Children’s Wellbeing and Schools Bill

Baroness Morris of Yardley Excerpts

Monday 23rd June 2025 Lords Chamber

Limiting the use of smartphones in our schools would support our teachers and our school leaders. It would improve pupil safety and make a significant difference to our children’s safety and life chances. I hope that this is a policy area on which we might achieve some consensus in this House. The arguments are strong. They would speak for themselves, but they are eloquently supported by noble Lords. I support these amendments.

[Baroness Morris of Yardley (Lab)]

My Lords, this is the first time I have spoken in Committee, so I declare my interest as chair of and adviser to the Birmingham Education Partnership.

It is 25 years ago, when the Minister and I were in the Department for Education, that we were discussing the rollout of technology in early years. It just was not part of school life; it was not an implement that was used. The thing we were most worried about then, which underpinned every speech I made, was that it should be an innovation that became available to all and was not limited by social class, the family you are born into or how much money you had in your pocket. I never thought that, a quarter of a century later, the debate would be about the damage that that area of technology development has brought to schools, but we must remember that that does not take away from the vision, the hope and the aspiration we saw in this technology a quarter of a century ago.

However, we are clearly not in a place where we want to be. I cannot say anything to counter the evidence that the noble Lord, Lord Nash—indeed, everybody who has spoken—gave about the impact of social media on young minds. It is just terrible. As an adult, I feel responsibility that it has happened and that we moved too slowly to do anything about it. If some of us come to the conclusion that we do not want to ban smartphones in schools, it should not be a political dividing line; we are actually all on the same side. We have at least got to that point, but there is a genuine debate to be had about how we take it forward to protect our children so that they have the advantages that technology can bring while saving them from the risks and the bad things that it can do.

I think that there is a difference between smartphones and social media that has not been clear in this debate, and I am not sure about the definition of smartphones at the end of the proposed new clause. It says that a smartphone is something

“whose main purpose is not the support of learning or study”;

I do not know what that means. A smartphone enables learning and study and good things in life, and it allows social media to reach people that it should not be reaching. The definition is quite difficult to follow.

My main problem is that the smartphone is a bit like the atom bomb; you cannot uninvent it. It is entrenched in our society. There are things that as adults we cannot now do unless we have a smartphone, and every single week, month and year, government and everybody else push us as adults to use smartphones. That is what AI is about. All the advantages that are going to come through AI are connected to smartphones, so whether we like it or not, we have gone too far down the road. For adults, smartphones are here to stay. I do not see how abolishing them in schools allows teachers and educationists in wider civic society to train and help young people come to terms with the adult world in which they are going to live. If smartphones are banned in schools, if they cannot be used, how can we expect young people to be competent and confident adult users of smartphones and to cope with social media? It would be like saying, “We’re not going to teach you to swim, but by the time you get to an adult, we’re going to let you live by the side of a lake”. It is just nonsense. We have got to help children to come to terms with smartphones, and that is why I thought that the speech made by my noble friend Lord Knight was powerful.

I describe myself as being on a bit of a journey. I am a bit of a floating voter on smartphones in schools, but when I am honest with myself, I know that the reason that I nearly come down on the side of banning them in schools is that I am panicking that we are not doing anything else. I almost reach out for anything—at least we could ban them in schools; at least we could protect children between 9 am and 4 pm; at least we could protect them between five and 18. To be honest, that is not enough. If there is this problem, and we all seem to have signed up to the idea that it is a problem, it needs more from us as policymakers than to, yet again, say it is the responsibility of schools. Reducing teenage pregnancy was the responsibility of schools. Healthy eating was the responsibility of schools. Being better citizens was the responsibility of schools. Every time we have a problem that goes through society and we are not quite sure how to deal with it, we put it on the curriculum—it is the responsibility of schools.

I do not say that schools have not got a responsibility—they hold the major responsibility because they are going to be teaching media literacy—but they are not the only ones who have it. If we are serious, adults, parents, government and civic society need to get together with schools and educators to try to solve this problem. It is not sensible to say that all we can do in this Bill is go for schools. That would make a bad policy. When it does not work, we cannot say, “Yes, that’s all we could do in that Bill”. That would be poor policymaking. I hesitate to say that government has got to look at it in the round and do something more than it has, because that is just time, and we have known about this problem for 10 years at least and we have not moved fast enough. I end up probably coming down on the side of my noble friend Lord Knight and saying that there are things that need to be done in schools that mean we ought to keep smartphones in schools.

I have some specific questions on that. The proposed new clause in Amendment 458 would ban smartphones, except in two or three circumstances. My noble friend Lord Knight then puts down an amendment, which is great, excepting another circumstance. We know what is going to happen: people will be putting forward amendments as to why, in a particular case, smartphones should not be banned in schools, and eventually it will all be a muddle and we will have to start again. In truth, you cannot ban smartphones in schools. There will always be reasons why you will need to use them, so you end up coming down on the side of saying that we have got to use them well and we have got to support young people.

