A new study conducted in Norway on limiting the use of mobile phones in schools has revealed very important and noteworthy conclusions for the education system. According to the press service of the country's government, this report was prepared by a special research department at the Norwegian University of Science and Technology, which thoroughly analyzed how the "mobilfrie écolare" - that is, the model of schools without mobile phones - is working in practice.
According to the research results, a number of positive, significant, and practical changes have been observed in educational institutions where restrictions on mobile devices have been introduced. First of all, minor disagreements, arguments, and conflicts between students during lessons have significantly decreased. This contributed to the formation of a more calm, peaceful, and focused atmosphere in the classroom.
Experts note that as the influence of phones decreases, students' relationships with each other become more natural and sincere. That is, the social environment in the school community has improved, and the closeness, solidarity, and mutual understanding between students have strengthened. This helped transform the school not just into a place where classes are held, but into a social space where children feel free and safe.
The changes observed during breaks deserve special attention. Children, who were used to staring at the screen, now communicate more actively. They spent more time talking to each other, playing together, participating in active games, and building real relationships with their peers. Simply put, where phones retreated, childhood itself became even more evident.
Researchers note that after the use of smartphones was restricted, students became less distracted by digital devices. As a result, they are more involved not only in lessons, but also in offline life activities. This change served to increase children's social activity, mobility, and collective participation.
The report also emphasizes another important aspect - the reduction of "digital pressure." Today, many children live under invisible but serious pressure, such as constantly being online, promptly responding to incoming messages, and following news on social networks. The Norwegian experience showed that a decrease in such commitment in the school environment had a positive impact on the mental state of students. They began to feel much freer, less pressured, and calmer.
Interestingly, these restrictions are implemented not in the same way in all schools, but in different formats. In some educational institutions, phones are stored in special cabinets throughout the day. In other schools, the use of phones in classrooms is strictly prohibited. In some places, a partial restriction is applied, allowing the use of the phone only at designated times or specific hours. So, the issue is not about completely eliminating the phone, but about creating a healthy and orderly norm for the educational process.
Norway's Minister of Education, Kari Nessa Nordtun, also emphasized that the research findings confirm what teachers and parents actually said. According to him, a relatively free environment from mobile phones will make schools safer, more peaceful, and more accessible for learning. This will serve as an important basis for the formation of the country's educational policy in the future.
Thus, Norway demonstrates the introduction of restrictions on mobile phones in schools not just as an administrative measure, but as a scientifically based, systematic, and clearly effective approach. Most importantly, this experience can serve as an example, experience, and practical guide not only for Norway itself but also for other countries considering similar decisions.
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