus on their way to school, which may increase the time they dedicate to the analysis of the learning materials and help them to reflect on the topics of discussions.

Furthermore, students can use mobile phones as dictionaries in language classes. It may save their time and ensure that the long learning process does not discourage them. Also, they can download applications that are designed to assist in acquiring new language skills.

It is necessary to mention that students can use mobile phones as organizational or planning tools. They can plan their time based on the deadlines, arrange their activities and track their grades and performance in class. While many students use notebooks for such purposes, the utilization of mobile phones allows for having all the information in one place and ensuring that no important data is lost. Moreover, teachers can be involved in the organizational process too by sharing the necessary information about due dates and requirements via applications. It may improve teacher-student relationships and increase individuals’ performance in class.

There are several drawbacks associated with the use of mobile phones in the classroom. The primary one is that they can distract students from learning, as they may prefer to play games or use social networks. Moreover, individuals can become aggressive if the teachers or school authorities try to forbid the use of technology in class. To eliminate the possible negative outcomes, it is necessary for students to learn how to avoid distraction while working with mobile phones.

For example, they can delete unnecessary applications or restrict their use during classes. Apart from that, students can improve their performance by studying the factors that can cause distraction and avoiding them. Teachers and schools’ authorities should also consider investigating the benefits of the technology to prevent the establishment of unnecessary policies related to its use in the classroom.

The use of mobile phones in the classroom can improve student’s performance and help them to have better learning outcomes. It can save their time, prevent them from carrying heavy bags with textbooks and notebooks and increase the accessibility of course materials. The possible drawbacks of the use of technology in class are individuals’ distraction and aggression. However, students can eliminate the disadvantages of the utilization of mobile phones by avoiding the factors that can cause negative learning outcomes.

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IvyPanda. (2023, October 29). The Use of Mobile Phones in the Classroom Can Help Students Learn Better.

"The Use of Mobile Phones in the Classroom Can Help Students Learn Better." IvyPanda , 29 Oct. 2023,

IvyPanda . (2023) 'The Use of Mobile Phones in the Classroom Can Help Students Learn Better'. 29 October.

IvyPanda . 2023. "The Use of Mobile Phones in the Classroom Can Help Students Learn Better." October 29, 2023.

1. IvyPanda . "The Use of Mobile Phones in the Classroom Can Help Students Learn Better." October 29, 2023.


IvyPanda . "The Use of Mobile Phones in the Classroom Can Help Students Learn Better." October 29, 2023.

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Cellphones in Schools: A Huge Nuisance and a Powerful Teaching Tool

essay mobile phones at school

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When Nelann Taylor lets her high school students whip out their smartphones and dive into tools like Duolingo, Quizlet, Kahoot, and Flipgrid, she knows she may be in for a classroom management headache. Some of her students “have really figured out how to self-correct and just say, ‘Well, I know that I can’t be on my own phone right now’ ” unless it is for classwork, she said. But others take advantage of the freedom to start scrolling through text messages, and Taylor has to tell them put the devices away. Cellphones are both a powerful learning tool and huge distractions for kids. Figuring out how to make the most of them is “really tricky,” said Taylor, a fan of technology in the classroom who teaches high school Spanish and web design in Louisiana’s St. John the Baptist Parish Schools. “It’s always a work in progress.” Educators like Taylor have struggled with whether to ban phones, let kids use them for classwork, or some combination of the two for more than a decade. But the need to figure out how to use cellphones for learning, rather than letting them become a distraction, has gotten more urgent since kids returned from pandemic-driven virtual learning, experts and educators say. “I think the transition from trying to learn at home using devices and having perhaps multiple devices, being distracted by them, trying to focus attention on learning, and then transition back into the classroom has been really difficult,” said Christine Elgersma, the senior editor for social media and learning resources at Common Sense Media, a nonprofit organization that focuses on children, technology, and media. There are some good practices, including having a schoolwide policy on devices that’s clearly communicated to students and parents at the beginning of the school year. Being vehemently anti-cellphone may backfire, Elgersma warned. Allowing kids to use the devices for classwork is a way to acknowledge that, “these are really cool tools, and that some of what kids are doing on their phones is really impressive and creative and important to them,” she said. “We don’t want to discount how woven into the fabric of their lives these devices are.” At Kansas’ Springhill Middle School, students are expected to put their phones in their lockers as soon as school begins, and not take them out until the end of the day, unless a teacher plans to use the devices in a lesson, said Trevor Goertzen, the school’s principal. A National Association of Secondary School Principals digital principal of the year, Goertzen is a champion of tech in the classroom. But he thinks it’s too easy for kids to get distracted by entertainment or social media if they have access to their phones all day. All his students have MacBooks, he said, which can be used for just about any classroom activity requiring a device. Teachers have permission to allow cellphones occasionally for specific purposes, but “most teachers realize it’s not worth opening the door for them to use their phones.”

‘Teach kids to manage their technology’

But Stevie Frank, a 5th grade humanities teacher at Zionsville West Middle School in Whitestown, Ind., views cellphones as a great student engagement tool. Her students can keep their phones with them during class, as long as they have notifications turned off, so they’re not interrupted by a dinging noise. And she incorporates them into her class assignments. For instance, Frank sets up stations around the room where kids read passages and tackle questions on, say, an author’s purpose. To check to see if their answers are right, students use their phones to scan a QR code, and up pops a video of Frank explaining the correct answer. “It’s one of those things where I was like, ‘How can I be at 12 stations at once?’ ” Frank said. “And I’m like, ‘Wait a minute, I can!’ ” Frank’s students also use their phones to record podcasts, since they tend to have better microphones than school-issued devices do. Recently, for instance, she had groups of students choose books about different identities and then create a podcast exploring themes that the text raised. One group picked a book about a person experiencing homelessness and interviewed a staffer at a local shelter for their podcast. Naturally, there are times when students use their cellphones to go off task, Frank said. But that’s all part of the lesson. She said kids need to figure out how to voluntarily distance themselves from their devices. “You’ve got to teach the kids how to manage their technology and if we’re not going to do it in school, where’s it going to be done?” Frank said. A certified yoga teacher, she’s talked to her students about mindfulness, the importance of being present in the moment, and how technology can distract from those things. If a kid has a particularly tough time putting their phone away, or keeps getting distracted while using a school laptop, Frank will ask if they’d rather have a paper copy of the assignment, or if they’d like to put their phone on their desk. Giving students the choice to disengage from their phones helps “get their buy-in,” Frank said. “They’re like, ‘yup, I need to do that.’ ” Another advantage of using a phone for class assignments: Students are already familiar with how they operate, said Kristin Daley Conti, a science teacher at Tantasqua Regional Junior High School in central Massachusetts. Her attitude on cellphones in school is essentially, “if you can’t beat ‘em, join ‘em.” So if her students want to use their phones to, say, time how long it takes ice to melt, she’s fine with that. Many of her students also used the cameras on their phones for a project last year on ecosystems. Students chose an outdoor area near the school and took pictures of the spot once a week, then looked at how the biodiversity in its ecosystem changed over time. Students snapped photos of flowers, squirrels, plants, insects, frogs, and more and then shared them in a digital journal that was also accessible to parents. Daley Conti’s advice to teachers who are considering using cellphones in their classroom: Listen to kids’ ideas. Ask them questions like, “Do you think we’re using our phones too much?” or “Could we use our phones in class responsibly?” “If you’re thinking about incorporating cellphone use, hear from the experts,” she said.

A version of this article appeared in the March 23, 2022 edition of Education Week as Cellphones in Schools: Huge Nuisance And Powerful Teaching

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Bans may help protect classroom focus, but districts need to stay mindful of students’ sense of connection, experts say

Students around the world are being separated from their phones.

In 2020, the National Center for Education Statistics reported that 77 percent of U.S. schools had moved to prohibit cellphones for nonacademic purposes. In September 2018, French lawmakers outlawed cellphone use for schoolchildren under the age of 15. In China, phones were banned country-wide for schoolchildren last year.

Supporters of these initiatives have cited links between smartphone use and bullying and social isolation and the need to keep students focused on schoolwork.

77% Of U.S. schools moved to ban cellphones for nonacademic purposes as of 2020, according to the National Center for Education Statistics

But some Harvard experts say instructors and administrators should consider learning how to teach with tech instead of against it, in part because so many students are still coping with academic and social disruptions caused by the pandemic. At home, many young people were free to choose how and when to use their phones during learning hours. Now, they face a school environment seeking to take away their main source of connection.

“Returning back to in-person, I think it was hard to break the habit,” said Victor Pereira, a lecturer on education and co-chair of the Teaching and Teaching Leadership Program at the Graduate School of Education.

Through their students, he and others with experience both in the classroom and in clinical settings have seen interactions with technology blossom into important social connections that defy a one-size-fits-all mindset. “Schools have been coming back, trying to figure out, how do we readjust our expectations?” Pereira added.

It’s a hard question, especially in the face of research suggesting that the mere presence of a smartphone can undercut learning .

Michael Rich , an associate professor of pediatrics at Harvard Medical School and an associate professor of social and behavioral sciences at the Harvard T.H. Chan School of Public Health, says that phones and school don’t mix: Students can’t meaningfully absorb information while also texting, scrolling, or watching YouTube videos.

“The human brain is incapable of thinking more than one thing at a time,” he said. “And so what we think of as multitasking is actually rapid-switch-tasking. And the problem with that is that switch-tasking may cover a lot of ground in terms of different subjects, but it doesn’t go deeply into any of them.”

Pereira’s approach is to step back — and to ask whether a student who can’t resist the phone is a signal that the teacher needs to work harder on making a connection. “Two things I try to share with my new teachers are, one, why is that student on the phone? What’s triggering getting on your cell phone versus jumping into our class discussion, or whatever it may be? And then that leads to the second part, which is essentially classroom management.

