Pupil use of Mobile Phones in Schools
North Ayrshire Council · 25 March 2026
Back to North Ayrshire Council — 25 March 2026 and its agenda
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OFFICIAL INFORMATION OFFICIAL INFORMATION NORTH AYRSHIRE COUNCIL 25 March 2026 North Ayrshire Council Title: NAC Education Service – ‘Pupil use of Mobile Phones in Schools’ Purpose: To update Elected Members on the review of the current NAC Education Service operating procedure "Pupil use of mobile devices in schools". Recommendation: That Elected Members: a) Note the content of the report b) Approve the finalisation of the refreshed Service Operating Procedure on the use of mobile phones in schools based upon the principles set out in this paper 1. Executive Summary 1.1 A Council motion was made in June 2025 directing the Education Service to launch a review of the current position on pupil use of mobile phones within schools. This motion was made to ensure we have an approach regarding mobile phones and digital devices which supports positive learning and teaching outcomes across all North Ayrshire schools as well as protecting the wellbeing of children and young people. 1.2 NAC Education service has subsequently undertaken a full review of our position in line with the latest evidence, including the 2024 Scottish Government guidance on ‘Mobile Phones: Guidance for Scottish Schools’. This review has led to some proposed updates to the current NAC guidance. In particular, it is proposed that mobile phone use during lessons be strictly prohibited in all North Ayrshire schools unless explicitly permitted by the teacher for educational purposes, with this expectation being front-and-centre of a revised Service Operating Procedure. That means that, at a minimum, devices must be turned off or set to silent mode and stored in a manner that does not disturb the learning environment or the wellbeing of others – i.e. not seen and not heard. 1.3 The evidence notes that mobile devices can support learning, communication, and independence, but also that they pose risks such as classroom disruption, bullying, and misuse on social media. 1.4 The review that has been undertaken of current NAC guidance to schools has involved consideration of: - the existing NAC operating procedure - Scottish Government guidance - practices in other local authorities - national / international evidence and developments
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OFFICIAL INFORMATION OFFICIAL INFORMATION - stakeholder views through surveys of parents, carers, school staff, and children and young people 1.5 Amongst a range of rich and nuanced feedback, the results from surveys to pupils, parents and carers and staff within NAC schools showed a broad preference against implementing a complete ban on the presence of mobile phones on the school estate. However, there was very clearly widespread support for greater restrictions being in place and more consistent enforcement. Any exceptional use during learning and teaching time should only be following explicit permission of school staff, and schools should determine local policies on any use outside of the classroom alongside their communities. 1.6 A refreshed Service Operating Procedure is now being developed which adopts this position in full. 2. Background MOBILE PHONE USAGE 2.1 Data from a 2023 Ofcom report on the media use and attitudes of children and parents indicates shows that in the United Kingdom, 62% of 8 to 11-year-olds possess their own mobile phone, rising to 96% for 12 to 15-year-olds. 2.2 In a North Ayrshire Council context, our survey carried out with NAC children and young people through this review (Appendix 1) found that 68% of pupils aged 9–17 in NAC schools regularly bring phones to school. 2.3 In the guidance published by Scottish Government in August 2024 ‘Mobile Phones: Guidance for Scotland’s Schools’, it is acknowledged that mobile devices, including phones, watches and tablets, can provide significant benefits when used responsibly. Used responsibly, they can support learning and teaching, enhance communication, and promote social interaction. For some children and young people, these devices help to remove barriers to learning and offer practical reassurance to parents and carers, particularly as pupils become more independent in their travel to and from school. 2.4 Balanced against this, the guidance also acknowledges that there are risks associated with children and young people bringing their own personal mobile phones and devices into school, and that high quality learning and teaching can be undermined by young people’s reliance on mobile phones. 2.5 Further, the 2023 report Behaviour in Scottish Schools Research (BISSR) highlighted cases of both low-level disruption in classrooms and schools and more serious misuse such as bullying and harassment of children, young people and staff, including recording incidents and sharing content on social media. Such misuse of mobile technology can have a significant impact on the wellbeing and safeguarding of pupils, families, and staff. 2.6 Evidence from the Programme of International Student Assessment (PISA) 2022 data, published in December 2023, supports this position and indicates that inappropriate
