Photo: AP

In Santiago, Chile, a school called Lo Barnechea Bicentenario has started something new. They are blocking students from using smartphones during school hours. The idea is to help students reconnect with each other and enjoy life without always looking at a screen.

Why the School Did This

The school, in a wealthy area in northern Santiago, wants to fight what they call “smartphone addiction.” They feel students spend too many hours on Instagram, TikTok, and other social media.

The principal, Humberto Garrido, said that many students are letting their phones rule their time. Recess and breaks were quiet because everyone was scrolling instead of talking, playing, or moving around.

So, the school with help from the local mayor’s office decided to change things. They want students to learn to enjoy being in person, to play and talk, not just stare at screens.

How the Phone-Blocking Works

At the start of break or during certain school times, students put their phones in special cases. These cases block the phone’s signal. That means no internet, no social media, no phone notifications.

The case has a magnet system that only school inspectors can unlock. So the phone isn’t taken away forever, just during class times or break. After school, students can use them again.

This is different from doing what many schools sometimes do — taking phones away or making students lock them in cupboards. This method lets students keep control of their phones, but use them less during school.

Who It Applies To Now

• Right now, the rule is only for eighth-grade students, who are about 13 or 14 years old.
• The program started last month. It is a test ("pilot") to see how it works at this school.
• The plan is to expand it to all grades at this school, and then slowly to other schools in the same district over the next year or so, if things go well.

What Has Changed for Students

Students say they feel more free. Since the phone rules began, many say they actually enjoy breaks more. Instead of being glued to their screens, they play volleyball, basketball, ping pong, or spend time with friends.

A student, José David, said he now spends more time outside during breaks and playing games. He used to spend breaks scrolling social media.

Another student, Francisca Susarte, said she would feel anxious if her phone was taken by a teacher or locked up. She felt better with having the smartphone safely in its case, meaning she still has it but can’t use it during school.

Other Things School Did to Help

The school didn’t just block phones. They also made changes to what students do during breaks: more games in the courtyard, board games in the library, and even inter-grade competitions.

More options for fun were created so students had something to do instead of using phones: sports, dancing, being with classmates in open spaces.

Why This Matters: Learning and Mental Health

The school is not the only place dealing with phone overuse. Studies show that many students in Chile feel distracted by their phones during classes. This hurts learning, because it is hard to focus.

The mayor of Lo Barnechea mentioned that students are showing more problems since remote learning during COVID. Increased screen time, less outdoor time, and more social media use are linked to feelings of anxiety, depression, and decreased attention span.

Experts say children who use screens too much, especially for social media, are more likely to feel anxious or depressed. They worry that constant social media exposure and comparison can harm mental health.

What People Think: Teachers, Parents, Experts

Teachers say the school environment has become more lively. Breaks are noisier, happier, and students seem more present. They are talking more, playing more, not just staring at phones.

Parents also seem supportive. Many believe their children benefit from having less digital distraction. They see their kids smiling more, talking more, playing more.

Experts point out evidence that this kind of rule can help students learn better, feel better, and be more social. Countries and schools around the world are studying whether rules around phones should be stricter.

Larger Scale Plans

Because this pilot looks promising, local government is proposing a law: a bill in Chile’s Senate education committee has passed its first stage. The bill would regulate (set rules for) the use of digital devices in all schools.

If the law passes, many schools may have to follow rules similar to Lo Barnechea Bicentenario. That means less phone use during school hours, more opportunity for outdoor activity, and more face-to-face interaction among students.

Challenges and Concerns

Some students worry: what if their phones are urgently needed? The case method helps because the phone is never completely taken away. If there is an emergency, there are ways to get in touch.

Adjustment time: in the first days, many students missed being online. They were used to checking social media during every break or free moment. It was hard to change habits.

Not all schools are wealthy or have the resources to provide lots of games, sports, or caring spaces. Some schools with fewer resources may find it harder to offer alternatives.

Also, families and students need to agree with the idea. If many students rebel or ignore the rules, enforcement becomes hard.

Early Results

• After just a few weeks, students, teachers, and parents say they are seeing benefits. More play, more conversation, more energy during breaks. The school feels alive.
• Students report they feel less distracted during class. They say their minds are less full of notifications or worry about what others posted on social media.
• Many hope this will help improve not only emotional wellbeing but academic results: better attention, better learning, maybe better test results in the future.

Why Some Ideas Work Better Than Others

• The special cases that block signal but allow students to keep their phones help reduce anxiety. Students don’t feel like someone has taken something very personal.
• Offering fun alternatives is key. Without games, sports, and social options during free time, students might feel bored or resentful.
• Clear rules and fair enforcement make a difference. If students understand the rules and why they exist, they are more likely to accept them.

The story of Lo Barnechea Bicentenario school in Santiago shows that blocking smartphone signals during school hours can help students reconnect with real life. It helps them talk, play, and be with friends—things that screens often replace.

The program is new, but early feedback is positive: more active breaks, happier students, more social time. It also shows a broader idea: being always connected is not always good for our minds or learning. Sometimes, we need breaks from the digital world.

As Chile considers making rules for all schools, this pilot project could be the start of wider changes. If students feel better, learn better, and enjoy school more, the effort will have been worth it.