“Design better learning activities, design learning activities where you consider how all of your students might want to engage and what their interests are,” he said. He added that allowing phones to be accessible can enrich lessons and provide opportunities to use technology for school-related purposes.

Mesfin Awoke Bekalu, a research scientist in the Lee Kum Sheung Center for Health and Happiness at the Chan School, argues that more flexible classroom policies can create opportunities for teaching tech-literacy and self-regulation.

“There is a huge, growing body of literature showing that social media platforms are particularly helpful for people who need resources or who need support of some kind, beyond their proximate environment,” he said. A study he co-authored by Rachel McCloud and Vish Viswanath for the Lee Kum Sheung Center for Health and Happiness shows that this is especially true for marginalized groups such as students of color and LGBTQ students. But the findings do not support a free-rein policy, Bekalu stressed.

In the end, Rich, who noted the particular challenges faced by his patients with attention-deficit disorders and other neurological conditions, favors a classroom-by-classroom strategy. “It can be managed in a very local way,” he said, adding: “It’s important for parents, teachers, and the kids to remember what they are doing at any point in time and focus on that. It’s really only in mono-tasking that we do very well at things.”

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The Use of Mobile Phones in Schools

The use of cell phones in schools by students has become a fiercely debatable topic that concerns all segments of society, including students, parents, teachers, scholars, and officials. People who mostly advocate for using mobile phones consider that these devices are beneficial in providing safety and seamless connection of pupils with parents and are useful for education overall. Nevertheless, I hold to the firm conviction that the use of cell phones should be banned or maximum restricted in schools since, in most cases, they disrupt the learning process and notably impair student’s performance. Thus, in this essay, I will present valid arguments supported by statistics, credible opinions, and facts, which prove the harm of using gadgets in educational premises.

The first argument is that mobile phones disrupt the learning process by causing interruptions and distractions of students’ attention from classroom activities. It is evident that any educational material requires intense mental concentration from individuals to be adequately comprehended and memorized. This aspect is fundamental in further student’s performance and progress since one missing or misunderstood item makes it impossible to master the whole topic or even subject successfully. Moreover, because of this, students become increasingly uninterested, bored, and sometimes contemptuous towards a particular subject. Thus, the primary task and responsibility of every school or educational establishment are to create a conducive environment that promotes the learning process and helps students attain excellent outcomes.

In this context, the students who have gadgets during school classes are usually inclined to use them for communication in social networks and viewing pictures and videos on the Internet, which produces unwanted distractions. Additionally, a constant risk exists that pupils can watch embarrassing videos or content of pornographic nature via smartphones, which corrupts the students’ morals and even makes them incapable of perceiving useful, educational information. As Danielle Einstein, a clinical psychologist from the University of Sydney, asserts, the overall situation is complicated because these devices provoke dopamine release leading to strong psychological addiction (Heizer). Furthermore, Henderson, a journalist for The Independent , describes a phenomenon called phantom vibrations that occur as a result of “learned bodily behavior” (Henderson). Namely, even the slightest vibration can make an individual feel like the phone vibrates, although, in fact, vibrations were absent. Numerous phone calls from outsiders, that is, parents, relatives, and friends, also cause interruptions in learning the material taught by the teacher.

Besides, many scholars have confirmed via experiments that the presence of mobile phones in school disrupts the learning process. For example, two researchers from Western Carolina University, Lawson and Henderson, conducted the study involving 120 first-year students, which demonstrated that students who were texting during lectures obtained considerably less score regarding comprehension and performance (Lawson and Henderson 121). This study only confirmed the results of the previous similar research indicating that “texting can reduce comprehension of class material at a rate of 10–20%” (Lawson and Henderson 119). It is worth noting that these results were related to comparatively simple material.

The second argument that can be advanced against the gadgets’ use is that they can adversely affect the individual’s cognitive capabilities that are vital for students’ performance and studying. For example, the recent research performed by Ward et al. concluded that even the close location of a smartphone near the user, for instance, on the desk, can worsen cognitive capacity and fluid intelligence (140). Moreover, cognitive damage is directly proportional to the dependence from a smartphone. The research indicates that “the presence of students’ mobile devices in educational environments may undermine both learning and test performance” (Ward et al. 151). It should be mentioned that the study consisted of two experiments that involved 520 and 275 smartphone users, respectively.

The third argument is connected with cheating since many students tend to use smartphones while taking a test or even an exam. For example, according to a Pew Research Center study, 35 percent of pupils use their phones to complete tests or assignments, and 65 percent of teens reported that they see how smartphones were used by others (Morin). Overall, in the educational environment, not only does cheating make it impossible to evaluate students correctly and rightly but also allows them not to prepare for exams appropriately. This has adverse consequences for their performance and the ability to master the necessary knowledge.

Another issue that gains the increasing alert among pedagogues and parents is that cell phones can promote cyberbullying that implies threats, harassments, humiliation, or torments by means of technology. Cyberbullying can be executed through social media sites or other websites and text messages or emails. Besides, this phenomenon has various forms, including impersonation, that is, fake accounts, trolling, flaming, namely, posting derogatory comments, cyberstalking, trickery, and denigration, that is, posting gossip and rumors about someone. According to the survey conducted by the Cyberbullying Research Center in 2016, around 34 percent of middle and high school students have experienced cyberbullying; some of them cyberbullied several times (McCullum). It should be specified that cyberbullying leads to significant negative outcomes and can cause depression, anxiety, feelings of isolation, low self-esteem, loss of interest in studies, and even using alcohol and drugs. Moreover, this type of bullying is difficult for teachers to track and stop.

The last argument is correlated with disconnection from face-to-face communication and a decrease in the students’ participation in outside and social activities. Working together and leading in-person discussions about a particular topic is an indispensable part of education. Moreover, involvement in sports and social activities play an essential role in the psychological and physical development of children and adolescents. With the excessive use of gadgets, many teens tend to avoid traditional, alive conversations and outside games and prefer to communicate using smartphones, play digital games, and hang on the Internet. In this regard, secondary schools in the UK began establishing stricter rules regarding cell phones, prohibiting using them in school premises individuals under sixteen years of age (Hymas). This measure has resulted in the fact that students become more active, alert, and sociable in the school setting.

To summarize, in this essay, I have advanced valid and persuasive arguments against the use of mobile phones in schools, maintained by statistics, credible opinions, and facts. These arguments include the disruption of the learning process, the adverse effect on the individual’s cognitive capabilities, cheating, cyberbullying, and disconnection from face-to-face communication. For example, the disruption of the learning process caused by possible distractions related to phone calls or communication in social networks while cyberbullying is accompanied by threats, harassments, humiliation, or torments using technology. In conclusion, as Nick Gibb, a British politician, said, “Every hour spent online and on a smartphone is an hour less talking to family, and it’s an hour less exercise, and it’s an hour less sleep” (Austin). Thus, people, especially teachers, students, and parents, should be aware of the harm of using mobile phones in schools to prevent unfortunate consequences concerning students’ performance, education, their mental health, overall.

Works Cited

Austin, H. “ Mobile Phones ‘Should be Banned from Schools,’ Minister Says. ” Independent , 2019, Web.

Heizer, S. “ What do Five Experts Think about Mobile Phones in Schools? ” Guardian , 2018, Web.

Henderson, E. “ Phantom Vibration Syndrome: Up to 90 Percent of People Suffer Phenomenon while Mobile Phone Is in Pocket ”. The Independent , Web. 2016.

Hymas, C. “Secondary Schools Are Introducing Strict New Bans on Mobile Phones.” The Telegraph–UK , 2018.

Lawson, Dakota, and Henderson, Bruce B. “The Costs of Texting in the Classroom.” College Teaching , vol. 63, no. 3, 2015, pp. 119-124.

McCullum, K. “ Cyberbullying in School: Prevention and Support. ” Accredited Schools Online. Web.

Morin, A. “ How Teens Use Technology to Cheat in School. ” Verywell Family , 2019, Web.

Ward, Adrian F., Duke, K., Gneezy, A., and Bos, M.W. “Brain drain: The Mere Presence of one’s Own Smartphone Reduces Available Cognitive Capacity.” Journal of the Association for Consumer Research , vol. 2, no. 2, 2017, pp. 140-154.

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StudyCorgi. (2022, January 27). The Use of Mobile Phones in Schools.

"The Use of Mobile Phones in Schools." StudyCorgi , 27 Jan. 2022,

StudyCorgi . (2022) 'The Use of Mobile Phones in Schools'. 27 January.

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StudyCorgi . "The Use of Mobile Phones in Schools." January 27, 2022.

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Essay on Mobile Phone for Students in English - 100, 200, 500 Words

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The use of mobile phones has significantly improved our everyday lives and is often recognised as one of the most cutting-edge technologies. In some ways, mobile phones have revolutionised how easily people can communicate throughout the world. Mobile phones are viewed as an important human invention since they are one of the most widely used and advertised consumer technology. Here are a few sample essays on ‘mobile phone’.

Essay on Mobile Phone for Students in English - 100, 200, 500 Words

100 Word Essay On Mobile Phone

The smartphone is a revolutionary technological gift that has greatly impacted civilization. With its advanced telecommunications system, it enables individuals to connect with anyone, anywhere in the world, from the convenience of their current location. The device's portability and versatility have made it an essential tool for people of all ages and professions.

The smartphone offers a vast array of features, such as dictionary and translator apps, educational programs for music and dance, and a calendar function that helps with organization and productivity. They are widely used in many schools where they are now used as a tool for teaching and learning.

