Texas has become the latest—and one of the largest—states in the United States to ban students’ use of cell phones in all public K-12 schools, following the signing of House Bill 1481 by the state governor earlier this week (KXAN). The law gives individual districts two options for compliance: either prohibit all student devices on school property outright, or require students to store their phones securely and inaccessible during the school day (KHOU). The ban is set to take effect across the state for the 2025–2026 academic year (Statesman).
The move, designed to address mounting concerns about digital distractions, student mental health, and classroom discipline, has reignited global debate about the impact of digital devices in schools. As Thai educators, policymakers, and parents increasingly confront similar challenges, the Texas decision offers a timely case study for Thailand’s own approach to digital technology in education.
Research indicates that the explosion of smartphone use among children and teenagers globally—Thailand included—has reshaped learning environments, affecting academic focus, student well-being, and even peer relationships (JHU Hub). Mounting evidence suggests that unregulated phone use may contribute to poor academic performance, increased incidents of bullying (both offline and online), and a rise in mental health issues among youth. At the same time, some studies and experts caution that banning phones outright may not address deeper systemic challenges and could inadvertently cut off vital channels for communication and learning resources (Digital Wellness Lab).
Across the United States and Europe, cell phone bans in schools have gained momentum. A widely cited study from the United Kingdom found significant gains in academic performance for secondary school students after caregivers and administrators removed phones from learning spaces (Rockefeller Institute). The results were most pronounced among lower-achieving students, suggesting a potential to narrow achievement gaps. Similarly, research in Denmark showed a marked increase in student physical activity during school hours when smartphones were prohibited (Digital Wellness Lab).
However, the academic literature remains divided on whether these benefits translate universally. A recent report by the U.S. National Center for Education Statistics noted that over half of public school leaders view unrestricted phone use as detrimental to attention and learning (NCES), while some mental health professionals argue that there is currently little scientific evidence that phone bans alone deliver improvements in student well-being or behavior (Psychiatrist.com).
One education policy specialist at a major Texas university explained to local media: “The drive for these bans stems both from classroom realities—students surreptitiously checking social media, texting, and playing games—and popular concern about the broader impact of technology on adolescent development.” Another U.S. school administrator described the shift: “What we’re seeing is schools taking back control of the learning environment, but the conversation about how to use technology positively is far from over.”
For Thailand, where smartphone penetration among youth is among the highest in Southeast Asia (Bangkok Post), and where phone-related distractions from LINE, TikTok, and mobile gaming are perennial concerns in and out of the classroom, the Texas developments offer valuable lessons. While Thailand’s Office of the Basic Education Commission has not yet implemented a nationwide ban, individual Thai schools have experimented with policies requiring students to deposit their devices in lockers, turning them over to teachers, or restricting usage to breaks.
Thailand’s own cultural context complicates the debate. For Thai parents, the smartphone is not only a digital toy but also a lifeline, offering reassurance in a society with high after-school tutoring demands and long commutes. Particularly since the Covid-19 pandemic accelerated digital adoption, teachers now rely on smartphones for emergency communication, blended learning, and even textbook access, especially in underfunded rural areas where infrastructure is variable.
Reflecting on international experience, some Thai education scholars argue for a balanced approach: “Digital literacy and self-control cannot develop in a vacuum,” says a senior official at the Ministry of Education. “Blanket bans may solve immediate issues but could leave students ill-equipped for the dangers and complexities of online life beyond school walls.”
Echoes of past Thai reforms—such as the 2018 crackdown on digital device use during end-of-term examinations—highlight both the promise and pitfalls of such efforts. Students at Bangkok’s premier high schools report creative attempts to circumvent bans, ranging from secret group chats to using smartwatches, challenging school authorities to keep rules and enforcement up to date.
Looking to the future, the Texas experience is likely to influence education reform debates worldwide, including in Thailand. As jurisdictions weigh academic benefits against student autonomy and parental concerns, experts underline the need for comprehensive strategies. These include robust digital citizenship curricula, support for youth mental health, teacher training in digital classroom management, and partnerships with technology companies to develop educationally oriented device settings.
Practical recommendations for Thai parents and schools include establishing clear phone use agreements, designating device-free study times, and involving students in policy design to ensure ownership and buy-in. Importantly, fostering open dialogue—between teachers, families, and students—about the role of technology in learning can help mitigate problems while enhancing digital skills.
As Thailand reviews its own policies in light of global developments, the Texas law serves as a reminder that technology management in schools requires a nuanced blend of discipline and digital empowerment. Continuous review of global best practices, together with locally rooted solutions, offers the best prospect for nurturing both academic success and responsible technology use among Thai youth.
For further reading on the ongoing research, see original sources from JHU Hub, Rockefeller Institute, NCES Education Data, Digital Wellness Lab, and Psychiatrist.com.