# data[].attributes.body
I teach in vocational education, and the question looks different from here. My learners are mostly adults, and their phone is a working tool: they open the protocol through a QR code at the bench, check a safety instruction where the risk actually is, and use augmented reality to rehearse a procedure. A blanket ban would not protect their well-being, it would break the teaching. So my first reaction is that any measure formulated for the whole school system without distinguishing age and purpose will be wrong somewhere.

That said, I do not think Denmark and the Netherlands are contradicting themselves.

They are the ones with the longest experience, and only those who went furthest can see the trade-offs clearly. For two decades digitalisation was measured by access: devices per pupil, connectivity, platforms adopted. Those countries reached the end of that road first and discovered that access is not an outcome.

What they are questioning is not technology, it is a metric.

On responsibility, I would separate two things. The school is responsible for the conditions it creates: attention, presence, the quality of what happens in the room. It is not responsible for a learner's entire relationship with their device, and pretending otherwise transfers a social problem to teachers who cannot solve it. A ban is attractive because it is measurable and immediate. Self-regulation is slower, harder to demonstrate and impossible to put in a press release, which is exactly why it tends to lose.

Alternatives I find more convincing: devices away by default and out for a declared purpose, so the norm is intention rather than prohibition; designing sessions with no dead time, since the phone mostly fills boredom; and treating attention as content to be taught rather than behaviour to be policed.

One thing missing from both debates: teacher digital well-being. Nobody legislates the notification arriving at eleven at night, or the expectation of an immediate reply. We are asking learners to set boundaries we have not managed to set ourselves.

# data[].attributes.body
The recent shift in pioneer edtech countries like Denmark and the Netherlands reflects years of real-world observation. While technology transformed access to learning, unlimited screen time—specifically via smartphones—introduced clear trade-offs: fragmented attention, declining deep-reading skills, and reduced face-to-face interaction. As a result, the focus has shifted from maximizing digital access to protecting student focus and well-being.

Schools carry a clear duty of care to provide an optimal learning environment, making phone restrictions a sensible measure. The mere presence of a smartphone drains working memory and invites constant distraction. Recognizing this, Slovakia recently implemented a national legislative framework limiting personal devices during school hours—banning them entirely in early primary grades and permitting them in upper grades only when explicitly required for lessons.

However, banning devices alone is only half the solution. Long-term digital well-being requires sustainable alternatives, such as using classroom "phone hotels" for planned educational activities, establishing tech-free social zones during breaks, and actively teaching digital hygiene. By combining clear structural boundaries with digital literacy, we help students develop healthy habits rather than just enforcing passive compliance.

# data[].attributes.body
I understand why Denmark and the Netherlands have introduced measures to reduce excessive screen use. Digital technologies can support learning, but constant access to devices may also increase distraction, reduce face-to-face interaction and affect students’ well-being.

However, I do not think that banning phones completely is always the best solution. Schools have an important responsibility to protect students’ well-being, but they should also help learners develop responsible digital habits. Clear rules, age-appropriate guidelines and planned screen-free periods could be more educational than a total ban.

I think phones and other devices should only be used when they have a clear learning purpose. Teachers can also promote digital well-being by balancing digital and non-digital activities, encouraging movement and face-to-face interaction, teaching students how to manage notifications and screen time, and discussing issues such as cyberbullying and online safety.

In my view, the goal should not simply be to reduce technology, but to teach students how to use it in a healthy, responsible and meaningful way.

# data[].attributes.headline
Balancing Digital Tools and Student Well-Being

# data[].attributes.subject
Balancing Digital Tools and Student Well-Being

# data[].attributes.body
After years of integrating technology in education, countries like Denmark and the Netherlands are limiting screen time because they noticed that excessive use lowers student concentration, weakens face-to-face social interactions, and leads to digital dependency. While school phone bans help establish clear boundaries, ensuring student well-being is not solely the school's responsibility, it requires close collaboration with parents at home. Therefore, instead of complete bans or surface-level rules, the best alternative is fostering digital literacy; we should teach students self-regulation, balance digital tools (such as Micro:bit or Padlet) with hands-on, screen-free activities, and guide them toward healthy digital habits.

# data[].attributes.body
Reflections on Digital Wellbeing and Smartphone Bans:

The shifts in policy seen in the Netherlands and Denmark reflect a natural evolution in digital education. Having pioneered EdTech integration early on, these countries are now experiencing first-hand the side effects of constant screen time: attention fragmentation, reduced social intimacy, and lower academic focus.

While banning smartphones creates an immediate environment for deep focus and face-to-face interaction, bans alone are not a complete solution.

Beyond strict bans, effective strategies include:

1. Digital Literacy & Self-Regulation: Teaching students how to manage notifications and screen time rather than solely relying on external restriction.

2. Purpose-Driven EdTech: Integrating technology only when it clearly adds pedagogical value, keeping passive screen exposure to a minimum.

3. Parent Partnerships: Aligning classroom policies with home guidelines to reinforce healthy habits consistently.

# data[].attributes.body
I don’t think it’s a reversal. It’s a matter of data. Denmark and the Netherlands went digital earlier, which means they’re the only countries with long enough time to see results. All the others are still in the phase where the technology is new and the enthusiasm is still high. Sweden came to a similar conclusion and reintroduced printed textbooks.

These are countries that put a device in the hands of every child so they could see exactly what the results were.

From September 2024, Greek students must have their phones in their bags throughout the school day, with a system of sanctions. What I find instructive is that there was a general ban in place since 2002, but teachers reported that it was unenforceable.

A ban is not a policy; it needs a working mechanism. The most important thing is to convince students to turn off their phones, not just threaten them with punishment.

