More than half of secondary schools that implemented technology to restrict pupils' smartphone use reported improvements in GCSE grades, according to a recent impact assessment. The data, gathered during the 2025-26 academic year by Blackout Education, is based on feedback from more than 5,000 students across English state and independent schools.

The majority of schools using Blackout, an app that disables distracting smartphone functions during the school day while allowing students to keep their devices, reported calmer classrooms, fewer phone-related sanctions, and increased face-to-face interaction among pupils. According to the assessment, 60 percent of participating schools saw an increase in examination results following the introduction of the app.

While the company cautioned that multiple factors influence academic performance and described the results as early indicators rather than definitive proof of the app’s impact, many educators highlighted notable changes in school environments. At one school, staff reported improved pupil focus and productivity, and a significant drop in requests for lesson exits. Digital interruptions were substantially reduced, with notifications during school hours decreasing from an average of 90–120 per day to just seven to ten.

The report also noted a reduction in detentions and sanctions related to phone use. Several schools that had previously confiscated devices daily said such measures had become occasional or ceased entirely. Cumulatively, devices in one school experienced over 617,000 hours of restricted use, equating to more than 70 years of distraction-free classroom time.

These developments come as part of a broader government directive. In 2026, the government led by Sir Keir Starmer mandated that schools adopt a smartphone-free environment during school hours, replacing previous non-statutory guidance that left restrictions to individual school discretion. The Department for Education’s rules require schools to be phone-free by default, permitting exceptions only in limited circumstances. However, the government has not prescribed a uniform enforcement method, allowing schools to choose approaches such as lockers, pouches, or technological solutions like Blackout.

Some headteachers advocate for more stringent measures. Katharine Birbalsingh, head of Michaela Community School in Wembley, north London, has advised against giving children smartphones altogether. Michaela’s recent GCSE results reportedly rival those of Eton College, with over half of entries achieving the highest grade 9—ten times the national average. Eton has also maintained a strict phone policy, having banned new pupils from bringing smartphones into school since 2024.

Educators implementing Blackout’s technology emphasize not only the immediate classroom benefits but also encouraging healthier digital habits beyond school. Sam Webster, deputy head at Caterham School in Surrey, noted that while the school had always restricted phone use during lessons, the app aids students in developing mindful phone habits that extend into home environments and study routines.

Overall, the report suggests that restricting smartphone use in schools can contribute to improved academic performance and classroom culture, though it also acknowledges that exam outcomes hinge on various factors beyond phone policies.