Presented at the II CIRPIE – International Colloquium on Integrated Practices in Education, the research examines the psychological and educational effects of a recent recommendation from Portugal’s Ministry of Education, Science and Innovation (MECI) to restrict mobile phone use in primary and lower secondary schools.
Led by Ivone Patrão, Giovanna Pires Giannetti, Maria João Gouveia (ISPA), and Telma Anacleto (São Gonçalo School Group), the study focused on the relationship between teenagers’ well-being, smartphone dependence, self-control, and empathy in the context of a “no-phone” policy.
Researchers also explored students’, parents’, and teachers’ perceptions of how the measure impacts everyday school life.
Teens with higher smartphone dependence displayed lower self-control and reduced well-being, though they maintained moderate levels of empathy.
Adolescents with stronger self-control and empathy reported higher well-being, traits linked to prosocial behaviour and greater emotional balance.
The study also included a qualitative component involving 448 members of the school community (parents, teachers, and students), highlighting perceived advantages and challenges of the restriction:
Perceived advantages
Increased socialisation among students (47%)
Greater engagement in outdoor activities (30%)
Reduced screen exposure (23%)
Perceived disadvantages
Rise in aggressive behaviour (41%)
Communication difficulties between students (38%)
Limited opportunities to use phones for research or schoolwork (21%)
“These findings emphasise the importance of training socio-emotional skills such as empathy and self-control. Such competencies help adolescents manage conflicts and build healthier peer relationships.”
explains Ivone Patrão.
While some difficulties emerged, the fact that socialisation was highlighted as a key benefit suggests that students are open and motivated to engage in face-to-face interactions, a valuable educational opportunity to strengthen relational skills.
74.6% of participants (including students, parents, and teachers) support maintaining the smartphone restriction for the new academic year.
Among those opposed, some parents cited the need to maintain contact with their children during school hours as the main concern.
Patrão adds:
“External regulatory measures like this must be accompanied by continuous assessment to ensure they foster students’ well-being and encourage a healthy relationship with technology.”
The study also points to the need for a broader discussion on how and when to integrate digital tools into classrooms for pedagogical purposes.
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