Two years ago, schools across the Netherlands implemented a ban on smartphones with the aim of reducing distractions, enhancing student concentration, and ultimately improving academic performance. This nationwide policy has led to mobile phones, smartwatches, and tablets being removed from classrooms, corridors, and canteens.
The Dutch government is now considering further measures, proposing restrictions on social media access for individuals under 16. It has also advocated for a European Union-wide minimum age of 15 for popular apps like Instagram, TikTok, and Snapchat.
At Amsterdam’s Cygnus Gymnasium, a visible sign at the school gates serves as a reminder to students arriving by bicycle: “Attention: from this point on, your phone must be in your locker. Thank you.” This directive, encapsulated in the Dutch slogan “Telefoon t’huis of in de kluis” (Phone at home or in the locker), is now observed nationwide.
Instead of enacting legislation, the government pursued a national agreement involving schools, parents, and teachers. This approach was intended to foster collective buy-in and expedite the implementation of the rules, avoiding lengthy legislative processes.
Within the school’s English classroom, adorned with artwork inspired by Shakespeare, students Hena and Fena shared their mixed sentiments regarding the ban. “Since the ban, we have to be careful the teachers don’t take our phones,” they explained. “I find it annoying, but it doesn’t feel like a violation of our rights. Perhaps we are more present now. During breaks, nobody is really engrossed in their phones.”
Their teacher, Ida Peters, also observed a discernible change. “As educators, we constantly strive to capture students’ attention. Achieving focus in class has always been a challenge, and with phones less present, it certainly helps.”
While UK classrooms also disallow smartphone use, the absence of national guidelines for their use outside of lessons leaves schools and teachers to devise their own strategies. The Netherlands’ nationwide accord, however, relieves teachers of this burden. Ms. Peters feels this Dutch model has been beneficial for staff.
“Classroom management involves less friction,” she stated. “Previously, there was significant phone checking in the hallways; now, it’s more relaxed, fostering a calmer atmosphere without excessive worry about other issues.”
Ms. Peters further noted that phones are prohibited during breaks and school parties. This prevents students from worrying about being photographed and subsequently appearing on platforms like Snapchat or Instagram. She believes that when students are more relaxed, their learning outcomes tend to improve.
Preliminary Data Supports Observed Improvements
Initial data appears to corroborate these observations. A government-commissioned study involving 317 secondary schools indicated that approximately three-quarters of them reported enhanced concentration following the phone ban. Nearly two-thirds observed an improvement in the social climate, and around one-third noted better academic performance. Additional surveys suggest a reduction in bullying when devices are removed from the school day.
Fifteen-year-olds Felix and Karel, dressed in typical loose-fitting hoodies and jeans, dedicate between two and five hours daily to social media. Karel charges his phone by his bed, checking messages immediately upon waking, while Felix waits until after breakfast. “When I first heard about the ban, I thought I might transfer schools, as this wasn’t what I signed up for,” one of them admitted. “However, I haven’t really experienced any negative effects. If this were implemented in the UK, I believe it would have a positive impact on students.”
Expanding the Debate to Social Media Restrictions
In the Netherlands, discussions have now shifted towards social media regulations. The Dutch government officially recommends that children under 15 avoid social media. The newly formed government coalition aims for a Europe-wide, enforceable minimum age of 15 for social media use, to be supported by age verification measures. They contend that if governments can regulate alcohol or gambling, similar action is warranted to address platforms designed for addictive engagement.
The three governing parties hold 66 out of 150 parliamentary seats, necessitating support from other parties. Any binding regulation on children’s access to social media would require negotiation at the EU level. Public opinion, however, seems to be tilting in favor of these stricter rules.
A UNICEF survey of over 1,000 Dutch children and teenagers revealed that 69% favored a social media ban for those under 18. This same survey found that 28% believed platforms should be entirely inaccessible to those under 12, with respondents arguing that younger children should engage in outdoor activities rather than using phones. They described social media as addictive, unsafe, and detrimental to mental health.
Newcom, a research agency, reported in its annual social media survey that 60% of 16-to-28-year-olds now support an age limit, an increase from 44% the previous year. This finding challenges the assumption that young people universally desire constant online access.
Former education minister Koen Becking cited “growing evidence” linking heavy social media use to adverse mental health and social interaction outcomes. He pointed to Dutch data indicating that children exhibit increased distraction and anxiety when they have access to digital devices.
Student Perspectives on Potential Social Media Bans
Back at Cygnus school, Karel expressed that a enforced social media ban would leave him “a little devastated.” He acknowledged, “I’m somewhat addicted, scrolling through TikTok as soon as I wake up or checking messages from friends.”
His classmate, Felix, however, was more pragmatic: “You would get used to it and find other things to do, so I don’t think I would really mind.”
Concurrently, the Dutch Research Council is investigating the unintended consequences of the smartphone ban. This includes examining whether a full day without a phone might heighten feelings of missing out and lead to more intense phone usage after school hours.
While pupils maintain they are not increasing their screen time before and after school, Felix confided that many students still discreetly use phones kept in their pockets, provided teachers are not present. He believes that keeping screens out of sight has made them more engaged. “People are talking more, going to shops instead of just sitting in the cafeteria on their phones,” he observed. “We socialize more; social connections have improved.”
For children in the Netherlands, smartphone scrolling is no longer an integral part of the school environment. The subsequent challenge for the nation, and potentially soon for the UK, is whether access to social media applications will also be relegated to the past.