This past summer, Eton College announced a sweeping overhaul of its technology policy, taking a bold step by banning smartphones for all boys and mandating the use of so-called “brick phones” instead. This decision was ostensibly aimed at addressing widespread concerns about the impact of smartphones on mental health, social interactions, and academic focus. While the policy was hailed by some as a necessary step in creating a healthier school environment, it left many parents unsettled and frustrated by the sudden change and its practical implications for their sons.
The Changes: A Radical Shift in School Tech Policy
Eton’s new tech policy aims to reduce boys’ reliance on personal technology by limiting them to basic mobile phones capable of calls and texts and a mindless game or two but without internet access or other features associated with smartphones. The policy also extended restrictions on personal devices like laptops and tablets, emphasising their use for academic purposes only under controlled settings.
The college framed these changes as part of a larger strategy to promote face-to-face interaction, focus on academic excellence, and foster emotional well-being. Advocates of the policy pointed to growing research highlighting the harmful effects of smartphones on mental health and concentration. Eton’s leadership described the trial as a chance to create a more intentional and balanced use of technology within the school community.
Parent Pushback: Concerns Over Timing, Implementation, and Likely Impact
While the rationale behind the new policy was clear, its implementation created significant friction with parents. Eton announced the changes during the summer after many families had already committed to the academic year by paying deposits and finalising enrolment. For parents, the timing of the announcement left little opportunity for consultation or preparation. Some families reported having already purchased smartphones and investing time into helping their sons develop healthy habits, while others struggled with the abrupt limitation on communication with their sons.
Critics of the policy also questioned whether such a significant restriction was necessary or beneficial in the long term. For parents of students who worked hard to develop healthy relationships with devices, this new restriction was considered unfair and potentially counterproductive. Many argued that these boys, on the brink of university life, would benefit more from learning how to use technology responsibly than from its outright prohibition.
The restrictions on communication raised concerns among parents; with only basic phones, many families worried it would be difficult to maintain regular contact with their sons during term time. Parents feared this could exacerbate feelings of homesickness, particularly for international students far from home. These issues compounded broader frustrations over the perceived lack of consultation, with many parents feeling that their voices had been sidelined in the decision-making process. At the same time, another group of parents were critical of the new policy for the opposite reason. These parents felt that focusing only on smartphones (and personal laptops and tablets) did not go far enough and argued for a comprehensive overhaul, including tighter restrictions on school-issued devices like iPads.
A Ripple Effect Across the Sector
Eton’s move also influenced other schools in the independent sector, some of which implemented their own technology policy revisions in response. While none (to our knowledge) matched the extremity of Eton’s approach, other similarly situated schools announced measures to restrict smartphone use during the school day and to limit screen time for younger students. These changes reflected a growing consensus amongst schools that technology management has become critical for student well-being [1, 2]
Unfortunately, many schools failed to involve parents and families in consultations about these changes. While some schools held forums or conducted surveys, nearly every parent we spoke with and every student we heard from indicated that their school did not do enough to consult them before announcing their new policies. Given the overwhelmingly negative response from parents and students to these policies, one hopes these schools will appreciate that while a thorough consultation does not guarantee a better outcome, it might have at least helped to ease the transition and build trust in the process.
Eton’s Trial Period: A Path to Reassessment?
Eton clarified that the new policy would be part of a trial, allowing for evaluation and adjustment based on its impact on students and feedback from the school community. While this concession reassured some families, others remained sceptical about how genuinely open the school would be to revising the policy. Critics worried that the trial could solidify the changes rather than offer a meaningful opportunity for debate and modification.
By early October, it was clear that the policy would need adjustment. Many families reported repeated and ongoing issues with the brick phones. They reported having to rely instead on other methods of communication, such as school-issued laptops, which boys use during the day, or personal computers during approved times, instead. Meanwhile, parents who are critical of this new policy for not going far enough, began organising themselves, building consensus around a broader need for change. By the end of the term, this group claimed to have more than 100 parent signatures in support of their proposed changes, which they planned to submit to Eton leadership.
As with Eton’s original policy change, school leaders across the independent sector are watching closely. Beyond the specifics of technology use, this issue raises more profound questions about what in loco parentis means in 2025, shifting parent expectations, and how relationships between schools and families will likely evolve in the coming years.
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