Sheila Mckenzie-
The headteacher at All Saints Catholic College in Notting Hill, west London, has ignited a debate by advocating for an extended school day from 7 am to 7 pm.
Andrew O’ Neil’s (pictured)proposal aims to wean children away from their smartphones, which he believes have become a pervasive distraction and detriment to their social and academic development.
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But his alternative- to allow children more time to play in school, already has its waiting critics who say children need to read more , than to play more in school, and that parents should take more responsibility for controlling their children’s usage of phones.
The reality is that many parents struggle to control their children, particularly the most unruly ones.
O’Neill’s concerns stem from what he perceives as a growing addiction to smartphones among students.
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He asserts that these devices are not only fostering apathy and anxiety but also facilitating harmful behaviours such as blackmailing, catfishing, sexting, and cyberbullying.
His observations, gleaned from confiscated devices, paint a troubling picture of the extent to which smartphones have infiltrated students’ lives.
His school initially implemented a ban on phones in 2016, but later relaxed the policy to allow students to store their devices in lockers.
Despite this concession, O’Neill remains troubled by the social repercussions of excessive smartphone use.
He notes a decline in students’ social skills, expressing concerns about their ability to form real-life connections amidst the allure of online gaming and social media.
O’Neill’s advocacy for an extended school day reflects his belief in the urgency of addressing what he perceives as a pervasive societal issue.
Lamenting the apathy exhibited by some students, he attributed it in part to their immersion in smartphone culture.
He said his children are equipped with “brick phones” and smartphones devoid of social media, enabling him to monitor their whereabouts and limit their exposure to digital distractions.
O’Neill’s proposal has sparked discussion about potential strategies to mitigate smartphone addiction in schools.
The implementation of “special pouches” at John Wallis School in Ashford, Kent, offers a promising example.
These pouches, which securely lock away devices during the school day, have resulted in a significant reduction in after-school detentions and truancy rates.
Balancing the benefits of connectivity with the need to safeguard children’s well-being and academic success remains a pressing concern in today’s increasingly digital world.
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