Abstract
Smartphone bans are gaining popularity in education, with approximately 40% of countries currently implementing such policies. Some schools apply smartphone restrictions to the classroom only (partial bans), while others extend the restrictions to the whole school grounds (full bans), hoping to foster student well-being and strengthen social connectedness at school. However, there is currently no empirical evidence that stricter policies are more effective in achieving these intended benefits. The current study examined how variations in type of ban affect adolescents’ screentime, problematic social media use, well-being, social connectedness at school, and bullying. The sample consisted of Dutch adolescents from 24 schools (9 partial-ban schools and 15 full-ban schools) who participated in the 2024–2025 EPoSS Study (N = 1398; M(age) = 16.2; SD = 1.2; 51.5% were female; 38.3% were in partial-ban schools and 61.7% in full-ban schools). No significant differences were found for any of the well-being or bullying outcomes. However, full bans were associated with lower student-teacher connectedness and, for girls, reduced school belonging. These findings indicate that stricter bans do not yield the intended benefits for students’ well-being or bullying and may even undermine students’ social connectedness at school. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10964-025-02313-6.