Two years after South Australian public high schools introduced the ‘off and away’ mobile phone policy, schools are reporting marked improvements in student behaviour and wellbeing.
New figures from the Department for Education show a sharp decline in phone-related incidents, including cyberbullying and inappropriate online behaviour. Between January and June this year, the number of social media-related incidents dropped by more than 80 per cent compared to the same period in 2023, when the policy was still bedding in. Phone-related behavioural issues also fell by 60 per cent over the same timeframe.
Education Minister Blair Boyer said the data confirms what many school staff had already observed anecdotally—students are more engaged in learning and face-to-face interactions. “This nation-leading mobile phone ban has been an important change, which helps students concentrate on their studies and build face-to-face relationships,” he said. “We knew this was the right thing to do and the data is reflecting that.”
South Australia’s phone policy is the strictest in the country. Students are required to keep devices off and stowed away for the entire school day, including during breaks. This approach, Mr Boyer said, has helped ease the burden of anti-social behaviour and removed the pressure on students to be ‘always on’ digitally.
But it’s not just about reducing negatives—the policy appears to be supporting more positive outcomes too. The state’s most recent Wellbeing and Engagement Collection survey, which canvassed over 88,000 students across 476 public schools, revealed more students now feel connected to their schools.
In 2025, 61 per cent of students reported feeling strongly connected to school, up from 59 per cent in 2022. Among younger high school students (Years 7 to 9), that number rose from 51 to 54 per cent since 2023, while among senior students (Years 10 to 12), the proportion climbed from 54 to 58 per cent.
A sense of belonging is also rising. In 2025, 42 per cent of students reported a strong feeling of belonging at school, up from 39 per cent two years prior.
Mr Boyer linked these shifts to the Government’s broader wellbeing agenda, which includes a $50 million investment to place 100 mental health and learning support specialists in schools, as well as the roll-out of more than 400 Autism Inclusion Teachers in primary schools.
Charles Campbell College Principal Kevin O’Neil said the policy was helping to reinforce a culture of respect and engagement. “We understand the role that wellbeing has on student learning and engagement,” he said. “For several years now, we have used the student wellbeing survey results to develop a whole-school wellbeing plan with input from the students themselves.”
He added that giving students a say in their own wellbeing approach has helped foster a more cooperative and connected school environment. “Our students have really embraced the opportunity to have a voice at the table, and staff are seeing the benefits both in the classroom and the school yard,” Mr O’Neil said.
The policy hasn’t just reduced phone misuse on campus—many of the issues that still arise are now happening offsite or outside of school hours. This, authorities believe, is further evidence that the school-based phone restrictions are working as intended.
The next step in the state’s digital wellbeing strategy is to build on this momentum by educating students about online risks, digital safety, and support channels. Updated classroom materials will cover how to engage appropriately with devices and how to seek help when needed.
While other states have since adopted their own phone bans, South Australia continues to lead the way with its comprehensive all-day approach. The message from the education department is simple: phones can wait—learning and connection come first.
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