To Ban or Not to Ban: Can We Better Empower Literacy Skills by Removing Mobiles?

There’s a hot debate under way in staff rooms throughout the UK this Autumn.

What DO we do about mobiles?

In recent weeks, Ormiston Academy Trust has stated its intention to implement a mobile phone ban, and, in the wake of that, many more have begun saying they too are considering such a strategy.

It’s little wonder this is a topic which has long had educators, parents, and policymakers exchanging views and fears.

While most of us recognise the merits of technology as a tool in modern learning, the concern about the scope to cause distraction or harm, is just as real.

At Lexonik, we are firmly aligned with the idea that tech is crucial to schooling (ask us about the delivery of our programmes, for starters), we are also live to the significant impact of mobile phone use on literacy and vocabulary development in young people.

Limiting phone use and encouraging real, meaningful conversations between students and educators is crucial to building stronger literacy skills — something we believe should be at the forefront of educational priorities.

Our team work closely with schools to improve literacy and vocabulary skills. It is in our delivery with these schools that we see firsthand how critical the abilities of face to face communication, listening and real-time vocabulary development are to student success.

Yet, evidence from Oxford University Press shows student vocabulary development is slowing – creating far reaching consequences.

The increase in screen time surely has to be a factor in this.

Young people spend more time on devices, use slang and emojis to greater extent, and have far fewer real-life conversations with breadth of vocabulary.

While we don’t sit in judgment of schools or parents choosing to ban or reduce phone use (not one bit – we are largely an organisation of parents too!) we do know from years of experience that literacy is not just about reading books or passing exams.

It’s about the ability to communicate effectively, think critically, and express ideas with confidence. And this begins with conversation.

Limiting screen use and encouraging a culture of enhanced communication in-person, and perhaps of debate and discussion, must surely lead to a far improved potential for literacy achievement in school.

Each and every member of our Lexonik team recognises how challenging it must be for schools to reach decisions about mobile bans or device reduction, but we also reiterate our desire to support all those who are making an absolute priority of aiding the way in youngsters develop and improve their communication skills.

We would love to hear from schools who are in the midst of this debate, and from clients of our own interventions, and other such measures in literacy enhancement, to know whether minimising mobile phone use in school has made a difference to date.

In fact, as a side note, if you have implemented a particular measure to enhance your literacy culture and this involves mobile phone reduction, you might want to give some thought to entering yourselves in the Lexonik Literacy Awards!