At Bett UK 2026, the Arena hosted a powerful discussion on one of the most pressing challenges facing modern education: the role of smartphones in schools. The session, “Phone bans vs phone-free schools: What’s the difference?”, brought together former schools minister Sir Nick Gibb, Yondr founder Graham Dugoni, and head teacher Emma Mills, with moderation from Tes international editor Dan Worth.

The panel quickly established a crucial distinction: banning phones is not the same as creating a truly phone-free environment.

Sir Nick Gibb explained that traditional bans, where students are simply expected to keep phones out of sight in their bags, often fail in practice. These policies place enormous pressure on young people to resist the pull of their devices throughout the day and inevitably create tension and conflict between students and teachers.

Emma Mills shared how this played out in her own school. Under their previous “out of sight” policy, students were rarely fully present in lessons. Instead, many spent their time thinking about their phones, slipping away to corridors or toilets to check notifications.

Determined to change this culture, Mills led a transformation at Birchwood Community High School, turning it into a fully phone-free environment. Each morning, students secure their phones in lockable Yondr pouches at the school gate. The pouch stays with them throughout the day and is only unlocked ten minutes before the final bell.

The impact has been dramatic.

Since introducing the system, the school has recorded an 81% reduction in phone-related safeguarding incidents and a 94% drop in behaviour issues. Academic outcomes have also improved significantly. The school’s English and Maths “basics” measure rose by 17% in just one year, while disadvantaged pupils saw a 17.1-point increase in their Attainment 8 scores.

Although the initial rollout cost £17,500, Mills described it as the best decision she has made as a head teacher. In practice, the policy has saved time and money because it dramatically reduces the staff hours previously spent managing phone-related behaviour and safeguarding concerns.

Perhaps most striking has been the students’ response.

A few weeks after the policy launched, a group of Year 10 girls approached Mills to thank her. They explained that a “massive pressure had been lifted”. Without constant group chats and notifications, they finally felt able to focus on school and friendships in a healthier way.

For Yondr founder Graham Dugoni, this outcome reflects a deeper purpose behind phone-free policies. After 12 years working with schools, he argues that removing phones during the school day is not about punishment. It is about giving children their time and attention back.

Without the constant impulse to check their devices, students gain an uninterrupted eight-hour window to build healthier neural habits, practise real-world communication, and develop social skills such as eye contact and conversation. These abilities are increasingly vital for the workplace.

Many schools adopting phone-free policies are already seeing cultural shifts as a result, including renewed interest in lunchtime sports, clubs, and face-to-face interaction.

But the conversation also touched on the wider societal implications of smartphone use among young people. Referencing research from social psychologist Jonathan Haidt on rising levels of teenage anxiety and suicide, Sir Nick Gibb shared a stark comparison from another head teacher, who described smartphones as “like asbestos”. It was a technology once seen as incredibly useful before society understood its harmful long-term effects.

For Gibb, this is why government support may ultimately be necessary. Stronger legislation, he argued, could help head teachers implement consistent phone-free policies while protecting them from parental pushback and ensuring equality across schools. 

As the session concluded, an audience poll suggested that momentum is already building, with many educators either operating phone-free schools or actively considering the shift.

Emma Mills left the audience with a simple but powerful reflection on the philosophy behind the movement:

“Children just need to be children for as long as possible. They deserve to be immersed in their education and in their childhood.”

The debate around phones in schools is far from over, but sessions like this show how educators are beginning to rethink the role technology plays in students’ daily lives. As the conversation continues across the sector, Bett will keep bringing together the voices shaping the future of education. Stay tuned for more insights and highlights from Bett UK 2026.