I teach 6-12 year olds, so phones in the classroom are not my problem at all - which is why I think the framework is too narrow. Banning phones tells a child what not to do for six hours. It doesn't teach anything for the other eighteen.

We need to separate the phone from the technology. My students use tablets to build and create. That's not the same activity as scrolling. Forty minutes of designing something on Canva and forty minutes on TikTok are not comparable amounts. Let students write the rules. A rule that the kids have disagreed about is enforced by the kids.

Reach out to parents. A significant part of phone use in school is communication between parents and their kids during class. No rule directed at students touches on that. Kids who understand why an app is designed to keep them there behave differently than kids who are simply told to stop.

We’re talking almost exclusively about students’ digital well-being. Looking at the teacher checking email late into the night, the workload that has increased without any change in structure, teachers are clearly not doing any better than the kids.

# data[].attributes.body
I believe that Denmark and the Netherlands have taken important steps to address the impact of excessive screen time on students' well-being and learning. While digital technologies offer many educational benefits, they can also become a source of distraction, reduce face-to-face interaction, and affect students' concentration and social skills if they are not used appropriately.

I think schools have a responsibility to promote students' well-being, but I do not believe that banning phones is the only solution. In my opinion, schools should teach students how to use technology responsibly and develop healthy digital habits. Digital citizenship and self-regulation are essential skills that students will need throughout their lives.

Instead of a complete ban, I would support a balanced approach. For example, phones could be kept away during lessons unless they are needed for educational activities, while teachers establish clear rules for their appropriate use. Schools can also educate students and parents about digital well-being and encourage activities that promote collaboration, communication, and learning without screens.

Overall, I believe that technology should support education rather than replace human interaction. The key is to find the right balance between using digital tools effectively and protecting students' well-being.

# data[].attributes.body
Why pioneer countries are questioning screen time:

Denmark and the Netherlands were early adopters of educational technologies, which means they are also among the first to observe the long-term cognitive and socio-emotional effects of continuous screen exposure. Over-reliance on screens has highlighted challenges such as reduced attention spans, mental fatigue, and diminished face-to-face social interaction. Questioning screen time is not a rejection of technology, but a mature evolution toward more intentional, balanced, and healthy usage.

​2. School responsibility vs. total phone bans:

Schools certainly hold a significant responsibility to safeguard student well-being during school hours. Restricting or banning mobile phones during classes creates a focused environment free from constant digital notifications. However, a total ban is only a short-term shield; true digital well-being requires a shared responsibility between educators, parents, and students.

​3. Beyond bans: Sustainable alternative solutions:

​Co-created Class Agreements: Involving students in setting classroom technology rules fosters intrinsic motivation, self-regulation, and ownership over their digital habits.

​Active vs. Passive Screen Time: Emphasizing creative, collaborative technology use rather than passive consumption, alongside designated "screen-free" break times.

​Digital Citizenship & Parent Education: Integrating digital wellness into the curriculum and working closely with parents to ensure healthy screen habits at home align with school value

# data[].attributes.body
The measures in Denmark and the Netherlands show a growing concern about the impact of excessive screen use on students’ attention, social interaction, and mental well-being. I think it is interesting that countries that once strongly promoted digital learning are now becoming more cautious, which reflects a better understanding of both the benefits and risks of technology in education.

I believe it is partly the school’s responsibility to protect students’ well-being, but a complete ban on phones may not be the most balanced solution. Instead, schools could focus on clear rules for purposeful use, digital literacy education, and teaching students how to manage their screen time responsibly.

Other options could include phone-free lessons combined with designated digital learning activities, awareness programmes about digital well-being, and involving students in creating agreements for responsible use.

# data[].attributes.body
I believe that Denmark and the Netherlands have raised an important issue: technology can be a powerful educational tool, but excessive screen time may negatively affect students' well-being, attention, social interactions, and mental health.

I think schools have a responsibility to promote digital well-being, but I am not sure that a complete ban on phones is always the best solution. Instead, schools should help students develop responsible and balanced digital habits.

As a primary school teacher, I see the value of combining digital activities with hands-on learning, outdoor experiences, collaborative work, and face-to-face communication. Technology should support learning, not replace human interaction.

Rather than banning devices completely, I would support clear guidelines, digital citizenship education, and age-appropriate rules. Students need opportunities to learn when and how to use technology effectively and responsibly.

I believe that Denmark and the Netherlands are questioning screen time because they have extensive experience with educational technologies and can now evaluate both the benefits and the challenges. Their goal is not to reject technology but to find a healthier balance between digital and non-digital learning experiences.

# data[].attributes.body
digital well being is how you use it, for what purpose

# data[].attributes.headline
Digital Well-being in Schools: Balancing Educational Technology and Screen Time

# data[].attributes.subject
Digital Well-being in Schools: Balancing Educational Technology and Screen Time

# data[].attributes.body
The measures taken by countries such as Denmark and the Netherlands reflect a growing awareness of the impact of excessive screen time on students’ well-being, attention, and social development. Although these countries were early adopters of educational technologies, their current approach shows a more critical and balanced perspective, aiming to ensure that technology serves learning rather than dominates it.

I believe this shift has happened because of increased research evidence highlighting issues such as reduced attention spans, digital fatigue, sleep disruption, and the negative effects of constant connectivity. As a result, there is now a stronger focus on digital well-being rather than simply digital integration.

Regarding whether schools should ban phones, I believe this is a complex issue. Schools do have a responsibility to protect students’ well-being, and in some cases, restricting phone use during lessons can be beneficial to reduce distractions and improve focus. However, a complete ban may not be the most effective long-term solution, as it does not teach students how to manage technology responsibly.

