To ban or not to ban – domestic and international experiences of restricting mobile phone ban use in schools
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Perspectives on the use of telecommunication devices in educational institutions vary internationally. France implemented restrictions in 2017, followed by China in 2018 and Canada in 2019, with several other countries - including Denmark, Sweden, and England - subsequently adopting similar measures. Evidence suggests that banning mobile phones in schools produces mixed outcomes regarding students’ academic achievement, mental well-being, and exposure to cyberbullying. In Hungary, such regulation took effect on 1 September 2024 under Government Decree No. 245/2024 (VIII. 8.), which designates telecommunication devices as prohibited or restricted items within schools. The primary rationale is that mobile phone use distracts students from learning and facilitates cyberbullying. The decree applies to mobile phones, tablets, laptops, and smartwatches, while allowing occasional use with explicit permission from a teacher or principal, provided the purpose and duration are clearly defined. This study presents findings from a quantitative survey conducted among secondary school teachers regarding the local implementation of these restrictions and their perceived impact on classroom activities and break-time interactions. Drawing on the responses of 1,198 teachers, the paper offers a summary of the first year’s experiences following the enforcement of the regulation.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it