200 Word Essay On Mobile Phone

The mobile phone, also known as the cellular phone, is a piece of technology that has greatly impacted our lives by bringing the world closer together. With the ability to communicate instantly through various forms of media, such as audio, video, and text, the mobile phone has become an essential tool for people of all ages. From its early days as a device for making and receiving calls, to its current state as a multifaceted device with a wide range of capabilities, such as web browsing, gaming, photography, and navigation, the mobile phone has continually evolved to meet the needs of its users. The development of mobile telephony can be traced back to early radio engineering and has progressed through several "generations" with the introduction of 0G systems like Bell System's Mobile Telephone Service, to the current 5G networks.

One of the most significant advancements in mobile technology has been the introduction of smartphones. These devices have enabled us to access the internet, use various apps, and perform a wide range of tasks from one compact device. This has changed the way we consume and share information, making it easier than ever to stay informed and connected. From social media to online shopping, banking, and entertainment, the mobile phone has opened up a world of possibilities.

The widespread use of mobile phones has also had a positive impact on industries such as education, healthcare, and transportation. With the help of mobile technology, students can access online resources and virtual classrooms, while doctors can remotely diagnose and monitor patients. Mobile phone applications have also made transportation more convenient and efficient, with the ability to book and track rides, view real-time traffic, and access public transportation schedules.

500 Word Essay On Mobile Phone

History and development.

The development of mobile telephony can be traced back to early radio engineering, with the Finnish inventor Areic Tigerstedt filing a patent application in 1917 for "the pocket-size folding telephone with an extremely thin carbon microphone." The first predecessors of cellular phones were analogue radio broadcasts from trains and ships. Following the Second World War, competition between several countries to create portable telephone equipment began.

Beginning with early zeroth-generation (0G) systems like Bell System's Mobile Telephone Service and its replacement, the Improved Mobile Telephone Service, the advancements in mobile telephony may be followed in consecutive "generations." These 0G systems were extremely costly, non-cellular, and unable to handle several simultaneous calls.

The introduction of smartphones in the early 2000s marked a significant advancement in mobile technology. These devices have enabled us to access the internet, use various apps, and perform a wide range of tasks from one compact device. The development of mobile networks from 2G to 5G has also greatly improved the speed and reliability of mobile communications.

Impact On Daily Life

The convenience of being able to make and receive calls and messages from anywhere at any time has made our lives more efficient and productive. One of the most significant advancements in mobile technology has been the introduction of smartphones. These devices have changed the way we consume and share information, making it easier than ever to stay informed and connected. From social media to online shopping, banking, and entertainment, the mobile phone has opened up a world of possibilities.

A Necessary Evil

Mobile phones have become an integral part of our daily lives, and while they offer many benefits, they also have some negative effects. Many people consider mobile phones to be a "necessary evil" because they are vital for communication and productivity, but they can also have negative consequences on our social interactions, mental and physical health, and overall well-being.

One of the main reasons why mobile phones are considered a necessary evil is because they have become essential for communication in today's fast-paced society. They allow us to stay connected with loved ones, colleagues, and the world around us, which is critical for personal and professional relationships. However, this constant connectivity can also lead to a lack of face-to-face communication, which can negatively impact our social interactions and relationships.

Additionally, mobile phones can also have negative effects on our mental and physical health. The constant use of mobile phones can lead to eye strain, headaches, and poor posture, and the blue light emitted by screens can disrupt sleep patterns. Furthermore, the constant distractions and notifications from mobile phones can lead to a decreased ability to focus and increased stress levels.

Moreover, mobile phones have been blamed for the reduction in privacy and security, with many people concerned about the amount of personal data that is collected and stored by mobile phone companies, apps and other third-parties.

In conclusion, the mobile phone has come a long way from its early days as a tool for making and receiving calls. It has transformed into a powerful device that has made our lives more convenient, efficient, and connected. The mobile phone continues to evolve and improve, making it an essential part of our modern world. The history, development, and impact of mobile phones on our daily lives are significant, and it is clear that it has been and will continue to be a vital technology in our society.

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Mobile phones in plastic containers, organised under the alphabet (as part of a school phone ban).

We looked at all the recent evidence on mobile phone bans in schools – this is what we found

essay mobile phones at school

Professor, School of Early Childhood & Inclusive Education, Queensland University of Technology

essay mobile phones at school

Associate Professor in Education, The University of Queensland

Disclosure statement

The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

Queensland University of Technology and University of Queensland provide funding as members of The Conversation AU.

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Mobile phones are currently banned in all Australian state schools and many Catholic and independent schools around the country. This is part of a global trend over more than a decade to restrict phone use in schools.

Australian governments say banning mobile phones will reduce distractions in class , allow students to focus on learning , improve student wellbeing and reduce cyberbullying .

But previous research has shown there is little evidence on whether the bans actually achieve these aims.

Many places that restricted phones in schools before Australia did have now reversed their decisions. For example, several school districts in Canada implemented outright bans then revoked them as they were too hard to maintain. They now allow teachers to make decisions that suit their own classrooms.

A ban was similarly revoked in New York City , partly because bans made it harder for parents to stay in contact with their children.

What does recent research say about phone bans in schools?

We conducted a “scoping review” of all published and unpublished global evidence for and against banning mobile phones in schools.

Our review, which is pending publication, aims to shed light on whether mobile phones in schools impact academic achievement (including paying attention and distraction), students’ mental health and wellbeing, and the incidence of cyberbullying.

A scoping review is done when researchers know there aren’t many studies on a particular topic. This means researchers cast a very inclusive net, to gather as much evidence as possible.

Read more: Why a ban on cellphones in schools might be more of a distraction than the problem it’s trying to fix

Our team screened 1,317 articles and reports as well as dissertations from masters and PhD students. We identified 22 studies that examined schools before and after phone bans. There was a mix of study types. Some looked at multiple schools and jurisdictions, some looked at a small number of schools, some collected quantitative data, others sought qualitative views.

In a sign of just how little research there is on this topic, 12 of the studies we identified were done by masters and doctoral students. This means they are not peer-reviewed but done by research students under supervision by an academic in the field.

But in a sign of how fresh this evidence is, almost half the studies we identified were published or completed since 2020.

The studies looked at schools in Bermuda, China, the Czech Republic, Ghana, Malawi, Norway, South Africa, Spain, Sweden, Thailand, the United Kingdom and the United States. None of them looked at schools in Australia.

A young boy looks at his smart phone in class.

Academic achievement

Our research found four studies that identified a slight improvement in academic achievement when phones were banned in schools. However, two of these studies found this improvement only applied to disadvantaged or low-achieving students.

Some studies compared schools where there were partial bans against schools with complete bans. This is a problem because it confuses the issue.

But three studies found no differences in academic achievement, whether there were mobile phone bans or not. Two of these studies used very large samples. This masters thesis looked at 30% of all schools in Norway. Another study used a nationwide cohort in Sweden . This means we can be reasonably confident in these results.

Mental health and wellbeing

Two studies in our review, including this doctoral thesis , reported mobile phone bans had positive effects on students’ mental health. However, both studies used teachers’ and parents’ perceptions of students’ wellbeing (the students were not asked themselves).

Two other studies showed no differences in psychological wellbeing following mobile phone bans. However, three studies reported more harm to students’ mental health and wellbeing when they were subjected to phone bans.

The students reported they felt more anxious without being able to use their phone. This was especially evident in one doctoral thesis carried out when students were returning to school after the pandemic, having been very reliant on their devices during lockdown.

So the evidence for banning mobile phones for the mental health and wellbeing of student is inconclusive and based only on anecdotes or perceptions, rather than the recorded incidence of mental illness.

A person with painted nails and rings holds a mobile phone.

Bullying and cyberbullying

Four studies reported a small reduction in bullying in schools following phone bans, especially among older students. However, the studies did not specify whether or not they were talking about cyberbullying.

Teachers in two other studies, including this doctoral thesis , reported they believed having mobile phones in schools increased cyberbullying.

But two other studies showed the number of incidents of online victimisation and harassment was greater in schools with mobile phone bans compared with those without bans. The study didn’t collect data on whether the online harassment was happening inside or outside school hours.

The authors suggested this might be because students saw the phone bans as punitive, which made the school climate less egalitarian and less positive. Other research has linked a positive school climate with fewer incidents of bullying.

There is no research evidence that students do or don’t use other devices to bully each other if there are phone bans. But it is of course possible for students to use laptops, tablets, smartwatches or library computers to conduct cyberbullying.

Even if phone bans were effective, they would not address the bulk of school bullying. A 2019 Australian study found 99% of students who were cyberbullied were also bullied face-to-face.

Read more: Banning mobile phones in schools: beneficial or risky? Here's what the evidence says

What does this tell us?

Overall, our study suggests the evidence for banning mobile phones in schools is weak and inconclusive.

As Australian education academic Neil Selwyn argued in 2021 , the impetus for mobile phone bans says more about MPs responding to community concerns rather than research evidence.

Politicians should leave this decision to individual schools, which have direct experience of the pros or cons of a ban in their particular community. For example, a community in remote Queensland could have different needs and priorities from a school in central Brisbane.

Mobile phones are an integral part of our lives. We need to be teaching children about appropriate use of phones, rather than simply banning them. This will help students learn how to use their phones safely and responsibly at school, at home and beyond.

Read more: School phone bans seem obvious but could make it harder for kids to use tech in healthy ways

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Essay on Impact Of Mobile Phones On Society

Students are often asked to write an essay on Impact Of Mobile Phones On Society in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Impact Of Mobile Phones On Society

Communication changes.

Mobile phones have changed the way we talk to each other. Before, we had to use landlines or write letters that took days to reach. Now, we can call or send a message to someone far away and they will know it in seconds. This makes keeping in touch with family and friends easier.

Information at Our Fingertips

With mobile phones, we can look up anything we want to know in an instant. They are like small computers that fit in our pockets. This means we can learn new things and find answers quickly, which is very helpful for school work and general knowledge.