Instead of strict bans, I think a more balanced approach is needed. This could include:

clear and consistent guidelines for appropriate phone use

digital citizenship education to develop self-regulation skills

structured use of devices for learning purposes under teacher guidance

designated phone-free times and spaces within the school day

Overall, the goal should not be to eliminate technology, but to help students develop healthy, responsible, and mindful digital habits that will support them both inside and outside the classroom.

# data[].attributes.body
Phones are banned in greek schools too, it is a very good measure, if we take in mind that adolescents overspend their free watching screens. Limitations of that sort are handful for keeping pupils engaged with the school's community and focus on the curicullum. They will anyway spend time on their devices at home, there's no need to do the same while in school.

# data[].attributes.body
I find the approaches taken by countries like Denmark and Netherlands very interesting, especially because they were pioneers in introducing digital technologies in education. It seems that their experience has helped them recognise not only the benefits, but also the negative effects of excessive screen use, such as distraction, reduced focus, and less face-to-face interaction.

In my opinion, it is understandable that schools want to protect students’ well-being. Mobile phones can be very distracting, and I have also seen in my own practice how they can affect concentration and classroom dynamics. In this sense, I believe schools do have a responsibility to create a balanced and focused learning environment.

However, I am not sure if a complete ban is always the best solution. Digital devices can also be valuable learning tools when used in a purposeful and structured way. Instead of banning them completely, I think it may be more effective to teach students how to use technology responsibly and to set clear rules for when and how devices can be used.

Other possible approaches could include:

Designating specific times or activities for device use

Encouraging more offline, interactive learning

Promoting digital well-being and awareness among students

I believe the key is balance. Technology should support learning, not replace human interaction. As teachers, our role is not only to limit technology, but also to guide students in using it in a healthy and meaningful way.

# data[].attributes.body
My thoughts on digital wellbeing

I think it's right to regulate, and especially define, the time students spend on devices. I also agree with banning cell phone use in schools because students are always trying to find the quickest route and don't always think for themselves. Sometimes they let artificial intelligence do their homework out of laziness. This limits their creativity and intelligence and prevents them from exercising. Technology is now part of our time, so we must learn to live with it and, above all, teach the new generations to use it with awareness and critical thinking.

# data[].attributes.body
I believe that digital wellbeing is a very important issue today, especially for young learners.

The examples of Denmark and the Netherlands show that even highly digitalised countries are starting to limit the use of devices to protect students’ health and attention.

I partly agree with these measures, as excessive use of phones can distract students and affect their learning and communication.

However, I think that a complete ban is not the only solution. It is important to teach students how to use digital technologies responsibly.

In my practice, I try to:

balance digital and traditional learning methods

limit screen time

use technology only for educational purposes

create a safe and supportive environment

# data[].attributes.body
In my opinion measures taken by two mentioned countries are beneficiary for any student. They need more empathy and being with other kids without using any gadgets. They should try to focus more on paper books. As for gamification I would use interactive board as a perfect tool that ensures students do not damage their sight as it is a problem when using small screens such as mobile phones.

# data[].attributes.body
Technology is moving fast and changing our lives rapidly. We have to aquire new skills and try to keep up. We can not deny and close our eyes to the usage of all this technology. We should find balance between technology and digital wellbeing and everything else around us.

# data[].attributes.body
I think it’s a sensible policy. Unfortunately, students are not very good at managing their time. With the use of artificial intelligence, there is also the issue of similar assignments and thoughtless submissions. These are important steps towards preventing mental laziness.

# data[].attributes.body
I agree with the version of banning phones in schools. It is also a safety issue for students who do not own or bring phones to school. An ICT class should be created for working with technology, where students can work on assignments given at school or search for various information within a given topic.

# data[].attributes.body
Denmark and the Netherlands were indeed early adopters, integrating tablets and digital IDs as early as 2011. However, they are now leading the restriction movement because they have the most long-term data on the "digital experiment." Nearby Sweden also shifted back to physical textbooks after realizing that "screens impair rather than enhance learning" for basic cognitive development. UNESCO reports that even a phone sitting on a desk can distract a student, taking up to 20 minutes to refocus after a notification. tudents keep their phones in lockable pouches. They aren't "confiscated," but they are inaccessible except for specific teacher-led research tasks. Some Dutch schools replaced phones during lunch with board games and "conversation cards" to help students relearn how to interact without a screen.

# data[].attributes.body
Denmark and the Netherlands are pivoting from early tech adoption to restriction because decades of "front-row" experience revealed that screens often erode deep concentration, literacy, and social-emotional health. By implementing national bans—such as the Netherlands' 2024 policy covering secondary and primary schools—they aim to reclaim the classroom as a focused, "analog" sanctuary. While schools have a clear responsibility to manage the attention economy and reduce cyberbullying, alternatives to total bans include using "phone hotels" for storage during lessons, designating tech-free zones for socializing, or integrating "technology comprehension" as a specific subject rather than a constant classroom presence.

# data[].attributes.body
Students should be introduced to more physical exercise classes, take care of emotions, as well as empathy and socializing.

# data[].attributes.body
I believe that the measures taken by Denmark and the Netherlands reflect a mature reassessment of technology in education. After being pioneers in integrating educational technologies, they now recognize their limits as well.

Schools do have a responsibility to safeguard students’ well-being, but a complete ban is not the only solution. Alternatively, clear rules for responsible use, the development of digital literacy, and meaningful collaboration with students could be implemented. In this way, learners can be taught how to manage technology effectively rather than simply avoid it.

