The State Duma of the Russian Federation moved forward in its legislative process by approving in the first reading a bill that would prohibit schoolchildren from using mobile phones and other communication devices within classroom settings. The measure was published on the official platform of Regulatory Support Systems, highlighting the intent to regulate device use during instructional time across federal and regional schools.
According to the document, the bill was drafted with input from members of the Federation Council and various factions within the State Duma. If enacted, students would be allowed to use smartphones during class only when a teacher explicitly permits it, and, crucially, during emergencies or life‑threatening circumstances where timely communication is essential to safety. The objective is to minimize classroom distractions while preserving channels for urgent contacts in those extraordinary moments.
Earlier, the Speaker of the State Duma, Vyacheslav Volodin, reiterated the stance introduced in the second reading, emphasizing that phones would be banned from classrooms except in cases of emergencies. This reflects a broader push to create a more focused learning environment and reduce interruptions that can derail lesson progress.
One of the bill’s co‑authors, Deputy Olga Kazakova, clarified that implementation would be practical and collaborative. Schools and parents could determine how best to enforce the ban, which might involve locking devices in lockers or desks, or choosing not to bring devices to school at all. The policy would allow flexibility for families and educators to tailor routines that align with local needs while maintaining the overall goal of reducing device-related disruptions during instructional time.
This regulatory proposal arrives amid ongoing discussions about digital device management in classrooms across different countries. Proponents argue that limits on phone use help students engage more deeply with lessons, participate in class discussions, and focus on learning tasks without constant notifications. Opponents, meanwhile, worry about potential gaps in supervision and the need for reliable ways to reach students in urgent situations. The balance being sought here centers on preserving safety and immediacy of communication while fostering an environment conducive to sustained attention and academic work.
From a global perspective, many educational systems in North America have conducted pilot programs, policy reviews, and gradual rollouts aimed at reducing mobile phone distractions in classrooms. Observers note that success often hinges on clear guidelines, parental engagement, and effective school leadership. In jurisdictions with strict bans, schools report improvements in classroom behavior and instructional time; in others, blended approaches that permit limited use during specific activities have yielded mixed results. The Russia plan aligns with a broader pattern of prioritizing focused learning while allowing exceptions for emergencies and essential communications after careful consideration by educators and guardians.
As the legislative process continues, observers in the education sector will watch how the bill addresses practical details such as device management, enforcement mechanisms, and the role of teachers in granting access during lessons. The outcome will likely influence discussions about digital pedagogy, student well‑being, and how modern classrooms navigate the intersection of technology, safety, and learning effectiveness. Stakeholders may also assess how similar measures could be implemented in other regions while respecting local laws, cultural norms, and the varied needs of students and families in different communities.