In June 2018, the NSW Government initiated a review on smartphone use in schools due to concerns about diverse practices, guidance effectiveness, educator support, and student well-being. Dr. Michael Carr-Gregg led the review, with assistance from Associate Prof. Amanda Third and cyber-safety expert Susan McLean, aiming to inform policies for safe and responsible device use.

The review aimed to evaluate the impact of mobile devices, especially smartphones, in NSW schools, focusing on five key objectives:

Risk Assessment: The review aimed to determine how smartphones in NSW schools have influenced and potentially intensified risks to children and young people, including online bullying, image-based abuse, and exposure to other online harms.

Wellbeing and Education: It sought to gauge how smartphones have affected the overall well-being and educational experiences of young individuals in NSW schools.

Preparedness: Identifying strategies to equip children and young people with the skills to manage risks and use smartphones responsibly in school and other environments.

Supportive Practices: Identifying effective practices and approaches for schools and parents to assist children and young people in using smartphones responsibly, safely, and with informed judgment.

Restrictions: Contemplating the possibility of imposing restrictions or limitations on smartphone use for primary school children or within specific age brackets.

The research methodology involved extensive consultation with various stakeholders, including students, educators, parents/carers, and experts, using methods such as surveys, focus groups, interviews, expert consultations, written submissions, document reviews, and a formal literature review. Confidentiality was maintained, and data records were handled in accordance with NSW Government policy.

The review yielded several significant findings:

Early Mobile Device Use: Students are bringing smartphones to school at younger ages, posing new challenges in managing behaviour, reducing distractions, and addressing cyberbullying.

Distraction and Learning Impact: Mobile devices are often seen as classroom distractions, impacting teaching time and potentially harming cognitive abilities and educational outcomes.

Social Interaction: Mobile devices have mixed effects on social interaction, limiting face-to-face communication while serving as sources of recreation and peer connection.

Excessive Use and Self-Regulation: Both teachers and parents share concerns about excessive device use, with adults often setting poor examples of device use.

Online Risks and Mental Health: Excessive online time, especially on social media, is linked to mental health issues such as anxiety, depression, and loneliness among students.

Children's Concerns: Children themselves identify excessive online time as a top issue, emphasizing the need to address these concerns.

In summary, the review highlights the challenges associated with early smartphone use in schools, the importance of managing distractions, addressing the impact on learning, concerns about excessive device use and its effect on mental health, and the necessity of addressing children's concerns about online behaviour.

Read the full report here: Review into the non-educational use of mobile devices in NSW schools – report

More helpful resources for parents, students and teachers can be found here: Mobile devices in schools (digitalcitizenship.nsw.edu.au)