The State Duma is moving to tighten the rules surrounding how smartphones can be used in schools, a move that has drawn attention from several Russian outlets and educational groups. The plan aims to reduce potential distractions in classrooms and to streamline the curriculum by clearly delineating when and how mobile devices may be deployed during school hours, with safety and pedagogy at the forefront of the discussion. Reporters suggest that the effort is part of a broader push to create a more controlled digital environment for students, balancing the benefits of connected learning with the need to maintain classroom focus and discipline. This shift is being closely watched by families, educators, and policymakers who are weighing how technology can responsibly support learning while minimizing misuse or disruption (Vedomosti).
Sources within the State Duma indicate a deliberate choice to foreground parental concerns and to minimize any language that could be interpreted as endorsing routine phone use in class. The goal, according to the leak cited by Vedomosti, is to restrict phone usage to scenarios that pose a real danger to life, thereby ensuring that devices are reserved for urgent communication or emergency situations. In practical terms, the parliamentarian stance appears to favor a strict framework in which teachers retain final authority over phone access during instructional time, with exceptions limited to clear emergencies. The emphasis on safety and humane caution reflects a broader social conversation about how students interact with mobile technology in school settings (Vedomosti).
On 17 November, the State Duma reportedly approved the first reading of a bill that would prohibit phones from being used in classroom settings. If the bill progresses to adoption, students would encounter a system in which smartphone use during lessons requires explicit teacher permission, and even then only in situations deemed necessary to protect wellbeing or provide critical information. The proposed policy envisions a compliance regime aimed at reducing classroom interruptions while preserving the capacity to respond to urgent needs. The political narrative around the bill highlights a belief that structured device management can coexist with effective teaching and that clear rules may prevent misuse without compromising learning outcomes (Vedomosti).
The Duma’s announcement the day before suggested that a second reading would soon finalize a draft that would place the phone ban in law, converting guidelines into a binding rule. In essence, the move signals a transition from discussion to formal regulation, with the potential to standardize how schools across the nation handle mobile devices. Supporters argue that codifying the ban strengthens safety protocols, minimizes distractions, and supports teachers in maintaining a focused classroom environment. Critics, meanwhile, raise concerns about digital equity and the potential impact on students who rely on mobile devices for communication or accessibility. As the debate unfolds, educational communities are watching closely to see how such a policy would be implemented in practice and how schools would balance device restrictions with the growing role of technology in modern pedagogy (Vedomosti).
Historically, public sentiment on this topic has varied. Debates about the appropriate moment for children to own and access mobile phones often center on parental guidance, age-appropriate use, and the functional needs of families who rely on devices for coordination and safety. The current discourse reflects a broader trend toward more structured approaches to digital access within schools, echoing concerns about attention, cyber safety, and the social dynamics of classrooms. As policymakers move forward, they are also considering how to communicate these changes to parents and students, how to implement the rules across diverse school settings, and how to monitor adherence in a way that is fair and transparent for all parties involved (Vedomosti).