Should cellphones be allowed in schools, or are they doing more harm than good? Across South Africa, parents and teachers continue to debate whether phones help learners access information or whether they distract them from learning and social interaction.
Recently, Goudveld High School in the Free State took a firm stance against cellphone use on its premises during school hours. The school implemented a policy that bans learners from carrying or using mobile phones at school. If a learner is caught, they face a R300 fine or the alternative of having their device locked away in the school’s safe for ten days.
According to school officials, the initiative aims to limit distractions in classrooms, particularly from social media, and to encourage better concentration during lessons. Beyond academics, the school believes this step will improve social interactions among learners during breaks, encouraging a more face-to-face communication rather than screen time.
The policy has received significant support online. A social media post about the initiative attracted close to 10,000 likes, along with hundreds of positive comments congratulating the school and wishing that all schools in South Africa could apply a similar policy.
While the response has been largely positive, the move raises a bigger question: should all South African schools adopt similar cellphone bans?
While policies like Goudveld’s highlight the immediate benefits of reducing distractions, it can be argued that banning cellphones may only be a short-term solution. With the rapid rise of artificial intelligence and digital learning tools, schools may need to consider ways of integrating technology more effectively rather than removing it entirely.
Cellphones, when used responsibly, can give learners instant access to research materials, educational apps, and even AI-driven platforms that support tutoring and skill development. The challenge, therefore, is not simply about whether phones should be allowed, but how schools can guide learners towards healthier digital habits. By teaching balance and responsible use, the education system could help the youth prepare for a future where digital skills are essential.
For now, Goudveld High School has set the tone for what may become a broader national discussion. The decision reflects growing concerns about the impact of technology on young people’s education and social development. Whether other schools will adopt similar measures remains to be seen—but the conversation has certainly begun.