Smartphones are increasingly accessible to students, from secondary school to even primary school, offering access to online classes, information and educational content. However, growing use of social media, online games and entertainment has raised concerns about addiction, declining concentration, sleep disruption and risks to physical and mental health.
The debate now centres on how to balance the educational benefits of technology with the need to protect children through age-based guidelines, parental supervision and institutional oversight.
According to the Bangladesh Bureau of Statistics (BBS) ICT Usage and Application Survey for the April-June quarter of FY2025-26, 89.6% of people aged five and above use mobile phones, up from 88.2% in the same period a year earlier. Smartphone use stood at 75.1%, while 65.6% of people owned a mobile phone. Nearly 99% of households had access to mobile phones.
Internet use among people aged five and above stood at 59.2%, compared with 55% a year earlier. However, only 58.2% of households had internet connections, highlighting the digital divide between access to devices and connectivity.
There are no recent nationwide figures on personal mobile phone use among primary and secondary school students. A 2021 study published in an international journal's Health Science Reports, based on 1,803 secondary school students across 21 districts, found that 67.11% used mobile phones daily. The study, which drew on 2020 data, also linked device use to headaches, back pain, vision problems and sleep disturbances.
Smartphones can help students access online lessons, educational videos, information and language-learning resources, particularly in remote areas. However, excessive use can eat into study time, disrupt sleep and discourage physical activity and outdoor play.
Psychiatrist Dr Mekhla Sarkar said smartphones are designed to encourage prolonged use, making children and adolescents particularly vulnerable to addiction.
Warning signs include steadily increasing screen time, declining academic performance, reduced interest in sports, strained family and peer relationships, and irregular sleeping and eating habits, she said.
Sarkar warned that excessive smartphone use could affect children's physical development, increase the risk of obesity and eye problems, and undermine their social skills. Spending too much time in virtual environments could also make it harder for children to develop realistic expectations and cope with challenges in everyday life.
The Directorate of Secondary and Higher Education (DSHE) issued a directive in October 2017 restricting the use of mobile phones by students and teachers in classrooms. However, questions remain over its implementation.
DSHE Director General Prof Dr Khan Moinuddin Al Mahmud Sohel said a complete ban on mobile phones was not practical, but students should not have unrestricted access to them. He said discussions had taken place on formulating guidelines to prevent addiction and help students focus on their studies.
Education Minister Dr ANM Ehsanul Hoque Milon and State Minister for Primary and Mass Education Bobby Hajjaj have also called for responsible parental supervision and coordinated efforts involving families, schools and communities.
Educationist Rasheda K Chowdhury said restrictions must extend beyond schools to homes, with parents playing an active role. She called for blocking harmful content and providing children with opportunities to participate in sports, storytelling, art and other creative activities.
Cybersecurity expert Arif Moinuddin recommended strict controls on smartphone use during class hours, along with screen-time limits and more extracurricular activities, including debates, sports, science clubs and technology fairs.
Education researcher KM Enamul Haque said a blanket ban would overlook the growing role of digital devices in education. Instead, he suggested introducing age- and institution-specific rules that clearly define when, where and why students may use smartphones and other devices.
Education stakeholders say a coordinated approach combining age-based national guidelines, parental supervision, school-level rules and alternative activities is needed to ensure that children use technology safely and for educational purposes.