France is taking another step in its effort to reduce young people’s dependence on smartphones, with secondary schools now joining a nationwide push to keep mobile devices out of the school day.
The policy, introduced as the 2026 school year begins, extends France’s existing school phone restrictions to lycées, creating a broader national approach to smartphone use in education.
At the Louise Labé vocational school in Lyon, students returning to class are being greeted by a simple message: mobile phones should not interfere with school life.
The government says the purpose of the restrictions is not simply to punish students for using their phones. Instead, officials want schools to become environments where young people can focus on learning, communicate directly with others and take a break from the constant demands of the digital world.
France has already imposed restrictions in primary schools and middle schools. The “Portable en pause” programme has further encouraged students to keep their phones switched off or stored away during school hours.
The latest expansion means the principle now covers students throughout much of their formal education.
There are, however, exceptions.
Schools can permit phone use for educational purposes or other circumstances outlined in their regulations. Students with certain disabilities or medical requirements can also receive exemptions.
Why France Is Taking Action
The French government’s decision reflects growing concern over the influence of smartphones and social media on young people.
Teachers have long complained that phones can compete with classroom instruction, with notifications, messaging and social media making it difficult for some students to remain focused.
Authorities also hope the restrictions will reduce incidents involving cyberbullying, unauthorised filming and the circulation of inappropriate content among students.
For teachers, the change could mean fewer interruptions and greater control over classroom activities.
But the policy has also generated concerns about practicality.
Parents may want immediate access to their children, while students can point to legitimate educational and communication uses for smartphones.
The government has therefore allowed schools to establish certain exceptions and provide alternative ways for students to contact their families when required.
The bigger question is whether removing smartphones from schools will significantly change student behaviour.
If successful, the policy could demonstrate that young people can learn and socialise effectively without having constant access to their devices.
If enforcement proves difficult, however, schools may face a continuing debate over how far authorities should go in controlling students’ personal technology.
As France begins the 2026–27 school year, its approach represents a significant attempt to establish a clear boundary between education and the online world.
For students entering classrooms, the rule is increasingly simple: school time is for learning first, and smartphone time comes later.