Entertainment Everywhere

Phones are not just for calls; they are also for fun. We can play games, watch videos, and listen to music whenever we want. This is great for passing time, but it can also make us spend too much time on our phones instead of playing outside or reading books.

Safety and Help

Mobile phones can help us feel safer. If we are in trouble or get lost, we can call for help. Parents can also check where their children are, which helps them worry less. But, it is important to remember that we should not share our location with strangers.

Changes in Manners

Mobile phones have also changed how we act in public. Sometimes people focus on their phones instead of talking to the people they are with. This can be rude and make others feel unimportant. It’s good to remember to put our phones away during meals and conversations.

250 Words Essay on Impact Of Mobile Phones On Society

Changes in communication.

Mobile phones have changed the way we talk to each other. Before, people would write letters or use landlines to chat. Now, with mobiles, we can send messages, make calls, and even see each other on video anytime and anywhere. This makes staying in touch with friends and family much easier.

Information at Your Fingertips

With mobile phones, we can look up facts, news, and other information quickly. They are like small computers in our pockets. We can learn new things, do schoolwork, and satisfy our curiosity just by tapping on the screen.

Mobile phones are not just for talking; they are also for fun. We can play games, listen to music, and watch videos. This means we can enjoy ourselves while waiting for a bus or during a break at school.

Mobile phones can make us feel safer. If we get lost or need help, we can call our family or the police. Parents also feel better knowing they can reach their children anytime.

Not Always Good

Even though mobile phones have many good points, they can also cause problems. People sometimes pay more attention to their phones than the world around them. This can make them less aware and even cause accidents.

In conclusion, mobile phones have a big effect on our lives. They help us communicate, learn, have fun, and stay safe. But it’s important to use them carefully and not let them distract us too much from real life.

500 Words Essay on Impact Of Mobile Phones On Society

Introduction to mobile phones.

Mobile phones have changed the world. These small devices that we carry in our pockets allow us to talk to anyone, anywhere, at any time. They have become a part of our daily lives. Many people cannot imagine a day without their phone. This essay talks about how mobile phones affect society.

Communication Made Easy

The first big change that mobile phones brought is in the way we talk to each other. Before mobile phones, we had to use landline phones that were stuck in one place. Now, we can call or send a message to our friends and family no matter where we are. This has made staying in touch with loved ones much easier.

Mobile phones give us access to a lot of information. With the internet on our phones, we can look up anything we want to know. This is very helpful for students who can now find facts for their homework easily. It’s also good for anyone who needs to find out something quickly.

Entertainment in Our Hands

Our phones are not just for talking or getting information. They are also for fun. We can play games, listen to music, or watch videos on our phones. This means we can have entertainment with us all the time. This is nice when we are waiting for something or when we want to relax.

Work Goes Mobile

Phones have also changed the way we work. Many jobs now allow people to use their phones to do their work. This means that some people can work from anywhere. They do not have to be in an office. This can make work more flexible, but it can also mean that people are working more since they can always be reached.

Mobile phones can keep us safe. If we are in trouble or get lost, we can call for help. Parents often feel better knowing their children have a phone with them. This way, they can call if there is a problem.

Problems Caused by Mobile Phones

Even though mobile phones have many good points, they can also cause problems. For example, people can spend too much time on their phones and not enough time talking to people face to face. This can hurt relationships. Also, using phones too much can be bad for our health, like causing eye strain or bad posture.

In conclusion, mobile phones have a big impact on society. They make communication, getting information, working, and entertainment easier and better. They can also help keep us safe. But we must be careful not to let our phones take over our lives. We should remember to spend time with people in real life and not just on our phones. It is important to find a good balance.

That’s it! I hope the essay helped you.

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essay mobile phones at school

Weighing the Costs and Benefits of Cellphones in Schools

  • Posted August 10, 2022
  • By Emily Boudreau
  • K-12 System Leadership
  • Teachers and Teaching
  • Technology and Media

Smartphones, Teens, and Unhappiness

Typically, the discussion around cellphones in school — whether they are learning tools or distractions — has revolved around their impact on measures of academic success like test scores or grades. But in his research, Ed School alum Dylan Lukes looks at other outcomes policymakers should be considering.

“I’m hoping to move beyond thinking about test scores and consider the potential importance of other outcomes like discipline and school culture which may factor into student wellbeing,” says Lukes, Ph.D.’22.

As schools are gearing up for the fall, with some considering new and amended policies on the use of cellphones in class, Luke gets into his findings — including how the New York City Department of Education’s (NYCDOE) recently reversed cellphone ban impacted student suspensions and school culture — and gives his thoughts on what schools and districts should be considering when creating policies around technology moving forward. 

Dylan Lukes

Why are cellphones in schools such a contested topic among educators, parents, and students? The motivation for many of these policies comes from a desire to limit distractions. If you think about it, from a school’s perspective, if a cellphone ban can improve student learning, that’s a great low-cost intervention with a favorable benefit-cost ratio. However, from a parent’s perspective, the calculus is a bit different, and the cost of not being able to get a hold of their kid(s) may outweigh any potential benefit accrued from the ban. 

How have cellphone policies evolved over the years? Over the past several decades, many large urban school districts have intermittently experimented with cellphone bans. However, most cellphone bans have been repealed due to their unpopularity with parents and students and concerns over equity [ as low income students often have mobile-only access to the internet ]. In March 2015, the NYCDOE lifted their longstanding districtwide cellphone ban and provided schools with significant discretion in designing and implementing school-level policies governing student cellphone use — and that shift is what I explore in my research.

Most research around cellphone use in schools looks at the impact on test scores, reaction time, and the ability to focus. You look instead at two areas: discipline and a sense of safety.  The existing studies provide evidence that allowing phones in the classroom negatively impacts test scores and long-term learning retention. There are some correlational studies that suggest negative relationships between off-task device use and student achievement. Further, in psychology, research on multitasking generally finds negative effects on learning and task completion and, more generally, research has shown that cellphones distract and negatively impact reaction times, performance, enjoyment of focal tasks, and cognitive capacity.

In my research, my thinking was that as schools consider removal of bans or enforcement, they should also consider often overlooked dimensions of school culture that could play a role in educational productivity and student wellbeing. That is not to say academic achievement is not important — it is — but there are other potentially important inputs that contribute to educational productivity such as school discipline and culture.  

Why? From a disciplinary standpoint, if the school has a cellphone ban and there are students breaking that cellphone ban, it’s possible that over time — and I’ve seen this from survey responses from NYCDOE school principals and parent coordinators — at some point there can be some punitive measures if you’re caught breaking that ban. That’s one of the reasons I explore the impact on discipline and suspension — you could be using a cellphone which, yes, could be distracting, but even more negatively, have the student removed from school. That kind of impact on learning could be a net-negative, even when you consider that against the positive effects a cellphone ban may have on a student’s learning and their peers’ learning. 

I also think it’s important to look at other factors we don’t typically think about, like school culture, that might also have a big impact on learning. 

And what did you find? So just as a disclaimer, there might be policies I can’t control for that impact these outcomes. For example, in 2014, there was a new chancellor [in New York] who made changes to the discipline code. With that caveat, I do find that the ban removal positively impacted school discipline but had negative impacts on student perception of school culture across the dimensions of respect, student behavior, and school safety. It also had negative impacts on teacher perception of school safety. My findings suggest an improvement in educational productivity due to the NYCDOE’s ban removal. But there’s a tradeoff — a cost to school culture. 

What do you mean by safety? When it comes to emergencies, students likely feel safer having access to a phone. But the day-in and day-out component of school safety is how students use phones within school. This might include things like bullying, harassment, videotaping, and posting to social media. Those are reasons why having phones within schools could potentially be accelerators of negative student behavior. These safety measures which look at how safe students feel in classrooms, hallways, locker rooms, cafeterias, show a pretty negative jump after the ban has been lifted, which suggest to me that having a phone is at least interrupting a student’s ability to safely navigate those spaces.

So what should policymakers think about moving forward? This is just the tip of the iceberg. It would be interesting to look at how cellphones further contribute to school culture using more robust measures across time. And to be clear, I don’t think there’s anything inherently bad about cellphones but I do think it’s key to engage in a discussion around the tradeoffs of having them in schools and classrooms. There might be some interesting ways to balance the tradeoffs of their distractions and their benefits — something like having magnetized pouches and allowing students to take out cellphones under special circumstances (e.g., class activity, lunch). Some schools are already experimenting with these alternatives and there are some prime opportunities in this space to evaluate impacts of these polices on educational outcomes, including school discipline and school culture. 

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Uses of Mobile Phones Essay for Students and Children

500+ words essay on uses of mobile phones.

Mobile phones are one of the most commonly used gadgets in today’s world. Everyone from a child to an adult uses mobile phones these days. They are indeed very useful and help us in so many ways.

Uses of Mobile Phones Essay

Mobile phones indeed make our lives easy and convenient but at what cost? They are a blessing only till we use it correctly. As when we use them for more than a fixed time, they become harmful for us.

Uses of Mobile Phone

We use mobile phones for almost everything now. Gone are the days when we used them for only calling. Now, our lives revolve around it. They come in use for communicating through voice, messages, and mails. We can also surf the internet using a phone. Most importantly, we also click photos and record videos through our mobile’s camera.

The phones of this age are known as smartphones . They are no less than a computer and sometimes even more. You can video call people using this phone, and also manage your official documents. You get the chance to use social media and play music through it.

Moreover, we see how mobile phones have replaced computers and laptops . We carry out all the tasks through mobile phones which we initially did use our computers. We can even make powerpoint presentations on our phones and use it as a calculator to ease our work.

Get the huge list of more than 500 Essay Topics and Ideas

Disadvantages of Mobile Phones

While mobile phones are very beneficial, they also come to a lot of disadvantages. Firstly, they create a distance between people. As people spend time on their phones, they don’t talk to each other much. People will sit in the same room and be busy on their phones instead of talking to each other.

