Mobile phones: guidance for Scotland's schools - updated 2026

Guidance on restricting mobile phones

9. Schools and education authorities are encouraged to implement policies to restrict mobile phones, up to and including restricting access to mobile phones for personal use in schools across the school day. Policies should be supported by an ethos of citizenship that leads to respectful and responsible use of technology, including to support learning whilst encouraging schools to adopt a robust but measured response to the inappropriate use of mobile phones to minimise distraction, disruption and emotional harm. This will encourage schools to positively embrace technology to enhance learning now and in the future, whilst helping them protect staff, children and young people from the disruptive and harmful consequences of misuse or overuse.

10. Education authorities’ and schools’ mobile phone policies should be informed by the consideration of the full range of relevant rights under the UNCRC, including respect for the views of the child, in light of their local circumstances, with acting in the best interests of the child as a key consideration.

11. Policies must also be informed by the need to protect both pupils and staff from the risks of inappropriate use of mobile phones, including protection from misuse and abuse. Policies must therefore be consistent with relevant legislation (for example, health and safety legislation for staff and pupils) and existing IT codes of conduct.

12. Policies should be regularly reviewed to ensure the commitment of new staff, pupils, parents and carers to the policy and to take account of experience of implementation and new developments in technology.

13. Features of a mobile phone policy would fall within three broad categories:

• digital etiquette (standards of conduct when using mobile phones)
• digital rights and responsibilities (what individuals can and cannot do), and
• safe and secure use of mobile technology (precautions that can be taken to ensure digital safety).

14. Mobile phone policies should be clear and specific: PISA 2022 suggested that when a school’s written statements or rules were too generally designed, imprecise or lenient, they were unlikely to support effective teaching and learning with mobile technology.

15. The policy should be developed in collaboration with the whole school community and clearly and regularly communicated to pupils, parents, carers, school staff and the wider school community.

16. Education authorities and schools are encouraged to restrict the personal use of mobile phones. It is expected that school mobile phone policies should contain clear guidelines on the following:

• The scope of any restrictions or limitations on personal mobile phone use within the school, the school grounds within the school day, at social school events and on school outings. For example, it may be agreed that mobile phones should be switched off and out of sight during class times, or while on campus for example, within a school bag. Alternatively, a school may wish for pupils to hand mobile phones over to a member of staff during class time or may wish to restrict use of mobile phones during the school day altogether.
• The prohibition of mobile phones during exams, unless used as part of an approved assessment arrangement in line with guidance from Qualifications Scotland.
• Procedures for restriction, safe storage and return of mobile phones. Current practice includes: the storage of phones by pupils within their own school bags during the school day; phones being dropped off at a particular point or classroom, stored and returned from that location at the end of the school day.
• Clear expectations of what standards of behaviour are expected from all members of the school community, including pupils, parents and carers, including how transitions between periods of use of phones and restrictions will be managed.
• Proportionate and consistent consequences for mobile phone misuse should be applied in line with each school’s relationships and behaviour and anti‑bullying policies. These should reflect national guidance on Fostering a positive, inclusive and safe school environment, reinforcing expectations and supporting positive relationships, wellbeing and safe learning environments.
• Clear protocols on reporting of misuse within the school, and the support available in school for staff and for pupils who are the subject of harassment using mobile phones. Consideration of situations where mobile phones may be used by pupils with particular needs, as set out in exemptions considerations below, including procedures for requesting exemptions.
• Arrangements in place for emergency contact with pupils and families. Where schools are seeking to maximise pupils’ focus on learning, it may be appropriate to state or restate emergency contact arrangements with family members via school staff, rather than directly from pupils. Some limited exceptions to this may be necessary as set out below.
• An expectation that the policy will be applied consistently across the school, with staff explaining to pupils why certain behaviours are unacceptable, and their potential impact.
• Clearly stated responsibility/liability for personal mobile phones in terms of loss, theft or breakage.
• Clear guidelines on privacy policies, and rules prohibiting the uploading of images or recordings obtained by use of mobile phones to social networking or other websites without the express permission of data subjects. For example, instructions that camera and filming functions must not be used without the prior consent of data subjects (pupils or staff etc.) and special permission of school management. Decisions on restriction or limitation of access to mobile phones should be informed by local circumstances and priorities.
• How the school will support safe and secure use of technology through the curriculum in order to develop responsible, global citizens, respect children’s rights, and promote an anti‑bullying culture. This can be taught through Curriculum for Excellence, especially Health and Wellbeing and Digital Literacy.