Beyond the Ban: Reclaiming the Walled Garden in Schools 

To examine these approaches, “Heads Up: The Lunchroom Webinar Series“, a collaboration between The Dais at Toronto Metropolitan University, the EdCan Network, and the Phone-Free Schools Movement, brought together educators, researchers, and policy experts to share perspectives and lessons learned from implementing phone-free school initiatives. A recurring theme throughout the discussions was the concept of schools as a “walled garden”: environments where student learning, well-being, and responsible technology use are intentionally supported.

Recordings of the four-part webinar series (three sessions in English and one in French) are available here. This article focuses on the three English-language sessions, while a separate French-language article highlights key insights from the francophone webinar.  

Key Themes and Insights

A central theme throughout the series was the noticeable shift in school culture following the implementation of phone-free policies. School leaders described “night and day” changes, reporting that students were more engaged with one another and more likely to participate in physical activities during breaks rather than spending time on their devices. 

Tim Martens, Principal at Trafalgar Middle School in Nelson, British Columbia, observed this immediate impact, stating, “I’ve never been part of a policy that you could tangibly see and feel in the school—the change in interaction and kids being kids again”.

While implementation strategies vary, participants expressed strong support for “bell-to-bell” policies. Jonathan Ettinger, Principal of Maple Grove Education Centre in Yarmouth, Nova Scotia, noted that although some adults were initially hesitant, “The kids overall did better with the change than some of the adults”.  Schools have adopted a range of storage solutions, including personal lockers, office-based “cell phone hotels”, and specialized magnetic pouches. Matthew Shapiro, Vice Principal at Westmount High School in Montreal, Quebec, emphasized the broader objective: “We are trying to create this environment that is walling off the outside… and just give them a safe space to learn”.

Speakers also highlighted the importance of consistent implementation and administrative support.  Administrative-led enforcement was frequently cited as a key to maintain positive teacher-student relationships. Scott Williamson, Principal with the Halton District School Board in Burlington, Ontario, explained, “It’s all about relationships in terms of the approach that we’re using”. 

Consistency helps establish clear expectations. Dean Gradden, Principal of St. Thomas High School in Pointe-Claire, Quebec, noted that once a policy is established, students “understand and they will openly say, ‘Yeah you know what, it is a stress off my mind'”.

Beyond the Ban: The Importance of Education

Successful initiatives often frame phone-free policies as opportunities to support learning rather than as punitive measures. By teaching the rationale behind these expectations, schools help students better understand the influence of digital technologies on attention and behaviour. Andrew Cantarutti, a teacher and writer from Kingston, Ontario, highlighted the necessity of this approach: “We need to create the conditions that allow for the growth we want to see in kids against competing forces”.

Education also involves co-regulation, with adults modelling responsible technology use.  Lisa Mansfield, Principal of Citadel High School in Halifax, Nova Scotia, reflected on students’ need for clear expectations: “Young people crave boundaries and they crave that clear-cut yes or no”. Participants also discussed the importance of being intentional about technology use, including reconsidering when digital devices are necessary and when analog approaches may better support skills such as sustained attention. 

Lessons from the Series and Practical Actions for Schools

• Implement Bell-to-Bell Policies: Eliminate the friction of constant negotiation by requiring devices to be stored away from the first bell to the last.
• Centralize Enforcement: Shift the burden of device confiscation and tracking from teachers to administrators to preserve instructional focus.
• Proactive Parent Communication: Address safety concerns by clearly outlining how parents can reach the office in emergencies and how students can use school phones.
• Establish Clear Exceptions: Create standardized procedures for students with documented medical or accessibility needs to avoid ambiguity.
• Curate Analog Alternatives: Evaluate whether digital tools are the most effective way to meet learning outcomes or if they serve as a potential source of distraction.

Reflection Questions for Schools

• How can our school frame phone-free policies as a positive restoration of focus and social connection rather than a punitive restriction?
• Is our current technology use in the classroom building student cognitive capacity or merely offering a path toward digital efficiency?
• How can we better support parents in understanding the developmental impact of smartphones to build a consistent community standard?

Conclusion

The webinar series highlighted the complexity of addressing personal device use in schools and the range of approaches being adopted across jurisdictions. Despite differing perspectives and implementation strategies, participants consistently emphasized that decisions about phone use are most effective when aligned with broader goals related to learning, well-being, student development, and responsible technology use.

Importantly, technology itself was not presented as the problem. Rather, speakers stressed the importance of context and intentionality. When used with a clear pedagogical purpose, digital tools can enhance learning, creativity, collaboration, and access to information. The challenge for schools is determining when technology supports educational goals and when it may compete with them.

Through the metaphor of the “walled garden,” participants explored how schools can create environments that support focused learning, meaningful relationships, and healthy technology habits. Ultimately, the conversation centred less on devices themselves and more on helping students develop the judgment, self-regulation, and digital citizenship skills needed to navigate an increasingly connected world.

We would like to continue the conversation! If your school or district has implemented inspiring initiatives or developed practical approaches worth sharing, we would love to hear from you and perhaps feature your experience in a future article.