The government has approved a ban on mobile phone use in schools for students up to the 6th grade, effective from the next academic year, which starts in September.
The use of internet-enabled devices such as smartphones is prohibited for students in the 1st and 2nd cycles of Basic Education, or up to 12 years old, regardless of the institution’s nature, including both public and private schools.
For the 3rd cycle, usage should be “limited.”
This decision by the government, led by Luís Montenegro, follows a study by the Center for Public Policy Planning and Evaluation based on recommendations issued by the Ministry of Education, Science, and Innovation in September 2024 concerning smartphone use on school premises.
Despite the study indicating that schools that opted for mobile phone bans last year reported reductions in bullying and indiscipline, the decision has not been met with universal approval.
Some parents have expressed dissatisfaction, arguing that the measure will create anxiety due to less immediate contact with their children.
On the other hand, some school directors have shared challenges in monitoring and enforcing the rules, especially in schools with mixed educational levels, advocating for a phased implementation and an awareness phase.
To better understand the government’s decision, Notícias ao Minuto spoke with Ivone Patrão, a psychologist specializing in Mental Health and Digital Well-Being, who recently published the book ‘What We Can Do to Rescue Our Children from Screens.’
According to the expert, the government’s decision “is very welcome” because “it raises a critical issue: screen use.”
“We were playing a game with technology without any rules or limits”
“The government’s action is crucial. We were playing a game with technology – without any rules or limits, as there was no regulation. Last school year, each school made its own decisions, and before that, there were no guidelines or recommendations. Hence, having a scientifically backed measure for everyone is very positive. There’s a technical-scientific justification for implementing age-based restrictions due to risks like cyber dependency and cybersecurity. Online risks are increasing,” Ivone Patrão highlights, emphasizing the need for certain skills and examples to avoid these dangers.
“This isn’t about control or preventing children from developing digital literacy. Quite the opposite, it’s about helping them develop optimal digital literacy and well-being, which are highly important. Holding a screen in hand, but with well-being and safety,” she notes.
“Screen use can’t occur without rules and limits”
As she writes in her book, Ivone Patrão asserts that “screen use can’t occur without rules and limits.”
“It’s like playing football. Without rules and limits, it’s no fun, and we can’t even play,” she compares, stressing that “if you’re in a classroom to interact with the teacher, you’re not supposed to be looking at technology. If we want children to socialize during breaks, they can’t spend every break on their phones, or they won’t socialize.”
For Ivone Patrão, introducing these measures in schools won’t be difficult. The most challenging cases may involve children who previously had mobile phone access and now lose it. However, this can be managed with good communication.
“It will be challenging if schools don’t engage with students and teachers. A strong partnership with parents enhances any measure applied in schools. There must be clear and well-founded communication. In my experience, when we provide arguments and explain why we’re regulating screen use, young people understand what’s at stake—it’s their development, mental health, and physical health. They understand. Just like there are rules for eating, crossing the street, and using a ball in school, they also understand there’s a time and place for screen use,” the professional assures.
Moreover, children “are already accustomed to differences as they grow, such as older children being able to read when they can’t yet, or being autonomous in going home alone.”
“This shouldn’t cause frustration. It’s about achieving autonomy, a process developed with age, maturity, and good emotional behavior regulation,” Ivone Patrão adds, emphasizing that “what’s very important for a child’s stability is coherence among those around them.”
Mobile phones ringing in classes with “messages from parents”
Regarding some parents’ “anxiety” about not knowing whether their children are safe, the psychologist points out that schools have educators’ contact numbers and that “parents are informed if something happens.”
Ivone notes that many teachers report “kids’ phones ringing with calls and messages from parents during class time.” “It’s nonsensical. We want them focused on their learning. A child in school hours shouldn’t be answering parents’ messages. We don’t want children and young people multitasking,” she observes.
Ivone doesn’t aim to blame but highlights, “At the pace we’re moving, we forget they’re in school hours and overlook these common-sense rules,” she argues.
Therefore, Ivone Patrão supports the restrictions on mobile phones in schools and hopes that “these measures serve as an example and raise awareness for everyone to pause and reflect.” “Effective management of screens requires learning to manage and, before that, learning to manage our emotions and behaviors,” the psychologist concludes.
