Children’s Wellbeing and Schools Bill

Baroness Meyer Excerpts

Monday 23rd June 2025 Lords Chamber

[Lord Hampton (CB)]

My Lords, I added my name to Amendment 458 in the names of the noble Baroness, Lady Barran, and my noble friend Lady Kidron. I have spoken on this issue several times in your Lordships’ House, and I will not repeat those speeches here. I am a teacher and have taught for 10 years, but never in a school that allows students outside the sixth form to carry phones to or in school. My noble friend Lady Cass says about mobile phones that the stakeholder view and desire for action in this area is overwhelming. I will talk not about the separate issue of whether smartphones themselves are harmful but rather about whether they should be in school at all for the under-16s.

Students who do not carry phones do not get mugged for phones. In schools that do not allow mobile phones, students talk to each other at break and lunchtime, or play games or go to clubs, rather than staring at their phones. So I am about to be rather brave here: for the first time I am going to disagree with the noble Lord, Lord Knight of Weymouth, and the noble Baroness, Lady Morris of Yardley—at the same time. I do not think that an exception for educational purposes would be workable. You cannot teach these students how to use phones; they know far better than we do. What you can teach them are the dangers. Again, I am going to do a first here and say that it might be rather better on a PowerPoint slide than doing it practically. I really worry about 30 students in a room with their mobile phones—what carnage could happen there? But this is back of a fag packet stuff.

The excuse quite often is that carers need to communicate with people. Actually, carers do not need phones; they need time away to be children. Quite often, the people they are caring for can be very demanding, and sometimes too demanding. Schools are very good at getting messages to students in emergencies. If it is not an emergency, perhaps the child does not need to know right away. Parents do not need to know exactly where their children are at every given moment. If there are emergencies with transport, they can go to a responsible adult and ask for a message to be sent or to borrow a phone. We managed over 100 years in education without mobile phones in schools—why start now?

The Minister said recently that it is up to school heads to make the decision. At a time when, with this Bill, decisions about uniform, pay, admissions and the curriculum are being taken away from school leaders, I think a lot of them would be secretly delighted to have the Government take this decision away from them and take the lead on it, allowing them just to police the phone ban without getting the blame.

Children need time to be children: to learn, to play, to interact and to build and rebuild friendships, face to face. Leaving aside the view of the noble Lord, Lord Addington, which I can see—but schools can provide the technology themselves—none of these is improved with a mobile phone.

[Baroness Meyer (Con)]

My Lords, I support Amendments 177, 183CA, 183CB and 458. As my noble friends Lord Nash, Lord Bethell, Lady Penn and many others have so eloquently laid out, the devastating impact of social media on children is not speculative anymore. It is an irrefutable fact. Social media, as many have said, is addictive; it impedes brain development and exposes children to sexual predators and harmful content, including body imaging. It is fuelling a crisis in adolescent mental health. Last year, more than 800,000 children under 18 needed NHS mental health support. This is a national crisis.

--- Later in debate ---

[Lord Knight of Weymouth (Lab)]

At what age does the noble Baroness think that children should be taught how to use phones safely?

[Baroness Meyer (Con)]

Children could use phones that do not connect to the internet—phones that do not access social media—like the old phones, if they need to phone their parents in an emergency. With the mobile phones that we are talking about now, for children under the age of 16, their brains are not developed enough to understand the harms and dangers—and, as we have said, it is all very addictive. Big tech companies know how to get children to look at certain sites. In our generation, we did not have phones and we did not have that exposure to predators, and we did not have so many mental health issues among the youth.

[Baroness Butler-Sloss (CB)]

I ask the noble Baroness how on earth she thinks that parents will be able to stand up against their children so they will not have phones? What we are discussing here is phones in school. The idea that we should prevent children under 16 from having smartphones seems to me utterly unrealistic.

[Baroness Meyer (Con)]

I did not mean under-16s in general, I meant under-16s at school, as in those amendments. However, I agree with some noble Lords that parents also need to be educated. When we see parents pushing a pushchair and children looking at video games and such things, it is probably not very helpful, but this is part of education and we all need to get together to educate parents also. So, I support these amendments and I think that, to help our children’s well-being and future, this is something we should look at.

[Baroness Jenkin of Kennington (Con)]

My Lords, I too support Amendments 458 and 177, and I am delighted to support the amendments from my noble friend Lady Penn, Amendments 183CA and 183CB, which recognise the importance of helping children in their earliest years. Every day, the mounting evidence underscores a distressing reality. The issue of excessive screen time and social media usage is not a future concern but a pressing crisis that is contributing significantly to a growing mental health crisis among our children. Health professionals, educators, parents and concerned community members all echo similar warnings. Our children’s well-being is at stake and we cannot afford to delay action.

The detrimental effects of this overexposure are multifaceted. Children today are grappling with severe challenges, including disrupted sleep patterns, deteriorating eyesight, hindered speech and language development, stunted emotional and social growth, poor eating habits, as discussed in the amendments on food on Thursday, distorted body image, confusing ideologies taught as fact, diminished educational outcomes and impaired cognitive performance. Recent research highlights the alarming prevalence of addictive behaviours associated with technology use among early adolescents. Only last week, a study revealed that half of these young individuals exhibit a high trajectory of video game addiction, while one in three struggle with compulsive social media use, and one in four face similar issues with mobile phones.