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OFFICIAL INFORMATION OFFICIAL INFORMATION use of mobile technology can distract young people and their peers from learning and teaching. National and local guidance 2.7 For good reason, the Scottish Government aims to equip children and young people with the skills and resilience required to thrive in a modern, digital society by: “Ensuring that children and young people have opportunities to use relevant digital tools and skills across all curricula subject areas and supporting our teachers in their initial and ongoing professional development so they can be confident in their own use of digital – and in doing so promote the development of digital skills.” (Digital Strategy for Scotland – our vision, November 2025) 2.8 In line with this objective, the publication of the national guidance referenced in Paragraph 2.3 intends to empower Head Teachers to implement measures they deem appropriate for managing mobile phone use while still equipping young people with digital resilience. In particular, it emphasises the following key information: • Head Teachers should be empowered to act in the best interests of their pupils. They should be able to take the steps they see fit to limit the use of mobile phones in schools, up to and including a full ban on the school estate during the school day, if that is their judgement. • The Scottish Government supports local autonomy, with no one-size-fits-all approach to policies within Local Authorities or schools. • Policies should have an emphasis on digital etiquette, for example, phones off or out of sight unless approved • They should protect the rights of children and staff and decisions must consider the best interests of pupils • They should also highlight the expectations around privacy, for example not taking photographs or videos without consent, and should be aligned with safeguarding, data protection, anti-bullying policies and procedures. 2.9 As part of standard practice, the NAC Education Service regularly reviews our suite of operating procedures. It was recognised that the release of this updated Scottish Government guidance required a re-evaluation - and potential revision – of our current position on pupil use of mobile devices in schools. COUNCIL MOTION 2.10 In addition to the routine work being undertaken to review / update our operating procedure, a council motion was made on 14 May 2025 that also requested we review this position. 2.11 For completeness, the full motion was as follows:
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OFFICIAL INFORMATION OFFICIAL INFORMATION “This Council recognises the growing concerns around the impact of mobile phone and digital device usage on pupil wellbeing, concentration, and the overall learning environment in schools. In light of these concerns and best practice observed in other local authorities, including Perth and Kinross, this Council agrees to develop and adopt a consistent, authority-wide approach to mobile phone and digital device use in all North Ayrshire schools. Accordingly, this Council instructs the Education Service to commence a review the current NAC policy, "Pupil use of mobile phones in schools". It is suggested that the following parameters are considered as part of the review of the policy: 1. The circumstances for any permitted use of mobile phones and digital devices in a classroom or exam room setting; 2. Digital responsibility, safety and respectful use including any use in a recreational setting; 3. Policy exemptions to reflect the needs of pupils including medical and support needs and individual circumstances; 4. That pupils, parents, carers and staff are consulted in the development of the new policy for their views to be taken into account; 5. That an appropriate ECRIA is undertaken as part of the process: and 6. Cost of any change in current policy. Once the review of the policy has concluded, a report should be brought to Council for consideration and approval. This motion seeks to ensure consistency across the authority, protect learning time, and promote pupil wellbeing in a rapidly changing digital world. This was in response to recognition by the council of the possible impacts of mobile phone usage on pupil wellbeing, concentration, and the overall learning environment in schools, and because of reports of recent practice adopted in other local authorities”. 2.12 NAC Education Service has subsequently undertaken a review of our current approach and, in line with usual practice, created a short life working group comprising of Head Teachers and central staff to analyse and consider the outputs of the review and recommend updates to current procedures. 2.13 The review involved: evaluating our current guidelines, which have been in place since August 2019; analysing the latest Scottish Government guidance; examining international measures regarding the management of the use of social media; monitoring practice within other Local Authorities, including Perth and Kinross and Moray; and creating surveys to gather the views of parents and carers, school staff, and children and young people. 2.14 In terms of national benchmarking, it was found that across Scotland, several local authorities have established their own approaches to managing mobile phone use in schools. Amongst others, Perth and Kinross, Moray, Edinburgh and East Renfrewshire
