School without mobile phones: a wish? Let's talk about it with F. Didier, O. Beaufrère and J. Cattan

This year’s school year has introduced a controversial policy: a complete ban on mobile phones across all educational levels, from kindergarten through high school. The measure, part of a broader push for “reasonable digital use” in schools, aims to reduce distractions and promote focused learning. However, skepticism among students and educators suggests the policy may face challenges in implementation. The decision was announced just weeks before the start of the academic year, with officials emphasizing its potential benefits. According to government statements, the initiative seeks to protect young minds from the negative effects of constant connectivity. Minister of National Education François Raffinot stated during a press conference that the move could help improve student well-being and academic performance. Yet, many students remain unconvinced, citing concerns over practicality and enforcement. At Lille’s Lycée Faidherbe, students have expressed doubts about the effectiveness of the new rule. One senior, Mathieu Dubois, told reporters that he expects many classmates to find ways around the ban. “It will be like in middle school,” he said. “Everyone will just use their phones in the toilets.” Others echoed similar sentiments, suggesting that while the intention behind the policy is noble, its execution may prove difficult. To discuss the implications of this shift, France 24’s program Parlons-en hosted three experts: Floriane Didier, head of the Paris branch of Lève les Yeux, a non-profit organization promoting media literacy; Olivier Beaufrère, a principal and national secretary of education and pedagogy for the SNPDEN-UNSA union; and Jean Cattan, co-director of the Institute for the Future of Technologies and former general secretary of the National Council for Digital Affairs. Didier emphasized the need for clear guidelines and support structures for teachers. “Without proper training and resources, even the best intentions can fall flat,” she said. She pointed to studies showing that unrestricted phone use in classrooms correlates with lower attention spans and higher rates of anxiety among students. Beaufrère, meanwhile, argued that the policy must be accompanied by stricter monitoring and consequences for violations. “We cannot expect students to self-regulate without clear rules,” he said. He suggested that schools should consider implementing supervised technology zones and using software to track device usage during class hours. Cattan took a more cautious stance, acknowledging the complexity of balancing technological access with educational goals. “Technology is here to stay, and we must teach students how to use it responsibly,” he said. He proposed a phased approach, starting with awareness campaigns before enforcing strict restrictions. Despite these discussions, the success of the policy remains uncertain. While some educators believe the ban could lead to improved focus and reduced stress, others warn that it may create a false sense of security. Without consistent oversight and meaningful engagement with students, the policy risks becoming another example of well-intentioned but poorly executed reform. As the school year progresses, the true impact of the mobile phone ban will become clearer. Whether it leads to lasting change or simply becomes another challenge for students to circumvent remains to be seen. For now, the debate continues, with educators, parents, and students all navigating the complexities of a digitally connected world.