School Mobile Ban Shows Mixed Outcomes

Hungary’s nationwide ban on mobile phones in schools, introduced in 2024, has produced measurable changes after one year
Discipline improved, personal communication strengthened, and some institutions reported academic benefits
Survey results, however, reveal nuanced differences across student groups, teachers, and school types

Survey Scope and Methodology

A large-scale study conducted in autumn 2025 examined the effects of the mobile ban. The research involved 4,890 students and 188 teachers, making it one of the most extensive investigations into school mobile use in Hungary. Responses came from a diverse range of institutions, including grammar schools, technical schools, vocational schools, and primary schools. This broad sample allowed researchers to explore generational and methodological differences in detail.

Student participation varied by institution type, enabling a closer look at contrasts between groups. Grammar school students accounted for 30.1%, technical school students 31.3%, vocational students 22.5%, and primary school pupils 16.1%. Teacher responses reflected a similarly wide spectrum, covering all major school categories. As a result, the impact of the ban could be assessed from multiple perspectives.

Emotional Reactions Over Time

Initial reactions to the ban were often negative, with students expressing anxiety, frustration, and uncertainty. Many feared losing access to family in emergencies, though a majority remained neutral. As the school year progressed, nearly half of students gradually accepted the rules. Personal communication increased as more pupils reported spending breaks talking with peers instead of using devices.

By the end of the year, eight out of ten students had either accepted the situation or identified positive aspects. Resistance diminished, and in several schools, community interactions regained strength. Some concerns persisted, particularly regarding quick accessibility in urgent situations. Both students and teachers acknowledged noticeable shifts in communication habits.

Academic and Behavioral Effects

Improved academic performance was most evident in technical and vocational schools. Students in these institutions reported positive changes at roughly twice the rate of grammar school peers. Overall, 23.5% of students experienced better results, while only 5.8% noted declines. Concentration improved more broadly, with over one-third of respondents finding it easier to focus during lessons.

Teachers confirmed these observations, citing calmer classrooms and fewer disruptions. The clearer rules reduced conflicts between staff and students, contributing to a more orderly environment. Enhanced discipline was particularly visible in schools where phone use had previously been frequent. Experts caution, however, that sustaining motivation remains a key educational challenge.

Student Needs and Teacher Perspectives

Students reported missing practical functions more than entertainment or social media. Quick access to timetables, transport schedules, and study platforms ranked among the most valued features. Safety concerns also surfaced, with many worried about contacting family in emergencies. Music listening was another common request, as pupils wished to use headphones during breaks.

Teachers largely supported the ban, with 79.3% considering it justified. Many observed more active personal communication in communal spaces, restoring atmospheres reminiscent of pre-digital times. Generational differences emerged, as older teachers favored stricter enforcement, while younger colleagues showed interest in integrating mobiles into learning. Three-quarters of teachers expressed willingness to involve students in shaping future rules.