Speakers
Description
Recently, smartphone bans in schools have become topical across the world, as parents, teachers and politicians expressed concerns that smartphones cause harm to children and adolescents. A big motivator for implementing smartphone bans in schools has been protecting children and adolescents against cyberbullying, as this online harm can cause negative impacts to their mental health and wellbeing. However international research has not conclusively shown that smartphone bans protect children and adolescents from cyberbullying. In this symposium, we will first present recent findings from Ireland on adolescents’ experiences of smartphone bans in their schools. We will specifically address how adolescents do not feel bans have prevented or reduced cyberbullying amongst their cohort, and how they feel their voices on bans have not been consulted. Following this, we will then present teachers’ experiences of how they believe smartphone bans have had a positive effect in their schools and prevented cyberbullying whilst students are in schools. Once we have presented these differing experiences, we will then discuss how digital media literacy skills are a better preventative approach than smartphone bans. The research will discuss how essential it is to teach children and adolescents these skills to prevent bullying behaviour. Finally, we will discuss how important it is to comply with seminal state parties’ obligation to mitigate risks and challenges adolescents face online whilst also fulfilling children’s rights to access the digital world. The discussant will address the presentations delivered and initiate a discussion with speakers and attendees.
Keywords
Smartphone bans; children’s rights; teachers; cyberbullying
Additional field for symposia
Presentation 1:
Title: Exploring the Impact of Smartphone Bans in Schools on Cyberbullying Behaviours among Adolescents in Ireland
Background: Technology nowadays plays an increasingly prevalent role in daily life, particularly among young people. With mobile phones being the primary device for 10-18-year-olds to access the internet, it has prompted concerns amongst adults that cyberbullying has become an increasing issue amongst adolescents that must be addressed. This concern has led to decisions by governments and schools to implement smartphone bans in schools. However, international research does not support this position, as findings do not show that smartphone bans prevent cyberbullying amongst adolescents. Further, there is no research in Ireland examining adolescents’ perspective on whether they feel a smartphone ban has prevented, or even reduced, incidences of cyberbullying amongst their cohort.
Methods: The current study utilized focus groups with adolescents (aged 10-18) in Ireland to explore their perspective of smartphone bans in schools prevent or reduce incidences of cyberbullying amongst their peers. The data presented comes from a wider qualitative study on smartphone bans in schools in Ireland.
Findings: The results found that adolescents do not believe that smartphone bans effectively prevent or reduce cyberbullying amongst their peers. In fact, adolescents believe that cyberbullying does not occur frequently amongst their group and highlighted that cyberbullying is more likely to occur outside of school.
Conclusion: The study addresses a critical gap in the literature by investigating the effectiveness of smartphone bans preventing or reducing cyberbullying behaviours amongst adolescents in Ireland. The findings have implications for adolescents, researchers, schools and governments in relation to national policies on smartphone bans in schools.
Presentation 2:
Title: Irish Teachers Perspective on Smartphone Bans and Cyberbullying Behaviours in Schools
Background: Recently, primary schools across Ireland have implemented smartphone bans in an effort to tackle cyberbullying, which would ultimately protect adolescents from this online harm. Over the last few months, adults have consistently referenced that smartphone bans protect adolescents from these harms and state that research supports this position. This concern has led to the Irish government considering a national policy on a smartphone ban in schools and for some schools to implement a ban for students. However, current research does not demonstrate that smartphone bans prevent cyberbullying amongst adolescents, hence the aim of the current study.
Methods: The current study utilized one-to-one interviews with teachers in Ireland to explore their reasoning for implementing the smartphone bans in schools to prevent or reduce incidences of cyberbullying and whether this ban has been effective in this regard. The data presented comes from a wider qualitative study on smartphone bans in schools in Ireland.
Findings: The results found that teachers implemented smartphones in a bid to protect students from cyberbullying and related online harms. However, teachers were not able to demonstrate how the ban has prevented or reduced cyberbullying amongst adolescents in schools, rather it is an opinion they hold.
Conclusion: The study addresses a critical gap in the literature by investigating the effectiveness of smartphone bans preventing or reducing cyberbullying behaviours amongst adolescents in Ireland. The findings have implications for digital literacy initiatives and future policies on smartphone bans.
Presentation 3:
Title: Rethinking School Phone Bans: Empowering Students with Media Literacy to Address School Bullying
Background: Smartphones are integrated into children's and adolescent’s lives, leading to debates about how they affect student engagement and well-being. In response to these concerns, some countries have introduced policies limiting or banning smartphone use for school students. Grounded in Participatory Media Literacy, this research explores the need for media literacy training versus restrictive mobile smartphone ban at school on students’ digital behaviours and bullying prevention.
Methods: This study is a part of qualitative research on smartphone bans at schools in Ireland. Data was gathered through focus groups with pupils and analysed through reflexive thematic analysis. The focus groups centered on students' experiences regarding smartphone ban policies at their schools.
Findings: This study demonstrates that shifting from restriction-based policies to focusing on digital literacy and responsible media use can empower students to engage positively in online environments and develop anti-bullying behaviour. Additionally, it is crucial to revise policies to include children's voices and input on issues that impact their school experience.
Conclusion: This study contributes to the literature on children’s media literacy and the ongoing debate on mobile phone usage in Irish schools. The finding demonstrated that empowering students with multi-dimensional media literacy skills can be a more effective solution to prevent school bullying. It encourages policymakers and educators to rethink rules about banning phones in schools. Instead, they can adopt educational approaches that prepare students for the challenges of the digital world to increase pupils' resiliency.
Presentation 4:
Title: Children's Rights in Tech: Mitigating the risk-factors of Cyberbullying Vs Protecting Children’s Rights
Background: A plethora of research is asking the burning question at what point should children have access to smartphones and social media. A European Commission report discovered that 13% of 13-to-14-year-olds reported instances of cyberbullying. Often, children's voices become lost as their rights and autonomy within digital environments becomes overcast by adults. The UNCRC and UN General Assembly Resolution 193 (2023) explains how seminal state parties should provide measures to ensure full compliance with their obligations to mitigate risks and challenges whilst fulfilling children’s rights within the digital environment. International research implies the online environment for a child is an extension of a child's physical environment. Supportively, Broad Literature suggests that moderating children’s risks in online environments should be informed by children as an active participating voice navigating cyberbullying issues, digital autonomy and rights. This study will look at the current literature surrounding children’s rights within technology whilst acknowledging seminal parties’ roles protecting children online.
Methods: This study will employ a scoping review to assess the challenges of balancing children’s rights within technology whilst also mitigating risk-factors associated with cyberbullying by addressing key stakeholders’ roles in online child protection.
Findings: This explorative study will demonstrate the current lay of the land regarding children’s rights within technology and mitigating the risk-factors associated with cyberbullying.
Conclusion: This study aims to conclude a clear and coherent informed study regarding the current state of the rights and autonomy of children within technology, seminal parties’ roles in protecting children whilst reducing risks involved with cyberbullying.
| Please indicate what type of scientific contribution it is | Qualitative method study |
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| Please also indicate what kind of contribution it is: | Scientific |
