For any pastoral leader, it has become routine to start the day with multiple emails from concerned parents, often accompanied by screenshots of distressing Snapchat messages, toxic WhatsApp group chats targeting a single student, threatening voice notes, and reports of inappropriate photos and videos being shared. By the time students arrive at school, the pastoral team is already immersed in damage control, addressing the fallout from online interactions that took place long after the final bell the previous day. A Guardian article published on the 14 March 2025 highlighted that 73% of secondary school teachers reported incidents of students experiencing bullying on social media and with 71% of teachers aware of students below the age of 13 using social media platforms, despite age restrictions.

As a Head of Year 9 and an experienced Pastoral Leader, I have witnessed mobile phone misuse escalate into a significant and troubling aspect of my role. Despite implementing safeguarding strategies, police-led assemblies on the legalities of online behaviour, and structured education on the mental health impact of digital harassment, the harsh reality remains: once students leave school at 15:10 their digital lives are beyond our reach.

What must remain within our control, however, is the ability to ensure that school remains a safe and structured environment, free from the relentless pressures of social media and mobile phone-induced conflict. As educators, we are acutely aware of Maslow’s Hierarchy of Needs—students require safety and belonging as a foundation before they can build confidence and reach their full potential. Right now, mobile phones are disrupting every level of this development.

The number of students who refuse to attend school due to issues stemming from social media is deeply concerning. Some have even fallen out of education entirely, becoming NEET (Not in Education, Employment, or Training), due not to academic struggles but to an overwhelming fear of the online world infiltrating their daily lives. This is no longer a minor concern—it is a crisis. Teachers are not safe either. The same Guardian article reported that 46% of teachers observed students recording teachers or peers without consent.

A Call to Action

As a progressive educator who embraces technology in learning, I never imagined I would be advocating for a complete restriction on mobile phones in schools. The potential for these devices to enhance education is undeniable. However, we have lost control. And from a utilitarian standpoint, the harm now far outweighs any potential benefits.

Until a viable long-term solution emerges, schools must act decisively. Different academies have trialed various approaches with varying levels of success:

• Personal phone lockers for every student
• Centralised phone collection each morning, often managed by reception staff
• Outright bans, with disciplinary measures for non-compliance

Each method presents challenges, and resistance (both from students and some parents). Yet, the need for urgent action is undeniable.

A Practical Solution: Lockabox

One measure that has significantly alleviated these challenges in my Academy trust is Lockabox.

By introducing a Lockabox One™ in each pastoral base, we have streamlined the process of phone hand-ins. Students who have violated mobile phone policies know their device is secure—they can see it locked away in a transparent box, sealed in an envelope. Only the Head of Year and Deputy Head of Year have access, and the process is clear, structured, and non-negotiable.

For students on long-term phone restrictions, the Lockabox Mini™ has proven to be an even more effective tool. Each student retains some autonomy—they have a personal Lockabox with a secure combination, stored on record but also known to them. This sense of ownership has significantly reduced resistance and conflict, shifting the focus towards cooperation and responsibility rather than discipline.

The Next Steps: Sharing What Works

This is a battle we must win—not just in isolated schools, but across the education sector. Students need a reset. Pastoral teams need to focus on proactive support, not reactive crisis management.

The conversation must now turn to collaboration. What strategies have worked elsewhere? Where have schools seen success? What obstacles still remain?

This is not an individual school’s fight—it is a sector-wide challenge that demands collective action, shared learning, and decisive leadership.

Now is the time to act, adapt, and share what works.