One year after Law No. 15,100/2025—which regulates the use of cell phones and other personal electronic devices in elementary and secondary schools —took effect, school administrators are already noticing changes in daily school life.

A national survey conducted by the Ministry of Education (MEC), in partnership with the Anísio Teixeira National Institute for Educational Studies and Research (Inep) and the Alana Institute, with the cooperation of UNESCO, shows that 92% of Brazilian schools have already implemented restrictions on the use of devices for non-educational purposes.

The survey interviewed administrators from 8,189 public and private schools across the country and sought to understand how the legislation has been implemented, what challenges remain, and what impacts have been observed after the first year of the law’s implementation.

Among the key findings, 95% of administrators say the restriction encouraged in-person socialization among students. Another 88% have observed a reduction in conflicts, digital aggression, and cases of cyberbullying, while 86% believe the measure helped reduce students’ anxiety. In addition, 67% report an increase in participation in hands-on, recreational, and artistic activities.

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Despite the positive results, the implementation of the law still faces obstacles. The survey shows that 39% of administrators report difficulty getting students to comply with the new rules. Also, 39% cite a lack of infrastructure to store the devices during the school year, and 31% say they face difficulties in continuously monitoring compliance with the regulation.

For Alessandra Borelli, a lawyer specializing in digital law, these figures show that the main obstacle lies not only in enforcing the law, but in changing students’ behavior.

"The main challenge, without a doubt, lies in changing habits that are already deeply ingrained in school and social routines," she says. According to her, cell phones are no longer just a means of communication; they now play an important role in social relationships, entertainment, and the development of children’s and adolescents’ identities.

In the lawyer’s view, simply imposing rules tends to generate resistance. “The most successful experiences show that student engagement increases when the school goes beyond enforcement and invests in raising awareness, dialogue, and active student participation in developing solutions,” she says.

Alessandra Borelli highlights the role of schools in promoting a more conscious, balanced, and responsible use of technology. Photo: Courtesy.

She points out that explaining the reasons for the restriction, presenting evidence on the impacts of excessive cell phone use on learning, social interactions, and mental health, and creating spaces for listening to and empowering students have yielded more consistent results than exclusively punitive measures. “It is also very important for schools and families to be on the same page so that the guidelines are reinforced both inside and outside the school environment.”

Implementation requires more than just rules

The survey reveals that schools have adopted different strategies for storing the devices. In 62% of them, cell phones remain in students’ backpacks. Another 33% collect the devices at the school office or reception desk. There are also schools that use shared boxes or lockers in classrooms (15%) or individual lockers (10%).

For Alessandra, although infrastructure and enforcement are real challenges, these factors alone do not determine the policy’s success.

"Difficulties related to infrastructure and enforcement certainly affect the implementation of the law, especially in public school systems and in schools with large numbers of students," he says.

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She notes, however, that the effectiveness of the legislation depends on a broader strategy. “The discussion cannot be limited to the storage of devices or the constant monitoring of students’ behavior. The effectiveness of the law depends on clear protocols, training for teachers and administrators, transparent communication with families, and investments in digital and social-emotional education,” she explains.

For the attorney, the main indicator of success will be the schools’ ability to encourage a more mindful use of technology. “The success of the measure will not be measured solely by the absence of cell phones in the classroom, but by the schools’ ability to promote a more mindful, balanced, and responsible use of technology,” she concludes.

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