Beyond the Blanket Ban: Smartphones, SEND, and Surviving a Five-Day Lurgy

There is a lot of talk right now about implementing a blanket ban on mobile phones in schools. Looking at it, I can genuinely see both sides of the coin.

On one hand, I completely get it. We’ve all seen the issues that spill out of group chats and social media feeds; sometimes a single post is the root cause of an entire week of trouble. It is also impossible to ignore how the endless consumption of short-form videos is battering students' attention spans. That kind of mindless scrolling absolutely needs to be curbed.

But as a SEND teacher and a bit of a technology pragmatist, an outright ban doesn't sit right with me.

Equipping, Not Just Banning

I don't use technology just for the sake of it. I use my phone to navigate the community with Google Maps or Waze, to handle all my financial transactions on a banking app, and to keep track of emails. If we enforce a strict, blanket ban on devices in schools, we miss a vital opportunity.

We need to equip young people with the skills to use banking apps and manage their shopping—using their devices for independence rather than consumption. It reminds me of a recent Ofcom report highlighting that virtually all young adults now rely on their smartphones to administer their daily lives. If we don't teach them how to navigate these tools safely and functionally, we are setting them up to fail. They need time to be taught how to use their phones properly to foster their own independence. I know I am coming at this from a SEND setting rather than a mainstream one, but that is my honest opinion.

The AI Accessibility Wave

This same pragmatic logic applies to Artificial Intelligence. Yes, it’s an emotive subject. People misuse it, editing things maliciously for a quick laugh, which is completely wrong and often illegal.

But there are so many incredibly useful purposes for AI. Taking a highly complex, wordy document and making it instantly accessible for a learner with reading barriers is a productivity game-changer. I am very much pro-AI when it comes to leveling the playing field.

In fact, I'm riding quite a crest of AI positivity at the moment. A blog post I wrote at the end of March gained quite a bit of traction, which led to a lot of people reaching out and some wonderful recognition within the Shaw Educational Trust AI Working Group. I’ve been contributing to the group, reviewing our AI policy, and interacting with the Executive Board, SLT leaders, and digital strategy leads.

Imposter Syndrome and Print Shop Chaos

I’ll be realistic: sitting in those meetings with executives and teachers fresh out of their ECT (Early Career Teacher) training, I sometimes feel a bit out of my depth. I'm doing work way beyond my pay grade. I’ve actually asked management to consider creating a dedicated AI or Digital Lead role and told them I'd be happy to discuss taking it on. The ball is in their court now.

And I'm managing all of this strategic thinking while battling a truly horrendous, five-day lurgy. My head feels like it’s underwater, every joint and muscle aches, and I have a completely croaky voice. I felt absolutely awful on Sunday and Tuesday, but I just had to push through.

Today I have my PPA (Planning, Preparation and Assessment) time, but I might switch it around. I’d much rather push through the practical chaos of running our student-led print shop now, and try to be productive on the paperwork later this afternoon once the cold and flu pills have finally kicked in. It’s a highly reactive environment in the shop—dealing with customer orders day-to-day makes planning the sequential lessons required for my upcoming PMR (Performance Management Review) incredibly difficult.

Right now, I simply haven't got the bandwidth to process it all. I'm just hoping this lurgy starts to dissipate soon. The bank holiday weekend really cannot come soon enough.

Until then, I'll keep pushing for sensible tech policies, managing the print shop, and hoping the paracetamol does its job.

“This text was conceived and directed by a human, using Voice-to-Text and AI assistance to overcome a dyslexia induced literacy barrier.”