# data[].attributes.body
Consider că măsurile adoptate de Danemarca și Olanda reprezintă un semnal important privind nevoia de echilibru între beneficiile tehnologiei și bunăstarea elevilor. Deși tehnologia are un rol esențial în educația modernă, timpul petrecut în fața ecranelor trebuie gestionat cu responsabilitate. Cred că școala are un rol clar în a stabili limite sănătoase, însă interzicerea totală a telefoanelor nu este întotdeauna soluția optimă. O abordare mai eficientă poate fi crearea unor reguli clare de utilizare, integrarea tehnologiei în mod intenționat și pedagogic, precum și dezvoltarea competențelor de autoreglementare digitală la elevi. În locul interdicțiilor rigide, școlile pot promova activități alternative, pot oferi exemple de bune practici și pot implica elevii în discuții despre utilizarea responsabilă a tehnologiei. În acest fel, sprijinim bunăstarea elevilor fără a renunța la avantajele educaționale ale instrumentelor digitale.

# data[].attributes.body
I share the view of Denmark and the Netherlands regarding mobile phones and smartwatches. At least in formal education, these devices tend to distract students. However, this does not mean that schools should avoid the digital world. On the contrary, by temporarily removing individual digital devices under teacher supervision, students can engage with digital life in a healthier and more mindful way.

# data[].attributes.body
There must be balanced innovation and physical wellness.

# data[].attributes.body
I agree with Denmark and the Netherlands regarding mobile phones and smartwatches. At least in formal education, these devices distract students. This doesn't mean schools should stay away from the digital environment. On the contrary, by removing individual digital devices under teacher supervision and control, students will be able to participate in digital life in a healthier and more conscious way.

# data[].attributes.body
I think that there should be a balance in the use of technology at school. We have to learn students how to use effectively mobile phones etc .

# data[].attributes.body
ıf children as long time spend on screen, they are angry of everything

# data[].attributes.body
I think children will become less dependent on screens if school is fun and engaging. If students enjoy going to school, they won't be using smart devices there anyway.

# data[].attributes.body
The shift in perspective, notably in nations like Denmark and the Netherlands, regarding mandatory screen time is quite significant. This scrutiny suggests a vital realization that the quantitative integration of technology does not automatically equate to qualitative improvement in education. Excessive digital exposure is clearly recognized as a hindrance to students’ ability to focus, their social development, and their overall mental health. Although schools are obligated to champion student well-being, imposing a total ban on phones is a flawed solution. This rigid approach fails to impart critical lessons in responsible digital citizenship and often introduces unnecessary friction into the learning environment."

# data[].attributes.body
Based on the experiences of Denmark and the Netherlands, I believe digital wellbeing in schools must balance innovation with responsibility. Both countries emphasize structured use of technology: Denmark integrates clear guidelines on screen time and digital citizenship, while the Netherlands promotes blended learning with strong attention to student autonomy and mental health.

As a teacher, I see that adopting these practices means not only providing access to digital tools, but also teaching students how to use them mindfully—encouraging breaks, fostering critical thinking, and ensuring inclusivity. Digital wellbeing is not just about limiting devices; it is about creating a safe, supportive environment where technology enhances learning without overwhelming students.

# data[].attributes.headline
Barış ÜNAL/Kaymakam Mehmet Tahir İmam Hatip Secondary Scholll    Akdağmadeni/YOZGAT/TÜRKİYE

# data[].attributes.subject
Barış ÜNAL/Kaymakam Mehmet Tahir İmam Hatip Secondary Scholll    Akdağmadeni/YOZGAT/TÜRKİYE

# data[].attributes.body
In today's technologically advanced world, I don't think banning phone use is the right approach. I believe people should be taught how to use phones correctly. Necessary steps should be taken to achieve digital balance.

# data[].attributes.body
Both countries were early adopters of educational technology because they saw its potential for innovation and personalized learning. However, decades later, research and experience have revealed some unintended consequences:

Cognitive and social impact: Excessive screen time can affect attention span, deep reading skills, and face-to-face social interaction.

Mental health concerns: Studies link high screen use to anxiety, sleep disruption, and reduced physical activity.

Learning quality: While tech can enhance learning, it doesn’t always outperform traditional methods for critical thinking and creativity.

So, their shift isn’t anti-technology—it’s about balance and evidence-based practice. They’re asking: How much tech is too much? and What is the right context for its use?

Should schools ban phones to ensure well-being?

This is controversial. On one hand:

Pros: Reduces distractions, improves focus, and encourages real-world social interaction.

Cons: Phones can be useful for learning, emergencies, and digital literacy. A blanket ban might feel authoritarian and ignore the need to teach responsible use.

Instead of banning, schools could teach digital self-regulation—helping students develop healthy habits rather than imposing strict control. Students in my school are not allowed to use mobile phone (for the past 8 or 9 years) but they use technology while in class, it means that we tend to lead them to use technology for educational purposes but restrict its use during breaks for instance.

Other options can also include:

1. Digital literacy programs: Teach students how to manage screen time and use tech mindfully.

2. Tech-free zones/times: Create spaces or periods for offline activities without banning devices entirely.

3. Parental collaboration: Align school policies with home practices for consistency.

4. Purpose-driven tech use: Only use screens when they add clear educational value.

5. Student involvement: Let learners help design policies—this increases buy-in and responsibility.

# data[].attributes.body
For a country to prosper in the digital realm, there must be limitations on digital tools. Currently, digital tools negatively impact effective communication.

# data[].attributes.body
I find it interesting that Denmark and the Netherlands, despite being early adopters of educational technologies, are now leading the discussion on limiting screen time. This shift shows that they are prioritising students’ well-being and recognising that digital tools must be used thoughtfully, not constantly.

I believe schools do have a role in supporting well-being, but banning phones is only one approach. Clear routines, digital literacy education, and balanced use of technology can be just as effective. Involving students in creating agreements about phone use may also encourage responsibility rather than relying solely on restrictions.

# data[].attributes.body
These countries initially promoted technology because they saw its benefits. Now, however, they are questioning screen time because they have observed the harmful effects of excessive and aimless use, such as distractions, sleep problems, and reduced social skills. This is the concept that “too much of a good thing is harmful.” They are learning from their experiences and updating their policies.

