Blackout report links app use with improved GCSE results at 60% of schools
A report suggests that 60 per cent of secondary schools using the Blackout app saw GCSE results improve after restricting pupils’ smartphone use during the school day. Teachers also reported fewer phone-related punishments, more face-to-face interaction and calmer classrooms, although the figures show an association rather than proving the app caused the changes.
Blackout blocks social media, games and other distracting apps, while allowing calls and texts. Its 2025-26 impact assessment drew on feedback from more than 5,000 pupils in English state and independent schools. Schools have taken different approaches to government guidance for smartphone-free school days, including apps, lockers and sealed pouches; some, such as Michaela and Eton, have also adopted stricter phone policies.
- 60 per cent of schools using Blackout reported improved GCSE results.
- Teachers described calmer classrooms and fewer phone-related punishments.
- The assessment reflects feedback from more than 5,000 pupils.
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Schools have explored various approaches to reducing smartphone distractions during the school day, from apps and lockers to sealed pouches. Blackout is one such app designed for secondary schools, blocking social media, games and other distracting content whilst allowing calls and texts.
An impact assessment of Blackout gathered feedback from more than 5,000 pupils in English secondary schools across the 2025-26 school year, examining whether restricting smartphone access affects academic performance and pupil wellbeing.
The assessment found that 60 per cent of schools using Blackout reported improved GCSE results following phone restrictions. Teachers also noted fewer phone-related punishments, more face-to-face interaction and calmer classrooms, though the evidence shows an association rather than proving the app directly caused these improvements.
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The case for
Those supporting app-based phone restrictions argue that the evidence presents a compelling case for action. With 60 per cent of schools reporting improved GCSE results alongside documented gains in classroom behaviour, face-to-face interaction and reduced disciplinary incidents, the practical benefits appear substantial. They contend that smartphones present genuine distractions to learning, and that many young people lack the developmental capacity to self-regulate; by removing the temptation during school hours, schools can protect vulnerable learners and create conditions where academic focus becomes possible. The approach is measured and purposeful—allowing essential communication whilst blocking only genuinely distracting content—making it a pragmatic response to a real problem schools observe daily.
The case against
Those cautious about such restrictions emphasise that the report itself indicates association rather than causation, meaning many unmeasured factors—teaching quality, pupil motivation, socioeconomic circumstances, home support—likely play a larger role in GCSE outcomes than phone use alone. They argue that schools ought to develop young people's capacity to manage technology responsibly rather than remove it entirely, as digital literacy is essential for modern life. Concerns about surveillance, autonomy and privacy are significant; mandating specific monitoring apps raises questions about institutional intrusion into young people's choices. Moreover, the success of diverse approaches—from traditional lockers to pouches to unrestricted policies—suggests schools should retain flexibility rather than adopting uniform technological solutions.
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Originally published by Daily Mail as “More than half of schools using a phone-blocking app have seen increase in grades, report suggests”.