“I think it would be better to take away cell phones from all students up to the 9th grade,” says Anna, the mother of an 8th grader at a school in Tallinn. “Spending too much time looking at a screen has a negative impact on a child's behavior. We've had multiple discussions about media literacy, and we also use parental controls on their phones.”
Svetlana Chernyshuk, a school psychologist at Tallinn Linnamäe Russian-language Lyceum, also supports the idea. In her opinion, if a state-level law prohibiting the use of smart devices during lessons is passed, it will grant teachers greater authority. “Currently, we don't have the right to ban students from using smartphones because it’s not formally regulated. If it is legalized, it will be possible. There are special boxes: you come, put your phone away, and later take it back. We already do it during tests in the school. In every classroom, there is a box where students place their phones before class.”
Smartphones as a major part of children's lives
A psychologist mentioned that during last year’s pedagogical council, the topic of banning phones was discussed: “We have already considered all the options, including the idea of students handing over their phones to the class teacher at the start of a school day.” At their school, movement during breaks is organized. Without this, students often remain stationary during breaks, staring at their phones – a common issue in today’s world.
Natalia Sakharova, a class teacher for grades 5 through 9, emphasizes that she not only supports the idea but insists on a mandatory ban on smartphone use in basic school. Sakharova explains: “Since the pandemic, smartphone games and social media have become a major part of most children's lives. Pupils can’t imagine their lives without them. They’ve lost the ability to communicate with each other, and that's a problem. Kids resent parents and teachers who restrict them from playing games and using social media. While there are different games, children usually don’t choose educational ones. Instead, they play shooters, which further harm their morals. (…) Cyberbullying is becoming normalized, with no accountability. Overall, this trend is eroding children's mental abilities, morality, social skills, and their capacity to read, learn, think logically, and take responsibility for their actions.”
According to Natalia Sakharova, the solution to the problem lies in teachers, books, and offline games. She states: “To do this, we need to reduce teachers’ workloads, increase compensation for classroom management, and require teachers to spend time with children during breaks – reading books together and discussing them, watching educational programs and children’s movies, and having meaningful discussions.”
“Teenagers’ media literacy is nonexistent,” the teacher observes. ”Phones are used only for playing games and watching silly videos. Talking to them about the dangers they face online is futile—they don’t believe it.
They only start to think about it when a tragedy occurs, and even then, only briefly.”
However, the responsibility for fostering a digital culture rests not only with schools but also with the families. Parents should teach their children communication skills, expose them to the world, and introduce them to art and theater. Natalia compares online time to a healthy diet: just as many parents limit the amount of sweets they give their children, they can also limit screen time and block access to certain websites and games.
From the students' point of view
The students themselves oppose the proposal to limit their access to smartphones.
“If the phones are collected at the beginning of the day, a child might miss important phone calls. Also, some teachers use smartphones during lessons to make them more engaging,” says eighth-grader Jelisaveta. As an alternative, she suggests collecting phones only during lessons or breaks. Jelizaveta also observes that some of her peers use phones not just because they find them more interesting but because they fear feeling left out.
“I can't call my peers ‘smartphone addicts’ because I don't spend much time on my phone very often and neither do my classmates,” says eighth-grader Bogdan. To Bogdan, the minister’s proposal makes no sense: “Students who want to use their phones will find ways to avoid giving them up. For example, they might hand in old or non-working phones instead.” He believes that schoolchildren should be motivated through alternative activities, such as incorporating something more interesting and engaging into the school program.
While many students see cell phones as an integral part of their daily lives and learning experiences, parents tend to view the issue from a different perspective. For many, safety and discipline take priority.
Parents are ready to restrict
Ksenia, the mother of a fifth grader, shares her perspective: “My son is often distracted by online games, but it hasn’t caused any problems for him at school. However, I've visited the school a few times during breaks and seen kids sitting on the floor near classrooms, playing on their phones or watching videos. This should not be allowed in school. My son is addicted to his phone, and he recognizes it himself.”
Ksenia also highlights the importance of monitoring her child’s media literacy: “My son’s phone is synchronized with mine, so I know what he watches and downloads. There are no issues in that regard. I consider my son to be media literate - he knows what is appropriate to watch, what isn’t, and why.”
Julia, mother of a first-grader says: “I am against gadgets in general! I oppose them because many children are addicted to smartphones. If they are given phones during breaks, they will stop communicating with each other altogether. However, for elementary school students, phones are necessary because some kids live outside of town and are picked up by their parents after school. I need to stay connected to my child”, says Julia. In our class, it was unanimously decided that children would hand over their phones during lessons, and at the end of the school day, the teacher would give them back. So far, there have been no problems.”
She also discusses the internet and games with her son and daughter: “They have all their gadgets under parental control. For now, it will definitely stay that way for a few more years. That said, I consider my children to be media literate. At one point, I noticed their addiction to the phone, but we managed to address the issue in a kind way and understood each other without conflict.”
The issue of restricting gadget use in school is being discussed all across the Baltics. In Latvia, for example, the topic of smartphone use in schools has also caught the attention of the authorities. The Seim Commission on Education, Culture, and Science recently supported amendments to the Education law, which prohibit pupils in grades 1 to 6 from using smartphones in schools, except when it is necessary for the educational process. The amendments will come into effect on February 1, 2025, and schools will have to develop specific rules on the use of gadgets by the end of May 2025. This example shows that the Baltic States are increasingly recognizing the need to regulate the use of technology in the educational environment. From the everyday practice of pupils, parents, and teachers in Estonia, it is clear that new developments in this area are necessary.
Author: Anna-Marija Ouertani, NPO Tuleviku Meedia
Photo: Anna-Marija Ouertani, NPO Tuleviku Meedia
This article was created in partnership with our partner Baltic Center for Media Excellence