# data[].attributes.body
The path Denmark and Netherland is taking is varily different, but it can both be summed up in a short manner: It is a good point that these various technologies can distract students from their usual educational efficincies, although i do still believe that a fair amount of virtual learning is required.

# data[].attributes.body
Danimarka ve Hollanda’nın ekran süresini yeniden tartışmaya açması bence oldukça anlamlı, çünkü bu ülkeler dijitalleşmede öncü olmalarına rağmen öğrencilerin zihinsel sağlığını ve dikkat becerilerini korumayı merkeze alıyorlar. Bu durum, teknolojinin eğitimde güçlü bir araç olduğunu kabul ederken aynı zamanda dengeli kullanımın öneminin fark edilmesiyle açıklanabilir. Okulların telefonları tamamen yasaklaması kısa vadeli bir çözüm olabilir, ancak iyi bir dijital vatandaşlık eğitimi, bilinçli ekran kullanımı ve okulun belirlediği net kurallar çok daha sürdürülebilir bir yaklaşım sunar. Yasaklamak yerine rehberlik etmek ve öğrencilerin kendi dijital alışkanlıklarını yönetmeyi öğrenmelerini sağlamak, uzun vadede hem öğrenme motivasyonunu hem de genel iyi hâli daha çok destekler.

# data[].attributes.body
I think it’s interesting that Denmark and the Netherlands are now questioning screen time. It seems they’ve realized that more technology isn't always better, too much screen time can affect focus, social skills, and overall well-being. I believe schools should support student-wellbeing, but banning phones completely might not be the best solution. It doesn’t teach students how to manage technology responsibly and can create tension.

# data[].attributes.body
Wellbeing

# data[].attributes.body
I agree with whom who understand the importance of technology in real student modern life, but I think we have to promote a conscious use of it related to the importance of living in contact with environment and nature and spending time reading books critically

# data[].attributes.body
In kindergarten, the teacher uses phones for educational purposes (for recording, taking photos, using Qrcodes)

# data[].attributes.body
In Italy, from this year, phones are banned at school. I think that without their mobile phones students are more focused on their lesson and they socialise more during the break.

# data[].attributes.body
Reducing the time that children spend on smartphones is important, but we also need to educate them on how to use them correctly.

# data[].attributes.body
From 2024 Greece's government totally banned the use of mobile phones in school, mainly in order to prevent bulling and inappropriate use. I disagree with this, because a mobile phone can be a very useful tool. There should be some restrictions but when not every pupils has its own device in school, this may cause difficulties.

# data[].attributes.body
we use phones in etwinning and we have permition form parents. We use tablets also

# data[].attributes.body
Smartphone bans can positively influence social well-being and learning performance. A cell phone ban can reduce incidents of cyberbullying during school hours.

# data[].attributes.body
In Italy, from last year, it isn't possible to use phone at school, even for didactive activities under the supervision of the teacher. Before this measures I let the students use theire phone, with my supervision, only for some didactic works and when it was no possible to use the school's pc . I think that it could be better to make our students responsible rather than banning the use of phone!

# data[].attributes.body
I believe that we have to work a lot and not demonizing the phones... Instead of this... let's consider how we can do our lessons more attractive and show to students that there is anothe use of phones... more interesting way..

# data[].attributes.body
The measure taken by Denmark and the Netherlands seems balanced in the current context. Studies show that phones reduce attention and increase anxiety in students. However, a total ban may be a temporary solution, not an educational one. The school has some responsibility, but not all. Its role is to create an environment conducive to learning, not to compensate for the lack of self-control of students or parents. An alternative would be to educate students about the conscious use of technology. Clear intervals for using phones, activities that involve technology in a productive way, or spaces dedicated to online communication can be established. Thus, the school does not just restrict, but forms sustainable behaviors.

# data[].attributes.body
In Greece, we have a total ban on mobile devices which I agree with because the students spend their breaks talking to each other instead of looking at their mobiles. Also, we can stop illegal videoing and students don't try to secretly send messages etc during class. At my school, we collect students' mobiles (they go in a class box) & we give them back at the end of the day. I'm lucky enough to have an IT lab available for doing online activities with my students. I use it with all my classes almost every week. I satisfied with this arrangement.

# data[].attributes.body
I think we should foster awareness about the issue of digital wellbeing encouraging the use of Dig Comp 2.2 framework related to area 3 in particular.

# data[].attributes.body
While everything is getting digital it is not a great choice to "ban" I think.Yes ,there are many negative situations like cyberbullying, technology addiction,health issues but instead of banning there must be lessons, policies about the right and limited use of technology.Also there must be rules and sanctions of harmful use.there is always good and bad sides of everything but a balance can solve the issues and everything can be better.Especially Netherlands is surprising. Don't they allow harmfull drugs a bit now it came to technology??

# data[].attributes.body
I think it's possible to restrict it during training, but prohibiting it will have the opposite effect.

# data[].attributes.body
Schools do have a responsibility to protect students’ well-being, but a complete ban may not always be the best or only solution.
A total ban can reduce distractions and social comparison pressures, but it can also limit opportunities to teach digital citizenship, responsible phone use, and self-regulation.

Instead, schools should act as mentors, helping learners develop digital discipline—understanding when and how to use devices productively.

# data[].attributes.body
I think it's school responsibility to ensure well-being by banning phones during those classes where teachers are explaining things without using educational technologies. Then, if by the end of the class, teacher wants to know how much information students acquired, he can offer them a kahoot game for example, to know exactly how much they understood from the lesson. Thus, learning can be enhanced by using educational technologies for the right amount of time.