The implications are dire. High and escalating patterns of screen addiction correlate strongly with increased suicidal behaviours and ideation and overall mental health decline. Furthermore, research indicates that one in four children and young people are using smartphones in a manner consistent with behavioural addiction. Smart devices, as well as giving access to harmful online content, carry a whole-body impact on the child, including physical and psychological harms, eyesight and musculoskeletal issues, speech and language issues and implications for sleep. Health professionals are now seeing those issues in their clinics daily, and we need to act now to prevent continued generational harm.

The evolution of smart devices is part of the problem. The product has developed so quickly and in such a way that, if it were introduced into the market now, it is doubtful that it would pass regulation as a safe product for children. Yet one-quarter of three to four year-olds in the UK now own a smartphone, while half of children under 13 are on social media. Shockingly, campaigners are in the position of having to prove irrefutable causation of harm rather than manufacturers proving that their products are safe by design.

Each developmental stage of childhood has unique vulnerabilities that are negatively impacted by the use of smart devices and social media. Children’s brains demonstrate tremendous neuroplasticity and rapid growth, which is shaped by their interactions and stimuli in the world around them. The quality, source and content of those stimuli are essential for children to reach developmental milestones. Unfortunately, there are many harms to normal development when smart devices and social media supplant real-world human interaction. We often hear that social media, smartphones and screens are a parenting issue—we heard it today. However, the lack of coherent public health advice to help parents navigate screens and smartphones is a glaring gap. Unlike on smoking, nutrition or car seats, there is no clear guidance on screen time, content or device use. Parents are left without the necessary tools to protect their children.

The UK is an outlier in its lack of screen time guidance for parents. France and Spain are clear on the harms of screens for young children and advise against screens before the age of five—although five seems ludicrously early to me. The US follows guidance similar to the WHO guidance, with no screens before two. However, in the UK, we remain silent, and it is time we changed that.

Amendment 183CB starts to address this startling omission. From birth to three years of age, human brain development is extraordinarily sensitive. During this period, babies and toddlers require responsive, face-to-face social interactions, as well as the freedom to move and engage all their sense to grow and thrive. Although digital devices have become essential in adult lives, extensive global research has reinforced earlier findings that frequent and prolonged screen exposure in children aged nought to three can disrupt their cognitive, physical, social and emotional development. A study from New Zealand found that two year-olds who had 90 minutes of daily screen time were associated with below-average language and educational skills, as well as above-average levels of difficulties in peer relationships. By the time they were four and a half years old, screen use was identified as an independent predictor of developmental outcomes in this study, even when accounting for various individual child and family factors. This suggests that the effects of screen usage are widespread.

These developmental delays can have significant consequences for school readiness. Research indicates that children who spend more time on screens are less prepared for school, particularly in language and cognitive development. This can hinder their ability to access the early years curriculum and achieve educational success. According to a 2025 survey by Kindred², 54% of teachers reported that children exceeding the recommended screen time were less ready for school.

Parents and caregivers need to be equipped with the information that would help them to understand the very real harms of screen usage. It is unlikely that anyone would deem it acceptable for a child to bring a TV to school, or to chat with a friend throughout their classes, and yet we are still debating whether smartphones have a place in schools. Smartphones are highly distracting, and many children report struggling to put them down. Consequently, they find it nearly impossible to resist the temptation of having smartphones in their schoolbags or on their person throughout the school day. Restricting these attention-seeking devices meaningfully can significantly benefit children’s focus and ultimately their educational attainment. Research from UNESCO indicates that it takes young people 20 minutes to refocus on learning after being distracted by their phone.

Digital distractions in the classroom negatively affect the educational performance of many students. A comprehensive study involving nearly 150,000 students across 16 countries has shown that increased use of smart devices during study sessions considerably undermines learning and academic achievement. The mere presence of a smart device can drain limited cognitive resources, leaving fewer available for critical tasks and harming cognitive performance. Experimental results reveal that individuals score lower on tests when their phones are in the room, compared to when they are left elsewhere.

Schools that impose bell-to-bell restrictions on smartphone usage, including lockable pouches throughout the school day, report significant improvements in students’ well-being and concentration. Policy Exchange’s 2024 Disconnect report found that schools with effective smartphone bans see GCSE results that are one or two grades higher than those with more lenient policies. School leaders who have implemented such measures report remarkable outcomes; for instance, the John Wallis Academy has experienced a 25% decrease in truancy, a 40% reduction in detentions and an 80% drop in incidents of online bullying. These are outcomes we should strive to see in all schools.

Teachers have noted alarming behavioural issues largely influenced by smartphone use, including refusals to hand over devices when requested, unauthorised and inappropriate usage in classrooms, misogynistic behaviour and online bullying. Problems that arise online often spill over into the classroom, impacting students’ well-being and potential for success.

In 2022, exam boards reported a 50% increase in students failing to submit their devices before public examinations compared to 2019. Additionally, 76% of teachers at schools that permit mobile phones would prefer a complete ban on mobile phone use during the school day. A poll from Parentkind shows that 83% of parents believe that smartphones are harmful to children. SafeScreens has been campaigning since 2022 for a tobacco-style regulatory framework to support the introduction of safe and restricted smartphones for children, along with a statutory ban on smartphones in schools.

Children must be supported by allowing them at least a six-hour window during the school day when they can truly concentrate on their learning, without the distraction of a smartphone at hand. We in Parliament must champion a collective response to this crisis. These amendments would work together to protect our children from before birth, in their early years, into the classroom and to the online world.