New Zealand schools urged to move beyond phone bans to build digital wellness

New Zealand’s Phones Away for the Day policy has given schools a clearer framework for limiting mobile phone use, but restrictions alone cannot prepare students for the digital challenges they face beyond the classroom.

Introduced in state and state-integrated schools from Term 2, 2024, the policy aims to reduce distractions and help students concentrate on learning. Yet, while keeping phones out of classrooms can improve attention, it does little by itself to teach children how to manage screen time, recognise online threats or use technology responsibly.

With smartphones remaining part of everyday life and digital tools increasingly embedded in education, schools need a broader approach to digital wellness. Clear rules must be supported by practical instruction, consistent enforcement and collaboration with families to help students develop habits that protect their wellbeing both inside and outside school.

Phone bans have improved focus but gaps remain

New Zealand’s experience suggests that restrictions can make a difference, although their effectiveness depends on how consistently schools implement them.

A 2025 study by the Education Review Office (ERO) found that 94% of schools prohibited mobile phone use throughout the school day, while 79% of secondary teachers reported improvements in student attention after the restrictions were introduced.

However, only 53% of secondary students said they never used their phones in class, highlighting a gap between school policies and students’ reported behaviour.

Enforcement also proved more difficult between lessons, during breaks and in areas where staff supervision was limited. Some students continued using their phones in bathrooms and other less visible spaces.

The challenge extends beyond smartphones. Headphones, hands-free devices and other connected wearables can also undermine restrictions. According to the ERO study, half of secondary teachers said wearable devices made phone rules harder to enforce.

These findings point to a broader need for clear, practical expectations covering connected devices, backed by consistent responses that teachers can realistically apply.

Simply putting phones and laptops away cannot eliminate digital distractions. Schools must also help students understand why boundaries matter and how to manage their technology use independently.

Teach students to navigate the digital world safely

Digital wellness involves more than limiting screen time. It also means equipping young people to recognise online risks, respond to harmful content and make informed decisions when adult supervision is unavailable.

A 2025 poll by Save the Children New Zealand and Netsafe found that young people wanted education on identifying and responding to online threats, alongside stronger protective measures.

Schools can respond by making digital literacy and online safety a practical part of learning. Classroom discussions can help students recognise harmful online behaviour, understand when to step away from a device and know where to seek support when they encounter distressing or inappropriate content.

These lessons should focus not only on what students must avoid, but also on how they can make responsible choices for themselves.

Family involvement is equally important. The ERO study found that 54% of students who breached phone restrictions did so to stay in touch with family members.

That finding highlights a practical concern for students and parents who want to remain connected throughout the school day. Schools can address it by consulting families, explaining the purpose of the restrictions and establishing reliable channels for urgent communication.

Giving students and families an opportunity to raise concerns can also improve understanding and encourage greater acceptance of school rules. In New Zealand, engaging whānau (families and wider family networks) and listening to ākonga (students) can help make digital wellness a shared responsibility rather than a matter of enforcement alone.

Make healthier screen habits part of everyday learning

Schools can reinforce digital wellness through simple routines that fit naturally into the school day.

During extended laptop-based lessons, teachers can introduce regular screen breaks and encourage students to look away from their displays. One commonly recommended practice is the 20-20-20 rule: every 20 minutes, look at an object about 20 feet, or six metres, away for at least 20 seconds.

Screen use can reduce blinking and contribute to dry, uncomfortable eyes. Teachers can therefore encourage students to take breaks, maintain comfortable screen habits and report persistent eye discomfort.

Clear classroom instructions can also reduce unnecessary device use. Teachers should explain when laptops are needed for an activity and when screens must be put away. A consistent signal, such as a “screens down” instruction, can help students understand expectations without repeated reminders.

These routines are most effective when they are practical and consistent across classrooms. Teachers need approaches that support learning without adding unnecessary enforcement burdens or disrupting lessons.

Schools should also ensure that students do not feel compelled to check their devices to remain informed about family matters. A clearly communicated system for urgent messages, with families contacting the school office and staff relaying essential information, can provide reassurance while preserving classroom boundaries.

Build habits that last beyond the school gates

New Zealand’s phone restrictions offer schools a starting point for reducing distraction and protecting learning time. The next step is to ensure that students gain the skills to manage technology when those restrictions no longer apply.

That means combining clear boundaries with lessons in online safety, responsible screen use and personal wellbeing. It also requires consistent classroom practices, realistic expectations for teachers and meaningful engagement with families.

The ultimate goal is not simply to ensure that students keep their phones away during school hours. It is to help them recognise when technology supports their learning and when it begins to interfere with their concentration, health or relationships.

Digital wellness will have a lasting impact only when students learn to make thoughtful choices for themselves. By moving beyond restrictions alone, schools can prepare young people to navigate an increasingly connected world with greater confidence, responsibility and awareness.