My last point is, how do you enforce it? It is in the law. If the governing body—that is the noble Lord, Lord Nash, to tell the truth—permits smartphones in schools, who enforces it? Do you get the police in? Do you get parents to report it? Do you get kids to report that they have been allowed to have a smartphone in school? At the moment, it is heads who choose, along with their governing body and staff and the wider school community, not to have smartphones in schools. They own that. It is their law. They have gone through the preparation, talked it through and arrived at a decision, and that makes sense. I may just not be seeing the rationale, but I worry that enforcement, when it is in primary legislation, will be not a great thing for schools. I am coming down on the side of not banning them, but my great worry is that it is just another couple of months passed where the real dangers that were outlined by the noble Lord, Lord Nash, and others have not been addressed in this House or elsewhere.

[Lord Bethell (Con)]

My Lords, it is a great privilege to speak after the noble Baroness, Lady Morris. I think she spoke for many of us on the challenge of edtech: how our hopes that this would be a transformational technology have now changed emphatically, and how we now find ourselves in a place we really did not intend to be.

I would like to say a word about Amendment 183CA, from my noble friend Lady Penn, the noble Lord, Lord Russell, and the noble Baronesses, Lady Kidron and Lady Cass. My noble friend Lady Shephard put it well: our children do need respite, and a school is a wonderful place to be spared that kind of respite. The noble Lord, Lord Knight, spoke well about the harsh impact on education.

However, it is Amendment 177 that I primarily want to address. For that reason, I see Amendment 183CA as a stepping stone to getting rid of mobile phones from the lives of under-16s altogether at some stage; that is what I will address my comments to. I do this as a former Health Minister and I declare my interest as a trustee of the Royal Society for Public Health.

The neurobiological evidence of the harms of social media on children is not ambiguous any more. It is irrefutable, as it is, for instance, for tobacco. We can see the causes and the correlations. One three-year longitudinal study published two years ago found that adolescents who habitually checked social media showed “distinct neurodevelopmental trajectories” in brain regions governing social reward and punishment, such as the amygdala, the ventral striatum, and the dorsolateral prefrontal cortex. In other words, social media exploits the dopamine pathways involved in addiction, creating cycles that exploit the neurochemical pathways that determine their actions.

I personally struggle with addiction. I find it extremely tough. Our children’s plastic brains are just not in a shape to be able to survive that struggle. This challenge is not a teenage rebellion or some kind of moral panic. It is a systematic neurological manipulation by megacompanies that know exactly what they are doing.

Social media is a major driver of the mental health crisis that this country faces, and the consequences are contributing to the overwhelming of our NHS. In 2024-25, NHS mental health services supported 800,012 under-18s, an increase of nearly 300,000 since the NHS long-term plan first started. I will not go into the figures in detail, but I assure the Chamber that this is not a question of “snowflakery” or wokery; it is a genuine public health emergency, and the problem is not going away.

I say this with some delicacy. I am one of the few Peers in this House who has children of this age. Mine are 18, 15, 13 and 10. In answer to my noble friend Lady Shephard, they are all at different schools, which is a logistical problem for me. None of the schools is winning this battle. In fact, I would say to the noble Baroness, Lady Morris, that, each year, I have seen this problem get worse. You can feel the algorithms getting more effective and having more of a grip on your children’s lives.

Each year, children spend more hours on the phone. The communal social pressure each year is more intense. Mental health, and self-harming among friends in schools, gets worse. There is more and more disgusting pornographic filth available to young children. Statistically, there are more predators, activated by the addictive escalator of increasingly violent porn, seeking meet-ups with my children. There are more frustrated parents each year watching their children’s attention and well-being deteriorate. The kids simply are not mature enough to handle these toxic tools and this content—and this is even before AI gets to work on their brains with superpowered social algorithms that screw with their heads. It is going to get worse and worse.

--- Later in debate ---

[Baroness Barran (Con)]

My Lords, we have had the privilege this afternoon of listening to some very powerful and well-informed speeches, and I thank all noble Lords who have contributed to this debate. I shall speak to Amendment 458 in my name and those of the noble Lord, Lord Hampton, and the noble Baroness, Lady Kidron, and to Amendment 177, which I was very pleased to co-sign with my noble friend Lord Nash. I note the widespread support evidenced by the popularity of my noble friend Lady Penn’s Amendments 183CA and 183CB, which prevented me from adding my name to those as well, which is testament to the cross-party recognition of this important issue.

Noble Lords across the House have witnessed first-hand the dedication of teachers, parents and school leaders, who work tirelessly to create environments where our children can thrive. Today, I speak to an issue that threatens to undermine their best efforts. Amendment 458 would require schools to implement comprehensive smartphone bans during the school day, with carefully considered practical flexibilities for children who need smartphones to access their medical devices—for example, for diabetes—for boarding or residential schools and for sixth forms. This is not about a blanket prohibition without thought; it is about creating the conditions that are necessary for our children to succeed academically, socially and emotionally.