Subsequently, phones waste a lot of time. People get distracted by them easily and spend hours on their phones. They are becoming dumber while using smartphones . They do not do their work and focus on using phones.

Most importantly, mobile phones are a cause of many ailments. When we use phones for a long time, our eyesight gets weaker. They cause strain on our brains. We also suffer from headaches, watery eyes, sleeplessness and more.

Moreover, mobile phones have created a lack of privacy in people’s lives. As all your information is stored on your phone and social media , anyone can access it easily. We become vulnerable to hackers. Also, mobile phones consume a lot of money. They are anyway expensive and to top it, we buy expensive gadgets to enhance our user experience.

In short, we see how it is both a bane and a boon. It depends on us how we can use it to our advantage. We must limit our usage of mobile phones and not let it control us. As mobile phones are taking over our lives, we must know when to draw the line. After all, we are the owners and not the smartphone.

FAQs on Uses of Mobile Phones

Q.1 How do mobile phones help us?

A.1 Mobile phones are very advantageous. They help us in making our lives easy and convenient. They help us communicate with our loved ones and carry out our work efficiently. Furthermore, they also do the work of the computer, calculator, and cameras.

Q.2 What is the abuse of mobile phone use?

A.2 People are nowadays not using but abusing mobile phones. They are using them endlessly which is ruining their lives. They are the cause of many ailments. They distract us and keep us away from important work. Moreover, they also compromise with our privacy making us vulnerable to hackers.

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  • Mobile Phone Essay in English for Students


Essay on Mobile Phone for Students

What is an essay? An essay is a write-up from one’s perspective or jotting down one’s thoughts in one place regarding any topic. Writing an essay helps one to develop their writing skills and inculcate creativity in their writing. Likewise, all the parents should teach their kids how to write an essay. 

For your convenience, we have provided a sample essay on ‘Mobile Phone’ in the following. Take a glance through the article so that it becomes easy for you to teach how to write an essay effortlessly.

Mobile Phone

In the era of technical advancement, mobile phones play a very significant role. Technology has made our life quite easier. Life without a mobile phone seems to be quite impossible these days. Precisely, we become handicapped without a phone in hand.

Speaking of mobile phones, it is also referred to as ‘cellular phone’ or ‘smartphone’. Martin Cooper of Motorola produced the first handheld mobile phone call on a prototype DynaTAC model on 3 April 1973. 

Earlier it was only used for calling. But these days, everything is possible through a mobile phone. From sending a message to video calling, internet browsing, photography to video games, emailing and a lot more services can be availed through this handheld phone. 

Advantages of Using Mobile Phones

There are several advantages to using a mobile phone. Here are some provided in the following. 

Helps to Communicate:

Life is easier with mobiles. It helps you to communicate with your near and dear ones through calls, video chats, text messages, emails. Apart from that, it helps you to book a cab, show the map direction, order groceries and many more things. The main advantage of having a mobile is it helps to keep you connected with the entire world irrespective of your location.

A Medium of Entertainment:

With the advent of mobile, now you will be able to get entertained wherever you are. Now the world of entertainment is available just a click away, such as you can watch movies, listen to music, or watch your favorite sports or browse on social media networks etc. 

Mobile Banking:

Can you imagine doing all of your banking transactions and other relevant work through your cell phone? Yes, now everything is possible with the advancement of technology. Be it making a quick payment or transferring money to your family or checking the transaction history or accessing the bank accounts, everything is possible with just a tap of your button. So, it is quite efficient and saves a lot of your precious time.

Office Work Through Mobile:

These days mobiles are used for different types of official work such as scheduling meetings, giving presentations, sending and receiving important documents, applying for jobs, etc. Mobiles have become an essential device in every working person’s life.

Disadvantages of Using Mobile Phones

Creating distance:

While mobile phones claim to connect people and help to communicate with each other, the irony here is that it is creating more distance between people. Nowadays people are more hooked on their phones. So, they mostly spend their time browsing social media or texting each other rather than meeting and talking face to face. 

No Privacy:

These days one of the major concerns is losing one’s privacy through mobile usage. Now anyone could easily access all the important information related to you with just one tap. Not only your information, information about your family, friends, personal life, career, everything is pretty easily accessible. 

Waste of a Lot of Time and Money:

Time and money both are precious in everyone’s life. As the utilization of mobile phones is increasing day by day, the waste of time and money is also increasing gradually. People are becoming addicted to their phones, be it surfing the internet or playing games or checking social media. Besides, the smarter a phone becomes, the more money people spend to buy that phone instead of spending the money on something useful.


FAQs on Mobile Phone Essay in English for Students

1. What is essay writing?

An essay is a piece of writing that expresses the author's point of view; yet, the definition is ambiguous, merging with those of a letter, a paper, an article, a pamphlet, and a short fiction. Formal and casual essays have typically been divided into two categories. The formal essay has a serious objective, dignity, logical organization, and length, whereas the informal essay has a personal element, humor, graceful language, rambling structure, unconventionality or freshness of theme," and so on.

Literary critique, political manifestos, academic arguments, observations of daily life, recollections, and reflections of the author are all popular uses for essays. Although almost all modern essays are written in prose, compositions in verse have often been labeled as essays. While an essay is typically defined by its brevity, works such as John Locke's An Essay Concerning Human Understanding and Thomas Malthus's An Essay on the Principle of Population are exceptions. To garner more information, click here.

2. Give a brief overview of mobile phones and their history.

Mobile phones are quite important in this age of technological growth. Our lives have been made much easier by technological advancements. These days, life appears to be impossible without a cell phone. Without a phone in our hands, we become disabled.

When it comes to mobile phones, they're also known as 'cellular phones' or smartphones.' On April 3, 1973, Motorola's Martin Cooper made the first handheld mobile phone call on a prototype DynaTAC device.

It was formerly only used for calling. However, nowadays, everything is possible via a mobile phone. This handheld phone can do anything from sending a message to video calling, internet browsing, photography, video games, and emailing, among other things.

3. What are some advantages of using mobile phones?

Using a mobile phone has several benefits. The following are a few suggestions.

Aids in Communication:

Mobile phones make life easier. It allows you to contact your loved ones via phone conversations, video chats, text messages, and emails. Apart from that, it assists you in booking a cab, displaying map directions, ordering groceries, and a variety of other tasks. The biggest benefit of owning a mobile phone is that it allows you to stay connected to the rest of the world regardless of where you are.

An Entertainment Medium:

With the introduction of mobile phones, you may now be amused wherever you are. The world of entertainment is now just a click away, with options such as watching movies, listening to music, watching your favorite sports or browsing social media networks.

4. State some of the drawbacks of using mobile phones.

Some of the drawbacks of using mobile phones are:

Creating a buffer:

While mobile phones claim to connect people and make it easier for them to interact, the irony is that they create more distance between them. People nowadays are more reliant on their phones. As a result, they choose to spend their time on social media or texting instead of meeting and talking face to face.

There is no privacy:

One of the major issues these days is losing one's privacy due to cell phone usage. With just one swipe, anyone may now readily access all of your vital information. Not only is your information easily accessible, but so is information about your family, friends, personal life, and work.

A waste of time and money:

In everyone's life, time and money are both quite valuable. As the number of people using mobile phones grows, so does the amount of time and money spent on them.

5. How is an essay writing useful to students?

Writing essays help students develop important abilities and functions in their education, making them more useful. One, writing essays allows students to practice and improve abilities that they can apply throughout their academic careers and into their careers. For example, one can improve their reading and writing skills, as well as their capacity to think, organize thoughts, and communicate effectively.

Two, it enables pupils to develop a formal and orderly writing style that reliably conveys information. Three, it aids in the organization of your thoughts on what you are learning, the development of vocabulary, and the development of a distinct writing style. Get free study materials through the Vedantu app and website. no longer supports Internet Explorer.

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Argumentative Essay on the Use of Mobile Phones in Schools

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Cell Phones in School: An Argumentative Perspective

Table of contents, benefits of cell phones in school, drawbacks of cell phones in school, balancing benefits and drawbacks.

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School Essay On Mobile Phone For Students: IELTS Samples

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Updated on 17 April, 2024

Mrinal Mandal

Mrinal Mandal

Study abroad expert.

Mrinal Mandal

The International English Language Testing System or IELTS is an English language proficiency test taken for study, migration, or work.  IELTS Writing task 2 often has topics that embody discussion on crucial social elements and radical changes. One such topic is 'School Essay on mobile Phone for students' that can be drafted with a clarity of thought.

Table of Contents

School essay on mobile phone for students: sample 1, school essay on mobile phones for students: sample 2, frequently asked questions, important ielts exam resources.

A mobile phone for students is a blessing, and its advantage was witnessed when the pandemic hit. The global education system was hinged on mobile phones with the sudden lockdown announcement. Students who could not buy laptops immediately used their cell phones to take classes and keep in touch with friends. That was the beginning of an eventful millennium. 

Studies reveal that learning through mobile phones is phenomenal and has produced prodigies. The exponential rise in digitization has been a road to success for many students as they can leverage their interests by learning from platforms like YouTube and other free educational apps. Those who cannot afford a hefty fee can learn through these free mediums. For example, children can easily learn numerous lessons from various educational content creators on YouTube with access to mobile phones. The infinite research papers and other study material available online, pave way to learn from the comfort of their homes. The increased use of mobiles for education has added momentum among students to start studying at their convenience. 

At the same time, I am aware that excessive use of mobiles can be detrimental to health. However, students must be encouraged to learn from their mobile phones as it has options galore for them to attain learning beyond the classroom. The right use of mobile phones can bring innumerable positive changes with constructive outcomes. 