# data[].attributes.body
I believe the measures taken by Denmark and the Netherlands reflect a growing recognition that while digital tools are valuable, excessive screen time can negatively impact students’ focus, social interaction, and well-being. It’s interesting that both countries, once pioneers in educational technology, are now leading efforts to rethink its role—showing a shift from embracing technology to seeking balance. While schools do share responsibility for students’ digital well-being, I don’t think banning phones entirely is the best solution. Instead, promoting digital literacy, setting clear usage boundaries, and fostering responsible habits could help students learn to manage technology effectively both inside and outside the classroom.

# data[].attributes.body
I believe that the key in everything is balance.... not over-reacting in everything....

# data[].attributes.body
Denmark and the Netherlands, although were early adopters of educational technologies, are now questioning screen time in schools, reflecting a more nuanced understanding of technology’s impact on learning and well-being as there's growing evidence that excessive or unstructured screen use can contribute to distraction, decreased social interaction, and even mental health concerns among students.

In my opinion, a complete ban on phones may be too rigid as these are integral to both learning and everyday life, so it may be more productive to teach students responsible and balanced digital habits rather than simply restricting access.

# data[].attributes.body
Denmark and the Netherlands aren’t rejecting technology — they’re refining their use of it. After decades of digital innovation, they’ve realized that true educational progress isn’t about screen quantity, but screen quality — ensuring technology supports learning, rather than dominating it.When technology begins to disrupt relationships or limit hands-on exploration, educators there see that as a loss of educational quality.

Their current stance is about restoring balance: leveraging the benefits of digital tools while preserving authentic, embodied, and relational learning experiences.

# data[].attributes.body
I agree with banning cell phones during recess because, instead of socializing, students play games or chat instead of socializing. However, in some classroom contexts, cell phones can be more useful for learning and researching content, as well as for gamifying learning. Nowadays, parents can limit and manage their children's cell phone time, which is useful because it allows students to balance their play time and study time.

# data[].attributes.body
Denmark and the Netherlands initially promoted ed-tech to enhance learning but now question screen time due to research on its effects on attention and well-being. I don’t think banning phones should be the only solution. Instead, schools could use guidelines, phone-free times, and digital literacy lessons to help students develop healthy habits while still using devices meaningfully. Balance and responsible use are key.

# data[].attributes.body
I believe that we should teach children how to responsibly use technology and not bann. The balance is the secret andhow can they learn to balance if we don't give them the opportunity.

# data[].attributes.body
I believe that while limiting time on screen is useful, banning the use of devises at schools does more bad that good to the students, teachers and education community.

# data[].attributes.body
I strongly support the measures taken by Denmark and the Netherlands. Screens should only be used during computer lessons or for a short time in other subjects, like when showing a video, but not all the time.

Even though these countries were among the first to promote educational technologies decades ago, experience has shown that excessive screen time negatively affects students’ focus and learning outcomes.

This is why they are now pioneers in limiting it. I believe schools have a responsibility to ensure students’ well-being by teaching important skills such as social communication and concentration, which constant phone use and notifications can hinder.

In my view, phones should be completely banned during school hours, as this helps students stay focused and reduces distractions. The experience of Denmark and the Netherlands shows that banning or limiting screen use can be an effective way to protect students’ well-being.

# data[].attributes.body
I think it’s really interesting that Denmark and the Netherlands, two countries that used to be leaders in promoting educational technology, are now leading the conversation about limiting screen time. It shows that they’ve learned from experience — that while digital tools are useful, too much screen time can harm focus, relationships, and even mental health.

I think schools have a responsibility to support students’ well-being, but banning phones completely might not be the best or only answer. Instead of just taking devices away, schools could help students learn how to use them responsibly. That means teaching digital balance, online safety, and self-control.

Other options could include having tech-free times during the day, creating digital wellness lessons, or even letting students help make rules about phone use. This way, they feel more responsible and aware.

In the end, it’s not about rejecting technology but about finding the right balance — using it to learn and connect, without letting it take over our lives.

# data[].attributes.body
Denmark and the Netherlands show that while educational technologies can enhance learning, overuse may affect well-being, so questioning screen time is wise. I think schools have a role in promoting healthy use, but banning phones isn’t the only option. Alternatives include teaching digital balance, creating phone-free zones, and integrating purposeful, structured tech use to support learning while protecting students’ well-being.

# data[].attributes.body
Digital well being is about being in control of technology and setting boundaries .

# data[].attributes.body
Schools have the unquestionable responsibility, along with parents, to ensure the well-being of pupils by informing them of the dangers they are exposed to by the excessive use of phones or tablets rather than by banning them. We cannot go against the tide and by no means should we demonize technology.

# data[].attributes.body
This is a very important discussion for schools today.

I think it is interesting that Denmark and the Netherlands are changing their minds. They probably see that students are more distracted and maybe have less social contact because of too much screen time.

In my opinion, a complete ban on phones is not the best solution. Technology is a part of our world, and we need to teach students how to use it correctly. If we just ban phones, students will not learn the responsibility.

A better way is to create clear rules. For example, "phones are not allowed in the classroom, but you can use them during lunch break." Also, schools can use phones for learning activities sometimes. This shows students that a phone can be a tool for learning, not just for games.

So, I believe it is the school's responsibility, but not by banning. It is their responsibility to teach digital skills and find a good balance.

# data[].attributes.body
Countries like Denmark and the Netherlands have a long history of integrating educational technologies, which is why they initially promoted digital tools. Today, they recognize that excessive screen time can affect students’ well-being and social development, so they are setting limits on use.

I believe schools have some responsibility to protect students’ well-being, but simply “banning phones” is not always the best solution. Alternatively, schools can educate students on responsible device use, create designated tech-free times, and promote screen-free activities that encourage collaboration and creativit

# data[].attributes.body
I completely agree on banning phones at school, I think children do not need their phone constantly while they are at school.

