Smartphones in schools: Oksen Lisovyi told whether restrictions are needed and who should make the decision
In recent years, a number of European countries have introduced age restrictions on the use of smartphones and social networks, as well as set clear rules for the presence of gadgets in schools. Research results and practical experience of educational systems indicate an increase in danger, problems with concentration, sleep disturbance, addiction to digital content and the influence of social media algorithms on the emotional state of children and adolescents. This is especially important for them in times of war.
The reason for banning the use of smartphones in schools is both the issue of academic performance and concerns about cyberbullying, uncontrolled access to harmful content and a decrease in the quality of interpersonal communication, which creates an environment of constant distraction and psychological stress. Taking into account the experience of European countries, a discussion is emerging in Ukraine about acceptable formats for using mobile phones in educational institutions. Minister of Education and Science Oksen Lisovyi believes that it requires a broad discussion with society, rather than quick administrative decisions.
He believes that such topics always evoke diametrically opposed positions, since for some parents the phone is a tool for security and communication with the child, and for others – a source of distraction and a factor that erodes academic discipline. According to him, world practice demonstrates different approaches to the culture of interaction with gadgets in the educational environment, and among them there are models when students leave smartphones in special lockers or in a separate box in the classroom, having the opportunity to use them only during breaks.
“As for the world practice regarding the culture of interaction with gadgets in an educational institution, it is different, including when a smartphone is left in a locker at school, or left in a box in the classroom, and picked up during breaks. Such a practice exists and it proves its positive results,” the minister emphasized.
Describing such examples, the minister notes that such solutions have already proven positive results, since physically removing the device from the child during the lesson helps him focus on the educational material, without reacting to messages, notifications and other digital stimuli that distract attention and reduce the depth of knowledge acquisition. At the same time, he emphasizes that this is only the ministry’s position, which requires an open conversation with parents, teachers and the students themselves, because without public consensus, any ban risks turning into a conflict instead of a tool to support the educational process.
Considering the decision-making mechanism, Lisovyi draws attention to the fact that the current legislation does not contain a direct ban on the use of smartphones in schools, and therefore educational institutions already have the opportunity to agree with parents on the rules of conduct, concluding a kind of social contract and implementing their own regulations without waiting for a separate directive from the ministry. In his opinion, the question is whether a centralized order is needed to implement such an approach if the school is able to independently explain to parents why restrictions during the lesson are appropriate and how they affect learning outcomes.
At the same time, the minister emphasizes that the topic of a complete ban on smartphones is not a priority for the department and is not among the top decisions at the moment, since the education system faces broader challenges related to the quality of education, safety, and the restoration of the educational environment. Thus, he sees the discussion about gadgets not as a campaign of restrictions, but as part of a broader conversation about the culture of children’s interaction with digital technologies.
Educational Ombudsman Nadiya Leszczyk previously spoke out on this issue, drawing attention to the fact that the lack of legislative certainty does not mean complete freedom of action, because the use of mobile phones should not interfere with the educational process. She noted that in the absence of clear state norms, it is parents together with teachers who can develop balanced rules that will allow them to maintain contact with their child and at the same time minimize distractions during lessons, for example, by turning off the sound and keeping the phone in a bag or backpack.