Tentative band score: 7 , Total word count: 231

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To maintain the integrity of the education system, students must not be allowed to use mobile phones. Using mobile phones hinders mental growth and obstructs real-time communication with real people. This makes them dull, and they find boredom in almost anything apart from using the mobile phone. Another divergence that is caused by the use of mobile phones is instant messaging with peers. Even when the students are studying, they constantly have the urge to check messages. Amidst this, the student loses track of time and wastes a lot of it. 

Perpetual use of the cell phone at home or in school leads to distraction. The students may use it for gathering academic information, but the urge to use the mobile even within the class mitigates the focus. Undoubtedly, there is a deluge of information, but at the same, there is a pool of bad influences too. At the vulnerable age, the school kids are, it is natural to fall for any anti-social elements. This may lead to a fall in academic grades.  

Focusing on studies is imperative for school-going children, and in this essay, I am referring to the drawbacks of using phones in school. Abstaining the use of mobile phones in school or even at home will help in the social development of students as they will easily begin mingling with others. 

I believe the use of mobile phones for students must be reduced. Effective measures like jammers must be introduced, so they stop using mobile phones and begin to live in reality. 

Tentative band score: 7 , Total word count: 257

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From the vast pool of topics, do I have to prepare all for writing task 2?

The key to writing a good IELTS essay for Task 2 of the writing section is 'Practice.' If not all, at least two examples of each type of essay must be practiced. Writing a disadvantage/advantage essay may not be the same as a descriptive or problem/solution essay.

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The best way to begin the IELTS essay for task 2 is by preparing an outline. You can rephrase the topic and add key vocabulary words, this will become your cue for the rest of the essay.

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Mrinal Mandal is a study abroad expert with a passion for guiding students towards their international education goals. He holds a degree in mechanical engineering, earned in 2018. Since 2021, Mrinal has been working with upGrad Abroad, where he assists aspiring students in realizing their dreams of studying abroad. With his expertise and dedication, he empowers individuals to navigate the complexities of international education, making their aspirations a reality.

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Home — Essay Samples — Information Science and Technology — Cell Phones — Cell Phones in the schools


Cell Phones in The Schools

  • Categories: Cell Phones

About this sample


Words: 989 |

Published: Dec 5, 2018

Words: 989 | Pages: 2 | 5 min read

Works Cited

  • Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2010). The 2010 Horizon Report: K-12 Edition. The New Media Consortium.
  • Penuel, W. R., Briggs, D. C., Davidson, K. L., Herlihy, C., Hill, H. C., Farrell, C., ... & Gallagher, D. J. (2017). Findings from a study of research-practice partnerships in education and implications for the future. William T. Grant Foundation.
  • Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135-142.
  • Boyd, D. (2014). It's complicated: The social lives of networked teens. Yale University Press.
  • Heitner, D. (2017). Screenwise: Helping kids thrive (and survive) in their digital world. Routledge.
  • Baron, N. S. (2015). Words Onscreen: The Fate of Reading in a Digital World. Oxford University Press.
  • Ito, M., Horst, H. A., Bittanti, M., Boyd, D., Herr-Stephenson, R., Lange, P. G., ... & Tripp, L. (2008). Living and learning with new media: Summary of findings from the digital youth project. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning.
  • Christensen, C. M., Horn, M. B., & Staker, H. (2013). Is K-12 blended learning disruptive? An introduction to the theory of hybrids. Clayton Christensen Institute for Disruptive Innovation.
  • Warschauer, M. (2018). Learning in the cloud: How (and why) to transform schools with digital media. Teachers College Press.
  • UNESCO. (2013). Mobile learning for teachers in UNESCO member states. United Nations Educational, Scientific and Cultural Organization.

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David Wallace-Wells

Are smartphones driving our teens to depression.

A person with glasses looks into a smartphone and sees his own reflection.

By David Wallace-Wells

Opinion Writer

Here is a story. In 2007, Apple released the iPhone, initiating the smartphone revolution that would quickly transform the world. In 2010, it added a front-facing camera, helping shift the social-media landscape toward images, especially selfies. Partly as a result, in the five years that followed, the nature of childhood and especially adolescence was fundamentally changed — a “great rewiring,” in the words of the social psychologist Jonathan Haidt — such that between 2010 and 2015 mental health and well-being plummeted and suffering and despair exploded, particularly among teenage girls.

For young women, rates of hospitalization for nonfatal self-harm in the United States, which had bottomed out in 2009, started to rise again, according to data reported to the C.D.C., taking a leap beginning in 2012 and another beginning in 2016, and producing , over about a decade, an alarming 48 percent increase in such emergency room visits among American girls ages 15 to 19 and a shocking 188 percent increase among girls ages 10 to14.

Here is another story. In 2011, as part of the rollout of the Affordable Care Act, the Department of Health and Human Services issued a new set of guidelines that recommended that teenage girls should be screened annually for depression by their primary care physicians and that same year required that insurance providers cover such screenings in full. In 2015, H.H.S. finally mandated a coding change, proposed by the World Health Organization almost two decades before, that required hospitals to record whether an injury was self-inflicted or accidental — and which seemingly overnight nearly doubled rates for self-harm across all demographic groups. Soon thereafter, the coding of suicidal ideation was also updated. The effect of these bureaucratic changes on hospitalization data presumably varied from place to place. But in one place where it has been studied systematically, New Jersey, where 90 percent of children had health coverage even before the A.C.A., researchers have found that the changes explain nearly all of the state’s apparent upward trend in suicide-related hospital visits, turning what were “essentially flat” trendlines into something that looked like a youth mental health “crisis.”

Could both of these stories be partially true? Of course: Emotional distress among teenagers may be genuinely growing while simultaneous bureaucratic and cultural changes — more focus on mental health, destigmatization, growing comfort with therapy and medication — exaggerate the underlying trends. (This is what Adriana Corredor-Waldron, a co-author of the New Jersey study, believes — that suicidal behavior is distressingly high among teenagers in the United States and that many of our conventional measures are not very reliable to assess changes in suicidal behavior over time.) But over the past several years, Americans worrying over the well-being of teenagers have heard much less about that second story, which emphasizes changes in the broader culture of mental illness, screening guidelines and treatment, than the first one, which suggests smartphones and social-media use explain a whole raft of concerns about the well-being of the country’s youth.

When the smartphone thesis first came to prominence more than six years ago, advanced by Haidt’s sometime collaborator Jean Twenge, there was a fair amount of skepticism from scientists and social scientists and other commentators: Were teenagers really suffering that much? they asked. How much in this messy world could you pin on one piece of technology anyway? But some things have changed since then, including the conventional liberal perspective on the virtues of Big Tech, and, in the past few years, as more data has rolled in and more red flags have been raised about American teenagers — about the culture of college campuses, about the political hopelessness or neuroticism or radicalism or fatalism of teenagers, about a growing political gender divide, about how often they socialize or drink or have sex — a two-part conventional wisdom has taken hold across the pundit class. First, that American teenagers are experiencing a mental health crisis; second, that it is the fault of phones.

“Smartphones and social media are destroying children’s mental health,” the Financial Times declared last spring. This spring, Haidt’s new book on the subject, The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness, debuted at the top of the New York Times best-seller list. In its review of the book, The Guardian described the smartphone as “a pocket full of poison,” and in an essay , The New Yorker accepted as a given that Gen Z was in the midst of a “mental health emergency” and that “social media is bad for young people.” “Parents could see their phone-obsessed children changing and succumbing to distress,” The Wall Street Journal reflected . “Now we know the true horror of what happened.”

But, well, do we? Over the past five years, “Is it the phones?” has become “It’s probably the phones,” particularly among an anxious older generation processing bleak-looking charts of teenage mental health on social media as they are scrolling on their own phones. But however much we may think we know about how corrosive screen time is to mental health, the data looks murkier and more ambiguous than the headlines suggest — or than our own private anxieties, as parents and smartphone addicts, seem to tell us.

What do we really know about the state of mental health among teenagers today? Suicide offers the most concrete measure of emotional distress, and rates among American teenagers ages 15 to 19 have indeed risen over the past decade or so, to about 11.8 deaths per 100,000 in 2021 from about 7.5 deaths per 100,000 in 2009. But the American suicide epidemic is not confined to teenagers. In 2022, the rate had increased roughly as much since 2000 for the country as a whole, suggesting a national story both broader and more complicated than one focused on the emotional vulnerabilities of teenagers to Instagram. And among the teenagers of other rich countries, there is essentially no sign of a similar pattern. As Max Roser of Our World in Data recently documented , suicide rates among older teenagers and young adults have held roughly steady or declined over the same time period in France, Spain, Italy, Austria, Germany, Greece, Poland, Norway and Belgium. In Sweden there were only very small increases.

Is there a stronger distress signal in the data for young women? Yes, somewhat. According to an international analysis by The Economist, suicide rates among young women in 17 wealthy countries have grown since 2003, by about 17 percent, to a 2020 rate of 3.5 suicides per 100,000 people. The rate among young women has always been low, compared with other groups, and among the countries in the Economist data set, the rate among male teenagers, which has hardly grown at all, remains almost twice as high. Among men in their 50s, the rate is more than seven times as high.

In some countries, we see concerning signs of convergence by gender and age, with suicide rates among young women growing closer to other demographic groups. But the pattern, across countries, is quite varied. In Denmark, where smartphone penetration was the highest in the world in 2017, rates of hospitalization for self-harm among 10- to 19-year-olds fell by more than 40 percent between 2008 and 2016. In Germany, there are today barely one-quarter as many suicides among women between 15 and 20 as there were in the early 1980s, and the number has been remarkably flat for more than two decades. In the United States, suicide rates for young men are still three and a half times as high as for young women, the recent increases have been larger in absolute terms among young men than among young women, and suicide rates for all teenagers have been gradually declining since 2018. In 2022, the latest year for which C.D.C. data is available, suicide declined by 18 percent for Americans ages 10 to 14 and 9 percent for those ages 15 to 24.