# data[].attributes.body
I think an equal balance between traditional and digital teaching should be endorsed, as they both offer opportunities for our children's education.

# data[].attributes.body
Digital well being is about being in control of technology. It's about awareness, balace, boundaries and positive use

# data[].attributes.body
I think the measures taken by Denmark and the Netherlands show that even countries that were pioneers in using educational technologies are now reflecting on how excessive screen time affects students’ well-being. Limiting or banning phones can help reduce distractions, promote social interaction, and encourage focus, but I believe it’s not the only solution.

Schools can also focus on educating students about responsible device use, incorporating structured tech breaks, and designing engaging offline activities that complement digital learning. In PE classes, for example, we can use digital tools sparingly to enhance learning but prioritize movement, collaboration, and social interaction. I think it’s a shared responsibility—teachers, students, and parents all play a role in maintaining digital well-being.

# data[].attributes.body
Denmark and the Netherlands were once leaders in promoting technology in schools. Now they are questioning how much screen time is healthy for learners. I see this as a natural shift. At first, the focus was on using new tools. Today, the focus is on finding balance and protecting well-being.

Schools do have some responsibility here. Phones can distract and affect social life. But I don’t think banning them completely is the best answer. Students also need to learn how to use technology responsibly. If we only ban, we lose the chance to teach self-control and digital citizenship. I think setting clear rules can solve the problem.

# data[].attributes.body
It is the long hours which the youth spend on screens the fact that lead both countries take the measures referred above. I think that school has to take action to handle problems regarding phenomena which put at risk-both physically and sentimentally- the daily life of students (technology addiction, lack of socialisation). For the best results to be achieved both school and parents should cooperate with experts on the field so as the advice they receive to become part of their employed daily practices. Needless to say that both parents and school staff should be working side by side during the whole school year investing time and effort on well developed action plans.

# data[].attributes.headline
Ηλίας Τουτσογλίδης Greece

# data[].attributes.subject
Ηλίας Τουτσογλίδης Greece

# data[].attributes.body
Denmark and the Netherlands, which have been pioneers in the use of educational technologies, are now recognizing the negative consequences of excessive screen use for students. Despite technological advances, both countries are trying to limit excessive screen exposure to protect students’ mental and physical well-being. While banning phones may be one solution, other options include creating rules for their use and incorporating education in technology management. Schools have a responsibility to ensure students’ well-being, but they need to find a strong balance between technology and healthy living.

# data[].attributes.body
I think schools have a role in protecting student well-being, but banning phones completely may not always be the best way. Instead, schools can set clear rules for when and how phones are used. Teaching digital balance and media literacy can help students make better choices., but at the same time they should promote activities that do not depend on screens, like group work and outdoor learning. In the end, it is about using technology wisely, not rejecting it altogether.

# data[].attributes.body
I think the measures taken by Denmark and the Netherlands reflect a growing awareness of the potential negative impacts of excessive screen time on students’ well-being, social interaction, and learning. While both countries have been pioneers in using educational technologies, they now recognise that technology must be balanced and thoughtfully integrated into daily school life.

I believe it is partly the school’s responsibility to support students’ well-being, but a complete ban on phones may not be the only solution. Alternatives could include:

Scheduled phone-free periods to encourage face-to-face interaction,

Teaching digital literacy and self-regulation skills so students can manage their own screen time responsibly,

Using technology mindfully for specific learning activities rather than unrestricted access.

In my opinion, a combination of clear guidelines, student education, and strategic use of technology is more sustainable than a strict ban, while still protecting students’ well-being.

# data[].attributes.body
I believe that both approaches (digital and traditional) are needed but in moderation. They should be combined at the same time depending on what we want to teach every time.

# data[].attributes.body
I believe the measures taken by Denmark and the Netherlands reflect a shift in understanding about educational technology: while digital tools can enhance learning, they also need to be balanced with offline, face-to-face interaction and hands-on activities. These countries, having been early adopters of educational technologies, now have enough experience to evaluate their long-term effects on attention, social skills, and student well-being. Their current policies are not anti-technology, but rather an attempt to restore balance and address unintended consequences such as distraction, reduced focus, and over-reliance on screens.

I do think schools have a role in promoting digital well-being, but a total ban on phones might not be the most effective or flexible approach. Instead, schools could introduce “phone-free zones” or designated times for digital and non-digital activities. Guidelines on healthy screen use, combined with digital literacy education, can empower students to manage their own habits rather than relying solely on rules. In this way, students develop self-regulation skills that will serve them beyond the school environment. The aim should be to model and teach responsible digital use, rather than completely removing the tools from students’ hands.

# data[].attributes.body
It’s interesting to see that countries like Denmark and the Netherlands, once strong promoters of educational technology, are now taking the lead in questioning how much screen time is actually healthy for learners. I think this shift comes from a more mature stage of digital adoption,  now the focus is on balance rather than just access. Evidence about attention span, social interaction, and mental health is prompting policymakers to rethink digital integration. While banning phones can be effective in reducing distractions, I see it as just one tool. Schools could also: Educate students on digital self-regulation and why limits matter, integrate more offline collaborative activities into lessons, use “phone parking” strategies during specific parts of the day rather than total bans.In my view, schools do have a responsibility for students’ digital well-being, but it works best when paired with family involvement and a culture of conscious, purposeful tech use — not just rules.

# data[].attributes.body
I BELIEVE THAT IT IS BETTER NOT TO HAVE EXTREME SOLUTIONS BECAUSE THEY USUALLY PRODUCE RESULTS THAT ARE THE OPPOSITE OF WHAT IS EXPECTED. WE CANNOT AVOID TECHNOLOGY, BUT WE CAN CONTROL IT. IT IS GOOD FOR STUDENTS TO USE DIGITAL MEDIA AND TOOLS IN THEIR TEACHING, BUT THIS SHOULD BE DONE IN A MODERATE AND SAFE MANNER.

