Kerry School Smartphone Pilot: Lessons for Parents

Originally published on 22 April 2018. Updated on 9 October 2026. This article revisits a Kerry school smartphone pilot and explains its lessons for families. The original school initiative remains a historical example, while the practical advice below reflects our current review.

Blennerville National School near Tralee worked with parents to trial a break from smartphones for sixth class pupils in 2018. Children of the Digital Age welcomed that shared approach. However, a device restriction alone cannot replace ongoing conversations, supervision and support.

In This Article

• The Kerry School Smartphone Pilot
• Why Children Ask for Smartphones
• Online Access Across All Devices
• Peer Pressure: Lessons from the Kerry School Pilot
• School Smartphone Pilot: Practical Steps for Parents
• Kerry School Pilot: Frequently Asked Questions
• Related CODA Resources
• References

The Kerry School Smartphone Pilot

The school’s own account describes an eleven week pilot involving sixth class pupils. Parents agreed to remove smartphones after concerns about cyberbullying. Subsequently, the school reported improvements in pupils’ mood and engagement, although these observations were not a controlled research study.

The Kerry school initiative showed how families could work together rather than leave each parent to make the decision alone. However, this article does not establish the school’s current policy or claim that the pilot proves every device ban works.

For the original background, read Blennerville National School’s account of its smartphone pilot. This historical source helps explain the initiative, but its older platform advice should not serve as a current settings guide.

Why Children Ask for Smartphones

In our school presentations, children often describe messaging friends, gaming, listening to music and taking photographs as reasons for wanting a smartphone. For example, ownership can also feel like a milestone or a way to fit in with classmates.

These classroom conversations are observations from our work, rather than a representative survey of all children. Nevertheless, they reveal a useful question for parents: what need would the device actually meet?

A child who needs to call home may need a basic phone rather than a device with unrestricted internet access. Similarly, wanting access to games does not automatically mean that a child needs a personal smartphone.

Online Access Across All Devices

A smartphone can offer access to messaging, online communities and content at many points throughout the day. However, its risks depend on the services used, who can make contact and the protections in place.

Tablets, consoles and laptops can also provide access to harmful content or unwanted contact. Therefore, replacing a smartphone with a tablet does not remove the need for supervision. Parents should review every connected device, rather than focus on one screen.

For example, Webwise’s advice for first time tablet use covers agreed rules, parental controls and conversations. Use it alongside the device manufacturer’s current instructions when setting up a child’s device.

Peer Pressure: Lessons from the Kerry School Pilot

Parents may worry that delaying a smartphone will leave their child excluded. However, buying a device should not become the only response to bullying or pressure. Schools and families can address exclusion directly and agree ways for children to stay connected.

The Kerry school example matters because parents acted together. Similarly, a voluntary agreement among families can make individual boundaries easier to explain. Include children in that conversation and plan social activities that do not require an app.

The CyberSafeKids Better Digital Parenting guide encourages delaying smartphones and considering simpler ways to stay in contact. It also stresses the risks on other devices. Therefore, a family plan should cover the wider digital environment.

School Smartphone Pilot: Practical Steps for Parents

1. Identify the Actual Need

Ask your child what they want to do and why. For example, separate calling home from gaming, group chats and social media. Then consider the simplest option that meets the need. Why it matters: the decision becomes practical rather than a response to pressure.

2. Agree Clear Boundaries

Decide together where devices can be used, when they should be put away and how you will review problems. In addition, agree how children can ask for help. Why it matters: predictable rules are easier to understand than restrictions introduced after an argument.

3. Review Controls on Every Device

Check the manufacturer’s current family controls, app permissions, purchases and communication settings. Where appropriate, limit contact from unknown users and check age requirements before allowing an account. Why it matters: controls can reduce exposure, but they cannot guarantee safety.

4. Make Disclosure Easier

Tell your child they can come to you about upsetting content, threats or unwanted contact. However, avoid making automatic punishment the first response to asking for help. Why it matters: a child needs support when something goes wrong, even if a rule was broken.

5. Review the Plan Together

Check whether the arrangement supports sleep, schoolwork, friendships and family life. Similarly, adults should consider the behaviour they model. Why it matters: the aim is a workable family routine, rather than a rule that nobody can sustain.

Kerry School Pilot: Frequently Asked Questions

Does a Basic Phone Solve Every Online Safety Problem?

No. A basic phone may meet a need for calls and texts with fewer online features. However, check the specific device, because models differ. Other connected devices still need suitable boundaries and supervision.

Should Parents Rely on Parental Controls Alone?

No. Controls support family rules, but children also need guidance and someone they can ask for help. In addition, parents should review settings as devices and services change.

Does This Article Describe the School’s Current Policy?

No. The Kerry school smartphone pilot described here took place in 2018. For any present policy, contact the school directly. The article’s practical guidance is separate from its account of that historical initiative.

Related CODA Resources

For parents, visit Resources for Parents for further reading. In addition, explore Parent Guides and Downloads for practical support.

For schools, our Online Safety Education Presentations page explains how to enquire about education and training.

References

• Blennerville National School: Web Safety. The school’s historical account of its eleven week smartphone pilot.
• Webwise: Advice for First Time Tablet Use. Guidance on device rules, supervision and safer setup.
• CyberSafeKids: Better Digital Parenting. Practical advice on smartphone decisions and the wider family digital environment.

About Children of the Digital Age

Children of the Digital Age provides online safety education and training for schools, parents, organisations and communities. Our presentations combine practical advice with discussion of online behaviour and emerging risks. Finally, use the form below to enquire about support for your school or organisation.

Content and layout reviewed: 9 October 2026. Original publication: 22 April 2018.

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