In a recent poll, a significant number of parents express a desire for a ban on cell phones in educational institutions.
In the educational landscape of Germany, the issue of mobile phone usage in schools has become a topic of debate. While there is no outright call for a complete ban on mobile phones, the German Teachers' Association (DVL) advocates for a considered approach, promoting a guided use of these devices.
Stefan Dülle, the president of DVL, acknowledges the high potential for distraction that smartphones pose, even for adults. He emphasises the need for a critical and reflective use of mobile phones, rather than an outright ban.
However, the Association supports a ban on private mobile phone use during lessons. This stance is echoed by Thomas Brosch, head of digital sales at Postbank, who expresses concern over the impact of smartphones on children's learning success due to a lack of concentration.
A study on smartphone use among German youth suggests that there are generational differences in the support for mobile phone bans in schools. While explicit survey data on German parents' support by generation is not provided, this inference aligns with known trends that younger and older generations typically differ in perspectives on digital device policies and their impacts in educational settings.
The "Leisure Monitor 2025" study reveals that many Germans, including parents, spend a significant amount of time on their smartphones and the internet. Respondents complained that analog leisure activities are not given enough time, hinting at a potential conflict between traditional and digital leisure activities.
Recent developments in mobile phone policies in schools include the state parliament of Saarland banning the use of private smartphones and smartwatches in the first four grades of primary and special schools. Similarly, North Rhine-Westphalia schools are expected to establish age-appropriate rules for mobile phone use by autumn. Schools in Mecklenburg-Vorpommern, on the other hand, are to regulate mobile phone use themselves.
A survey conducted by Postbank this year, involving 3,050 residents, found that around 80% of the parents surveyed support a ban on mobile phones in schools. However, 32% of parents support a ban but think there should be exceptions for certain situations.
The DVL also advocates for the guided use of digital media in schools to help children and young people develop appropriate and responsible digital skills. Instructionally irrelevant objects, including mobile phones, can already be confiscated until the end of the school day, according to the association.
In conclusion, while the issue of mobile phone usage in German schools is complex, it is clear that there are generational differences in the support for mobile phone bans. As digital technology continues to evolve, it is crucial for policies to be flexible and adaptable to the changing landscape of technology and its impact on education.
Stefan Dülle, the president of DVL, suggests a critical and reflective use of technology in education-and-self-development, incorporating guidance on the use of mobile phones as digital media. Meanwhile, the majority of parents surveyed by Postbank support a ban on mobile phones during lessons (80%), with some exceptions proposed by 32% of the parents.