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OFFICIAL INFORMATION OFFICIAL INFORMATION councils have shaped policies that suit their own educational contexts, while still aligning with national guidance from the Scottish Government. For example, the key features of the Perth and Kinross Council policy (referenced as best practice in the NAC motion above) are summarised as follows: “Perth & Kinross Council is committed to fostering a productive and respectful learning environment. To this end, the following standards for the use of digital devices, including mobile phones, are established for all PKC schools without exception: • Permitted Use: Mobile phones and other digital devices may only be used, if at all, in accordance with each school`s clearly developed policy. • Classroom Restrictions: The use of mobile phones and digital devices is strictly prohibited during lesson time unless explicitly permitted by the teacher for educational purposes. • Each school will be able to manage this in a way that suits their context but as a minimum, devices must be turned off or set to silent mode and stored in a manner that does not disturb the learning environment or the wellbeing of others when children and young people are not permitted to use them by the teacher. • Examination Protocol: Mobile phones and personal digital devices are not allowed in examination rooms. Details are available on the SQA website. • Emergency Use: In case of emergencies, the school office will be the primary means of contact between the school and home. There are clear existing protocols and there is no need for a parent or carer to contact their child or young person on their digital device during the school day” (Personal_Mobile_Device_Policy_for_Schools_Final_Version.pdf) NAC Surveys (Appendices 1-3) 2.15 To support evidence-based local level decision making within North Ayrshire, and to effectively evaluate the current procedures in place, surveys were devised to capture a wide range of perspectives, ensure fairness and transparency, and to identify differences in views across school communities. 2.16 The surveys were designed to help us collect and then analyse views from parents and carers, school staff, and children and young people around their position on the use of mobile phones and the impact of their use within school settings. 2.17 The surveys gathered views on both the positive and negative impacts of mobile phones, as well as opinions on different options for restricting or monitoring their use in schools. Respondents were also asked to indicate how strongly they supported or opposed a complete ban on mobile phones in schools as well as a range of other options. 2.18 It is important to note that this process of consultation goes beyond evidence collation and is also an important part of the subsequent implementation of a reinforced policy. Evidence from PISA 2022 shows that guidelines around the use of mobile devices in school are not, in and of themselves, sufficient to prevent pupils from becoming distracted. Rather, the implementation and enforcement of any policy plays a critical role in determining its effectiveness. PISA states that effective implementation and enforcement rely on the support and cooperation of all members of a school community – including staff, pupils and parents and carers. Further, it highlights that, to ensure this support and cooperation, it is imperative that schools seek to develop their policies in collaboration with their school community and engage with parent councils. This aligns
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OFFICIAL INFORMATION OFFICIAL INFORMATION with our own local experiences where individual schools have chosen to adopt increased restrictions around mobile phone usage. 2.19 The options offered within the survey ranged from no restrictions on mobile phone use through to an outright ban (i.e. phones not expected to be brought onto the school estate), with a sliding scale of options between these two extremes. 2.20 In October 2025, schools distributed the surveys to parents and carers, school staff, and children and young people (from Primary 6 to S6) over a three-week period. This is in accordance with UNCRC requirements, where any decisions relating to the use of mobile devices in schools need to be made acting in the best interests of the child and taking their views into consideration. Children in earlier age groups were not consulted due to much lower figures on the number who own a mobile phone. 2.21 A total of 1,054 responses were received, demonstrating strong stakeholder engagement and highlighting a high level of interest on this issue. The breakdown of respondents is as follows: • Parents/carers - 450 • Children and Young people - 487 • Staff - 117 2.22 The information gathered from the surveys on mobile phone use within North Ayrshire Schools highlighted a range of key themes and findings as presented below. Children and Young People (Appendix 1) Unsurprisingly, most respondents came from secondary schools, with 62% of responses from secondary pupils and 38% from Primary 6–7 pupils. 2.23 This response rate aligns with usage rates. 59% of respondents from primary schools never or rarely take a mobile phone to school, while 96% of secondary respondents always or often take a phone to school. 2.24 In terms of perceived benefits of having a mobile phone available, 81% of secondary pupils and 44% of primary pupils believe the main advantage to having a mobile phone at school is being able to contact family easily, with 39% of primary and 74% secondary pupils indicating being able to contact someone in an emergency as another advantage. With regards to helping with schoolwork by using learning apps, 21% of primary and 55% of secondary pupils recognised this as an advantage. 2.25 In contrast, in relation to phones being a disadvantage in school, 25% of respondents indicated that teachers could find it difficult to keep pupils focused, while 21% of respondents indicated personal distraction in class. 2.26 Pupils were split almost equally in their views on restrictions on mobile phone usage in schools, with 31% in favour of some restrictions, 35% neutral and 34% preferring no restrictions.