None of this is to say that everything is fine — that the kids are perfectly all right, that there is no sign at all of worsening mental health among teenagers, or that there isn’t something significant and even potentially damaging about smartphone use and social media. Phones have changed us, and are still changing us, as anyone using one or observing the world through them knows well. But are they generating an obvious mental health crisis?

The picture that emerges from the suicide data is mixed and complicated to parse. Suicide is the hardest-to-dispute measure of despair, but not the most capacious. But while rates of depression and anxiety have grown strikingly for teenagers in certain parts of the world, including the U.S., it’s tricky to disentangle those increases from growing mental-health awareness and destigmatization, and attempts to measure the phenomenon in different ways can yield very different results.

According to data Haidt uses, from the U.S. National Survey on Drug Use and Health, conducted by the Substance Abuse and Mental Health Services Administration, the percent of teenage girls reporting major depressive episodes in the last year grew by about 50 percent between 2005 and 2017, for instance, during which time the share of teenage boys reporting the same grew by roughly 75 percent from a lower level. But in a biannual C.D.C. survey of teenage mental health, the share of teenagers reporting that they had been persistently sad for a period of at least two weeks in the past year grew from only 28.5 percent in 2005 to 31.5 percent in 2017. Two different surveys tracked exactly the same period, and one showed an enormous increase in depression while the other showed almost no change at all.

And if the rise of mood disorders were a straightforward effect of the smartphone, you’d expect to see it everywhere smartphones were, and, as with suicide, you don’t. In Britain, the share of young people who reported “feeling down” or experiencing depression grew from 31 percent in 2012 to 38 percent on the eve of the pandemic and to 41 percent in 2021. That is significant, though by other measures British teenagers appear, if more depressed than they were in the 2000s, not much more depressed than they were in the 1990s.

Overall, when you dig into the country-by-country data, many places seem to be registering increases in depression among teenagers, particularly among the countries of Western Europe and North America. But the trends are hard to disentangle from changes in diagnostic patterns and the medicalization of sadness, as Lucy Foulkes has argued , and the picture varies considerably from country to country. In Canada , for instance, surveys of teenagers’ well-being show a significant decline between 2015 and 2021, particularly among young women; in South Korea rates of depressive episodes among teenagers fell by 35 percent between 2006 and 2018.

Because much of our sense of teenage well-being comes from self-reported surveys, when you ask questions in different ways, the answers vary enormously. Haidt likes to cite data collected as part of an international standardized test program called PISA, which adds a few questions about loneliness at school to its sections covering progress in math, science and reading, and has found a pattern of increasing loneliness over the past decade. But according to the World Happiness Report , life satisfaction among those ages 15 to 24 around the world has been improving pretty steadily since 2013, with more significant gains among women, as the smartphone completed its global takeover, with a slight dip during the first two years of the pandemic. An international review published in 2020, examining more than 900,000 adolescents in 36 countries, showed no change in life satisfaction between 2002 and 2018.

“It doesn’t look like there’s one big uniform thing happening to people’s mental health,” said Andrew Przybylski, a professor at Oxford. “In some particular places, there are some measures moving in the wrong direction. But if I had to describe the global trend over the last decade, I would say there is no uniform trend showing a global crisis, and, where things are getting worse for teenagers, no evidence that it is the result of the spread of technology.”

If Haidt is the public face of worry about teenagers and phones, Przybylski is probably the most prominent skeptic of the thesis. Others include Amy Orben, at the University of Cambridge, who in January told The Guardian, “I think the concern about phones as a singular entity are overblown”; Chris Ferguson, at Stetson University, who is about to publish a new meta-analysis showing no relationship between smartphone use and well-being; and Candice Odgers, of the University of California, Irvine, who published a much-debated review of Haidt in Nature, in which she declared “the book’s repeated suggestion that digital technologies are rewiring our children’s brains and causing an epidemic of mental illness is not supported by science.”

Does that overstate the case? In a technical sense, I think, no: There may be some concerning changes in the underlying incidence of certain mood disorders among American teenagers over the past couple of decades, but they are hard to separate from changing methods of measuring and addressing mental health and mental illness. There isn’t great data on international trends in teenage suicide — but in those places with good reporting, the rates are generally not worsening — and the trends around anxiety, depression and well-being are ambiguous elsewhere in the world. And the association of those local increases with the rise of the smartphone, while now almost conventional wisdom among people like me, is, among specialists, very much a contested claim. Indeed, even Haidt, who has also emphasized broader changes to the culture of childhood , estimated that social media use is responsible for only about 10 percent to 15 percent of the variation in teenage well-being — which would be a significant correlation, given the complexities of adolescent life and of social science, but is also a much more measured estimate than you tend to see in headlines trumpeting the connection. And many others have arrived at much smaller estimates still.

But this all also raises the complicated question of what exactly we mean by “science,” in the context of social phenomena like these, and what standard of evidence we should be applying when asking whether something qualifies as a “crisis” or “emergency” and what we know about what may have caused it. There is a reason we rarely reduce broad social changes to monocausal explanations, whether we’re talking about the rapid decline of teenage pregnancy in the 2000s, or the spike in youth suicide in the late ’80s and early 1990s, or the rise in crime that began in the 1960s: Lives are far too complex to easily reduce to the influence of single factors, whether the factor is a recession or political conditions or, for that matter, climate breakdown.

To me, the number of places where rates of depression among teenagers are markedly on the rise is a legitimate cause for concern. But it is also worth remembering that, for instance, between the mid-1990s and the mid-2000s, diagnoses of American youth for bipolar disorder grew about 40-fold , and it is hard to find anyone who believes that change was a true reflection of underlying incidence. And when we find ourselves panicking over charts showing rapid increases in, say, the number of British girls who say they’re often unhappy or feel they are a failure, it’s worth keeping in mind that the charts were probably zoomed in to emphasize the spike, and the increase is only from about 5 percent of teenagers to about 10 percent in the first case, or from about 15 percent to about 20 percent in the second. It may also be the case, as Orben has emphasized , that smartphones and social media may be problematic for some teenagers without doing emotional damage to a majority of them. That’s not to say that in taking in the full scope of the problem, there is nothing there. But overall it is probably less than meets the eye.

If you are having thoughts of suicide, call or text 988 to reach the 988 Suicide and Crisis Lifeline or go to for a list of additional resources.

Further reading (and listening):

On Jonathan Haidt’s After Babel Substack , a series of admirable responses to critics of “The Anxious Generation” and the smartphone thesis by Haidt, his lead researcher Zach Rausch, and his sometime collaborator Jean Twenge.

In Vox, Eric Levitz weighs the body of evidence for and against the thesis.

Tom Chivers and Stuart Ritchie deliver a useful overview of the evidence and its limitations on the Studies Show podcast.

Five experts review the evidence for the smartphone hypothesis in The Guardian.

A Substack survey of “diagnostic inflation” and teenage mental health.

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Is a Cell Phone Policy Coming to Portland Classrooms?

By Zoe Sayler May 7, 2024

essay mobile phones at school

Image: Ground Picture/

Should Portland students have access to their cell phones in the classroom? A policy answer to the contentious question is far from imminent—but a recent Portland Public Schools Board of Education meeting suggests that the city may soon get its first district-wide mandate on what role personal devices should play in local schools.

Far from the note passing of yore, cell phone use has become a serious issue in classrooms nationwide. Students receive more than 200 notifications on their devices a day , a quarter of which come in during the school day, according to a recent report by Common Sense Media. Cell phones can facilitate cyberbullying and academic misconduct. Some studies show that restricting their use boosts test scores . “I taught during that era when cell phones became more and more popular among kids and have definitely noticed the impact,” says school board director and former teacher Eddie Wang. (Though students certainly can’t shoulder the blame: the Oregon Department of Education actually encouraged cell phone use in classrooms in 2013.)

Portland currently leaves the question of whether to allow phones in class to individual schools and teachers to decide. With their school and instructors' permission, students can text, make phone calls, or listen to music in class, according to Portland Public Schools policy. That’s not uncommon: Seattle Public Schools also forgoes a district-wide policy in favor of school autonomy (though Washington state may soon require districts to take action to restrict cell phone use). 

Deciding on a cell phone policy feels a bit damned if you do, damned if you don’t. Some parents oppose restricting access because they want to be able to reach their children in case of an emergency. Others favor a strict cell phone policy for academic reasons: while devices can be helpful for researching definitions or responding to in-class quizzes, distracting group chats seem like far likelier use cases. Students are similarly split. “Even just speaking with my friends, there are a lot of varying opinions,” says Frankie Silverstein, who serves on the District Student Council.

But the status quo leaves teachers in the lurch, Wang says. When one teacher asks students to put cell phones in a pouch at the start of class, another allows cell phones under certain circumstances, and yet another lets students do as they please, it becomes difficult for pupils to remember the rules, let alone comply with them. “It was just a fight every day, and that is a big mental drain,” Wang says.

Next steps for the district include gathering opinions with the help of the District Student Council, consulting studies on the impacts of student cell phone use, and eventually determining whether to keep or revamp its current laissez-faire approach. Last on the docket? Getting grown-ups to put the phones down, too.

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Should Washington’s public schools ban students from using cellphones? Free

Restrictions are on the rise amid concerns about distraction, bullying, and mental health. but finding the right balance can be tricky for educators..

A phone holder hangs in a classroom at Delta High School, Friday, Feb. 23, 2024, in Delta, Utah. At the rural Utah school, there is a strict policy requiring students to check their phones at the door when entering every class. Each of the school’s 30 or so classrooms has a cellphone storage unit that looks like an over-the-door shoe bag with three dozen smartphone-sized slots.