# data[].attributes.body
Denmark and the Netherlands were pioneers in using educational technology but now focus on students’ well-being due to excessive screen time. I believe schools should ensure well-being, but banning phones isn’t always the best solution. It’s better to teach responsible use, set limits, and encourage active, screen-free activities. This way, students learn a healthy approach to technology.

# data[].attributes.body
It improves well beings

# data[].attributes.body
There should be a balance in everything. We cannot ban the use of electronic devices in school, but we must teach our students to use technology to benefit their learning.

# data[].attributes.headline
Maria Garapa, EB23 Caniço, Madeira-Portugal

# data[].attributes.subject
Maria Garapa, EB23 Caniço, Madeira-Portugal

# data[].attributes.body
I believe both approaches recognise the importance of protecting students’ focus and well-being. However, combining thoughtful guidelines (like in Denmark) with structured rules (as in the Netherlands) may offer a more flexible and effective model for other countries to follow. I believe that schools do have a responsibility to ensure students' digital well-being, but a complete ban on mobile phones may not be the only solution. While banning devices can reduce distractions, it may also remove opportunities for responsible use and digital citizenship education.

# data[].attributes.body
It’s interesting to see that these two countries, once pioneers in introducing technology in schools, are now leading the movement to question screen time. This might be because they have more long-term data and experience on the effects—both positive and negative—of using technology in education. They may now be seeing unintended consequences: reduced concentration, social disconnection, and even mental health concerns.

# data[].attributes.body
I think governments should regulate students' use of digital technologies even within educational contexts. More efforts must be dedicated to foster more responsible use of digital technologies by students.

# data[].attributes.body
Denmark and the Netherlands have long used technology in schools, but are now concerned about students' excessive screen time. This is because they want to protect their health and well-being.

Schools have a duty to help students use technology appropriately, but banning phones entirely may be too much. It's better to teach students how to use them responsibly.

Instead of a ban, technology-free breaks can be implemented, activities can be created that use phones only when necessary, and students and families can be educated about responsible use.

# data[].attributes.body
Yes, schools have a significant responsibility for student well-being. A ban can be a practical step to reduce distraction and promote in-person interaction, especially during school hours.

I think there are other options than banning or writing guidelines for phone use,

They include:

Digital Literacy Education

Collaborative Policy Making

Creating "Phone-Free" Zones/Times

Engaging Lessons

Promoting Alternatives

# data[].attributes.body
The measures taken by Denmark and the Netherlands, as well as recent laws in Portugal banning mobile phones in primary and lower secondary schools, show a growing concern about the impact of screen time on students’ well-being and learning. It is controversial because while some see banning phones as necessary to reduce distractions and improve focus, others worry it limits students’ ability to learn responsible digital habits.

These countries were once pioneers in promoting educational technology, yet now they question how and when it should be used. I believe schools have a role not just in banning devices but in teaching students how to use technology wisely. Alternatives like digital literacy education, clear usage rules, and creating tech-free times could balance well-being and digital skills.

It’s a complex issue, and I’m interested to hear how others view the responsibility of schools in managing phone use.

# data[].attributes.body
I find the measures taken by Denmark and the Netherlands very interesting, as they reflect a necessary moment of reflection on the use of technology in schools. These two countries have long been considered pioneers in the integration of digital tools in education, but they are now taking into account the potential negative effects on students' well-being, especially excessive screen time, reduced concentration, and social disconnection.

I do not believe that a complete ban on phones is the only solution. While it may be helpful in certain contexts, such as during lessons or exams, a strict ban can also lead to frustration or attempts to bypass the rules. I think it is more important to educate students on how to use their devices in a responsible and mindful way. This is part of their digital citizenship development.

Another possible approach would be to define specific times or contexts where phone use is allowed, for example at the beginning or end of a lesson for a specific task, or to design learning activities that integrate phones as educational tools in a clear and structured manner. This helps students understand that their phone can be useful, but only when used consciously and with purpose.

Finally, I think it is essential to involve students in reflecting on their digital well-being. Through surveys, discussions, or workshops, they can become more aware of their digital habits and how these affect their focus, sleep, or relationships. This could help guide them toward a healthier balance.

# data[].attributes.body
I would be complete for banning phones in schools. Students barely talk to each other during the brakes as they are surfing the Net, gaming, during their free time in school. The regulations should be implemented on a national level.

# data[].attributes.body
Technology has already changed all aspects of our life...

In my school using smartphone and smartwatches is forbidden. And I think it's really great.

Students need to be able to concentrate and need to be given the opportunity to study well. Mobile phones are a disturbance, scientific research shows. We need to protect students against this.

The ban is the result of an agreement between the ministry, schools and related organisations.

Schools can find their own way to organise the ban...

"Students need to be able to concentrate and need to be given the opportunity to study well.

Mobile phones are a disturbance, scientific research shows!!!

# data[].attributes.body
Since digital technology has become an integral part of our daily lives, we must use it correctly and effectively in education. Keeping experts' research data in mind, we should allow students to use digital technology that enhances learning skills and promotes collaboration and creativity.

The child's parents should thoroughly learn the importance of awareness about the benefits and harms of technology.

# data[].attributes.body
I get why Denmark and the Netherlands are taking action, but I think it might be too strict since it limits students' access to useful resources and ways to communicate. It's crucial to manage screen time and reduce distractions, but banning devices completely could make it hard for students to get used to digital learning, which is really important nowadays. I think it would be better to find a middle ground by teaching students how to use devices responsibly while still using digital tools to make learning more engaging and help students work together with teachers.