The influential (and only quantitative) evaluation by Beland and Murphy (2016), suggests that this is a very low-cost but effective policy to improve student performance. In particular, it suggests that the lowest-achieving students have the most to gain. Using a similar empirical setup but with data from Sweden, we partly replicate their study and thereby add external validity to this policy question. Furthermore, we increase the survey response rate of schools to approximately 75 %, although at the expense of the amount of information collected in the survey. In Sweden, we find no impact of mobile phone bans on student performance and can reject even small-sized gains.Dany Kessel et al.
Kessel, D., Hardardottir, H. L., & Tyrefors, B. (2020). The impact of banning mobile phones in Swedish secondary schools. Economics of Education Review, 77(1288). https://doi.org/10.1016/j.econedurev.2020.102009