Smartphones gripping people’s attention isn’t anything new. But following the pandemic, Kris Hagel recalls seeing a troubling rise in public school students distracted by their phones during class.

“I would walk through classrooms last year and kids have absolutely no attention to the teacher that’s presenting a lesson in front of them because they’re so engrossed in what’s going on with their cellphones,” said Hagel, executive director of learning and innovation at Peninsula School District, which has 17 schools and serves about 9,000 students in the Gig Harbor area.

“We struggled for a long time on what to do,” Hagel said. Then, late last school year, one high school in the district decided to try a cellphone ban. It went “surprisingly well,” according to Hagel. “We started hearing from more and more parents who said, ‘Hey, we want this everywhere, we want the district to do the exact same thing.’”

So it did. “We are not a district that says you can’t have the device anywhere in school,” Hagel explained Thursday during a webinar the League of Education Voters held to discuss smartphone use in schools. “We’re just saying it needs to be put away,” he added. “It should not be in classrooms.”

Peninsula School District is hardly alone. Schools around the state and country are searching for a balance with their cellphone policies for students. Phones can not only cause distractions, they can also contribute to bullying and pose mental health risks, especially for kids.

“Just having that cellphone there, having that distraction there, that temptation there, is definitely not productive,” said Maria De Luna, a student at Bethel Virtual Academy and a member of the Association of Washington Student Leaders. “There are a lot of very creative ways that students have found to use their phones, regardless of the rules.”

De Luna said not using a phone or eschewing social media apps when other students are using them can also be difficult. “There’s always that like, ‘Oh, what if I’m missing out? What if they’re talking about me?’ There’s that anxiety and that culture that’s been created.”

Meanwhile, Kelsey Parke, principal at Kopachuck Middle School in the Peninsula School District, said since the phone ban, cyberbullying at her school has dropped to “almost zero.”

But students, educators, and researchers point out that phones can have benefits, helping people to build social connections and to access information. Plus, parents want to be able to reach their kids by phone in case of an emergency.

So there are questions over whether outright phone bans in schools are the best path.

“I think that with support, with scaffolding, with training, with regulation and with age-appropriate design, we can really maximize the benefits and minimize the negatives,” said Lucía Magis-Weinberg, a psychology professor at the University of Washington.

Just over three-quarters of K-12 public schools nationwide prohibited non-academic cellphone use during the 2021-22 school year, according to a report from January. How strictly the policies are enforced can vary.

Last year, Florida became the first state to require all its public schools to keep students from using phones during class. Governors and lawmakers in at least a half-dozen other states have pushed schools to go down similar paths, Stateline reported in March .

It wasn’t immediately clear how many of Washington’s public schools have cellphone restrictions.

“We know of a few who have policies limiting or banning cellphone use: Peninsula, Pasco, Kennewick, Reardon-Edwall, and Monroe,” Katy Payne, a spokesperson for the state Office of Superintendent of Public Instruction said in an email.

“We are hearing about more and more districts exploring policies,” she added.

Hagel said by email that he’d received a lot of calls from districts across the state looking to implement restrictions in line with Peninsula’s. He also said his district received a survey from the Office of Superintendent of Public Instruction in late April asking about cellphone policies.

A bill in the state Legislature this year would’ve directed school districts to adopt restrictions on student cellphone use by the start of the 2027-28 school year. The measure passed out of the House Education Committee with bipartisan support, then stalled.

“Mobile device use in our public schools has become a chronic issue and our kids are suffering because of it,” Stephanie McClintock, R-Vancouver, the lead sponsor on the bill said during the session. “We want to eliminate the distraction these devices are creating during class time.”

Hagel was skeptical of the bill and of taking a statewide approach. “I think it’s really important that school districts make that decision on what will work best, on the timeline that works best for them,” he said. He added that it’s not even certain his district will keep its ban permanently.

But for now, Hagel said, “We needed to take a hard reset.”

Washington State Standard is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Washington State Standard maintains editorial independence. Contact Editor Bill Lucia for questions: [email protected] . Follow Washington State Standard on Facebook and Twitter .

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PQ wants cell phones banned from recess at schools

essay mobile phones at school

By The Canadian Press

Posted May 7, 2024 10:52 am.

Last Updated May 7, 2024 10:54 am.

The Parti Québécois (PQ) wants cell phones banned from breaks and recess in elementary and high schools.

They were banned in Quebec public school classrooms since the winter, but the PQ believes that a further step is needed to limit young people’s screen time.

According to PQ leader Paul St-Pierre Plamondon, the principle that should guide the government in this is “the need to get screens out of school as much as possible.”

The PQ believes it’s essential to take cell phones out of primary and secondary schools, including during breaks, as has been done in France since 2018.

“Quebec schools need to set an example for our young people. Our young people need to feel like reconnecting with non-virtual interactions when they’re at school, and that obviously includes during breaks and recess,” the PQ leader stressed in a press release on Tuesday morning.

The government directive banning cell phones prohibits them in primary and secondary school classrooms, except for specific purposes at the request of the teacher.

The PQ believes, however, that more needs to be done. It argues that “failing to grasp the urgency of action is a mistake” and maintains that the Coalition avenir Québec (CAQ) government is “dragging its feet on this issue.”

Digital majority

The PQ is also still calling for a study on the possibility of imposing a digital majority, which could make it that people of a certain age can’t join a social network.

They cited the example of France, where young people under the age of 15 require parental authorization to sign up for a social network.

“The idea of creating a digital age of majority at 14 or 15 to access social networks must be studied in Quebec,” argued the PQ leader, who proposes setting up a parliamentary commission to look into the issue between now and the start of the next school year.

Last week, St-Pierre Plamondon questioned Premier François Legault directly on the subject in the National Assembly, and Legault brushed off the idea.

“Well, did I just hear the leader of the PQ tell us, ‘We should ban social media for children under 14?’ Is that what he just said? Did I hear that right? Is that his suggestion?” said Legault.

In the past, the premier has also called on parents to limit their children’s screen time.

–This report by La Presse Canadienne was translated by CityNews

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Gardner Edgerton School District to implement new cell phone policy

GARDNER, Kan. (KCTV) - Students attending a high school or middle school in the Gardner Edgerton School District will have a new cell phone and smart watch policy to get used to starting next school year.

It’s a change members of the school board have discussed for months.

The district decided a policy focused on cell phones was needed to minimize classroom distractions, improve student safety, and create conducive learning environment, according to a draft of the policy.

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The board tentatively approved a policy that bans the use of cell phones, smart watches, and headphones in classrooms and during instructional activities. Each student with a phone will be required to place the device in a designated area before each class begins. Any student who does not follow the policy will be punished, according to the board.

“At any time when student use of personal electronic devices is in conflict with a staff directive; results in a substantive disruption to any educational environment/setting; causes personal harm or embarrassment; and/or that promotes academic dishonesty the student will be subject to disciplinary action ...” Portion of new Gardner Edgerton cell phone policy

The policy will be slightly different for high school students and students attending middle schools in the district.


  • Zero-tolerance policy during Blocks 1, 2, 3, 5 and Seminar
  • Cell phones are allowed before and after school, passing periods, and lunch
  • Device(s) must be turned in at beginning of each block
  • Device(s) do not leave the classroom during each block, even if a student does


  • Parents notified
  • Offense documented and shared with other teachers
  • Administrator notified
  • Finals Opt-Out privilege for all classes lost for current semester
  • 2 day in-school suspension
  • 2 day out-of-school suspension
  • 3 day out-of-school suspension
  • All on-campus cell phone privileges revoked


  • Students required to keep phones in lockers during school hours
  • Phones used without permission will be confiscated
  • Teacher keeps cell phone and calls parent/guardian
  • Phone returned to student at end of day
  • Phone picked up in front office at end of day
  • Administration calls parent/guardian
  • Parent/guardian must pick up cell phone in the front office at end of day
  • Student turns in cell phone to office staff
  • Students pick up cell phone in front office at end of day

While the board approved the policy, members still need to finalize procedures. That will happen during meetings over the summer. The final version is expected to be approved during the July school board meeting.

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The school board said the Blue Valley, De Soto, Olathe, Shawnee Mission, and Spring Hill School Districts all have some kind of cell phone policy in place.

The draft of the new policy is available online through the school board’s website .

Copyright 2024 KCTV. All rights reserved.

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    Far from the note passing of yore, cell phone use has become a serious issue in classrooms nationwide. Students receive more than 200 notifications on their devices a day, a quarter of which come in during the school day, according to a recent report by Common Sense Media. Cell phones can facilitate cyberbullying and academic misconduct.

  26. Should Washington's public schools ban students from using cellphones

    A phone holder hangs in a classroom at Delta High School, Friday, Feb. 23, 2024, in Delta, Utah. At the rural Utah school, there is a strict policy requiring students to check their phones at the ...

  27. PQ wants cell phones banned from recess at schools

    The Parti Québécois (PQ) wants cell phones banned from breaks and recess in elementary and high schools. They were banned in Quebec public school classrooms since the winter, but the PQ believes that a further step is needed to limit young people's screen time. According to PQ leader Paul St-Pierre Plamondon, the principle that should […]

  28. Gardner Edgerton School District to implement new cell phone policy

    Gardner Edgerton School District plans to implement a new cell phone and smart watch policy for its high school and middle school students starting with the 2024-25 school year.

  29. Pa. lawmakers pushing bills to have students' cell phones locked away

    HARRISBURG - As state lawmakers appear close to passing a bill to effectively take cell phones out of the hands of drivers, talk is increasing about...

  30. Ohio decision is looming on cellphone use in schools

    H.B. 250 is heading for Governor DeWine's desk, which would require all districts to adopt a policy on cellphone use during the school day.