I note Amendment 458A, in the name of the noble Lord, Lord Knight of Weymouth, and would be delighted to talk to him after this debate in a bit more detail, but I also note the remarks made by my noble friend Lady Spielman about the benefits of using a school-owned device in these cases, and actually did not hear any examples that could not be done on a desktop or a tablet.

There is genuine urgency to address the profound impacts of smartphones on the health and well-being of our children. I am afraid I do not agree with the noble Lord, Lord Storey, that the evidence is mixed. I think one needs to look very carefully, and I thank my noble friend Lady Jenkin for this advice when I sent her an article suggesting that the evidence was mixed. She pointed out who had funded the researchers who were writing the article. We have to be scrupulously careful about both the scale of the sample size in some of these studies and who is funding them.

As the noble Lord, Lord Hampton, said on behalf of the noble Baroness, Lady Cass, it is crucial to take both the personal and professional experience into account when designing policy. The desire for change, including, perhaps most importantly, as we have heard this afternoon, from children themselves, is very clear. We have to reset the social norms around smartphone use among young people before we lose another generation to screens.

The Government have argued that existing guidance on phone use in schools is sufficient, pointing to the fact that every school has a policy. But speaking as someone who was part of the previous Government that created many drafts of that guidance—as the Minister can imagine—perhaps we are uniquely positioned to acknowledge that, while it may have been the right place to start, it has proven insufficient. Good intentions without enforcement mechanisms do not protect our children from the sophisticated algorithms designed to capture their attention. As the noble Lord, Lord Russell, said, we need to move with speed and clarity. Some have questioned—

[Baroness Morris of Yardley (Lab)]

That point has been raised by a number of Members, so perhaps I might ask the Minister, because I am genuinely unclear what the thinking is. I know it is not that no harm happens to children using smartphones outside of school. You do not know who is in the bedroom with them; you do not know who they are talking to. I think that is our starting point. I am not clear from those who are supporting this amendment whether they are saying at least they will have those hours a day when they will not be subject to smartphones or social media. I do not know whether that is sufficient, or whether there are further plans in those Members’ minds as to how to cope with the rest of the week. My view is that that is where most of the damage happens: outside school, not inside school.

[Baroness Barran (Con)]

The noble Baroness is right that a smartphone amendment on its own is not sufficient. As the Minister said a couple of times on previous days in Committee, I will be coming to that later. I will try to address the noble Baroness’s points. If I have not done so by the end of my speech, I ask her to please intervene again.

Some have questioned why we favour freedom and discretion for school leaders in areas such as curriculum and staffing yet seek to mandate action on smartphones. The answer lies in a couple of areas. The first is about accountability. When school leaders make decisions about teacher pay, qualifications or curriculum, they are held accountable through Ofsted inspections, public examination results and parental choice. The consequences of their decisions are measurable and visible. Smartphone policies operate in an entirely different landscape. Here, schools face external actors: powerful social media companies with business models that are predicated on capturing and monetising our children’s attention. These companies employ teams of neuroscientists and behavioural psychologists to create algorithms designed specifically to keep our children scrolling, clicking and consuming content that ranges from the merely distracting to the genuinely harmful. We can all think of cases that, tragically, have been fatal.

The facts surrounding smartphone usage among children paint a sobering picture. A quarter of the UK’s three and four year-olds now own a smartphone—these are toddlers whose cognitive development is being shaped by screens before they can properly read. This figure rises to four in five children by the end of primary school. We are witnessing the digitisation of childhood itself. The emerging evidence linking smartphones and social media to the explosion in mental health problems among young people cannot be ignored. Research demonstrates that the average 12 year-old spends 21 hours a week on their smartphone, which is equivalent to a part-time job. One in four children and young people uses their devices in ways that are consistent with behavioural addiction.

Beyond mere time-wasting, smartphones fundamentally disrupt sleep patterns and concentration, as we have heard from a number of noble Lords. Applications are deliberately designed for addiction, through sophisticated dopamine triggers, as my noble friend Lord Bethell said. This pattern appears consistently across western nations, with research showing that earlier smartphone acquisition correlates strongly with poorer adult mental health outcomes, particularly affecting girls.

The academic evidence is equally compelling. The OECD data reveals that two-thirds of 15 year-olds, as the noble Lord, Lord Storey, said, report phone distractions during their mathematics lessons, with distracted students performing three-quarters of a year behind their peers. Even brief non-academic phone use can require 20 minutes for students to refocus on learning. We are not talking about minor inconveniences. We are witnessing a systematic undermining of educational achievement.

Experimental research has moved beyond correlation to establish causation. Studies where students are randomly assigned different conditions—one of which I will send to my noble friend Lord Lucas and the noble Lord, Lord Knight—prove that simply having a smartphone in one’s bag, jacket or desk reduces attention capacity and cognitive performance. Students with device access during lessons achieve measurably poorer results because the very presence of these devices is profoundly distracting.