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OFFICIAL INFORMATION OFFICIAL INFORMATION 2.27 Most pupils, however, favour balanced policies — not full bans, but structured restrictions, especially during class time. 76% of pupils were against completely prohibiting bringing phones to school. 2.28 Parents and Carers (Appendix 2) 2.29 As with our pupil surveys, a higher percentage of responses came from the parents and carers of pupils in secondary school (58%), compared to primary (41%). 1% of respondents were from parents and carers of pupils attending ASN schools or other establishments. 2.30 The insights from these surveys indicated parental concern with the negative impact of mobile phones in schools, particularly with regards to their impact on distraction from learning and behaviour. 23% of parents and carers do not see any advantages to mobile phones in school and 29% believe that there should be no phones in schools. 2.31 In addition, 62% of parents and carers expressed concerns about cyberbullying, and some reported that their children had witnessed or experienced inappropriate content or bullying via phones. However, 78% stated their own child had never experienced cyberbullying, and only 15% stated their child had witnessed inappropriate content on their phone while at school. 2.32 While 83% of parents and carers see the value in their child having phones for communication and learning, 78% are in support of some form of restrictions in school, particularly during class time. This is higher than the equivalent figure for children and young people themselves. 2.33 Most parents and carers are in favour of restrictions on mobile phone use in schools such as switching phones off school during lessons (65%) or setting phones aside in pouches or boxes (64%). 2.34 Despite this preference for some restrictions, 62% of parents and carers surveyed were against phones being completely prohibited from school. This is lower than the equivalent figure for children and young people. 2.35 During the consultation phase, some parents directly contacted the Education Directorate to articulate their views on the detrimental effects of smartphones on the health and wellbeing of children and young people. All views expressed have been taken into consideration. 2.36 School Staff (Appendix 3) 2.37 Most respondents came from secondary schools, with 72% of responses from secondary staff, 25% from Primary 6-7 and 3% ASN and other provisions. 2.38 The structure of the school staff responding were • Senior Leadership Team - 11% • PT/FHs - 17% • Teachers - 48% • Support staff - 15% • Targeted Support Teacher - 2%
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OFFICIAL INFORMATION OFFICIAL INFORMATION • Administrative Staff - 3% • Other Staff - 8%. 2.39 40% of school staff are in favour of pupils having access to their phones at breaks and lunchtimes, with 23% stating access should only be within designated areas in school or in emergencies. 2.40 Most school staff (62%) believe phones are a distraction when used in lessons. 26% of staff stated that phones could be both a distraction and helpful to learning. 2.41 69% of staff may allow mobile phone use during lessons at some stage. However, unauthorised use is deemed to be frequent, especially in secondary school, with 42% of school staff seeing phones used by pupils in every lesson. 2.42 80% of school staff are in favour of phones being switched off during lessons, with 77% in favour of phones being out of sight during class and 72% in favour of using storage pouches or boxes for phones. 2.43 School staff are split with 42% equally in favour of / opposed to phones being completely prohibited from school.16% of school staff were undecided about this. 2.44 Interestingly, there is reported mixed awareness and confidence in current school policies: Some staff are unaware or unsure of the policy (24%), while exactly half feel inconsistent enforcement currently undermines the effectiveness of intended restrictions. 3. Proposals 3.1 Following analysis of the survey results, the working group identified areas of strong alignment across the different respondent groups. While the feedback does not show a clear or consistent preference for a full ban on mobile phones in schools, it does highlight a strong appetite for the strengthening and enforcement of restrictions on their use on a blanket basis across the authority. 3.2 An important consideration for the service is updated guidance on mobile phone use should be aligned with wider Promoting Positive Relationships and Behaviour policies, and that measures introduced to restrict phone use in school settings are practical, deliverable and feasible. 3.3 There is, however, a clear understanding that disruption to learning and teaching is unacceptable; all children and young people are entitled to engage fully in their education without distraction, and we want to ensure that positive outcomes are supported to the greatest possible extent. 3.4 Therefore, it is proposed that mobile phone use during lessons be strictly prohibited in all North Ayrshire schools unless explicitly permitted by the teacher for educational purposes, with this expectation being front-and-centre of a revised Service Operating Procedure. That means that, at a minimum, devices must be turned off or set to silent mode and stored in a manner that does not disturb the learning environment or the wellbeing of others – i.e. not seen and not heard. This aligns with the position adopted by other, including Perth and Kinross, and creates a consistent stance across all our
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OFFICIAL INFORMATION OFFICIAL INFORMATION schools which recognises the potential disruption and harm that the misuse of phones can cause. 3.5 It is further proposed that the revised Service Operating Procedure clarifies that subsequent decisions regarding any mobile phone use during non-class time (such as intervals and breaks) should continue to be determined by individual schools, led by Head Teachers, in a way that best reflects the unique context and needs of their own school community. This maintains consistency with Scottish Government guidance while not diluting our clear stance on restrictions during learning and teaching time. Any use of mobile phones and other digital devices may only be used, if at all, in accordance with each school`s clearly developed policy. 3.6 The updated guidance will set out the need for clearly defined exceptions in individual circumstances, including consideration of exemptions for children and young people who require access to mobile phones for health, wellbeing, or family-related reasons. Outside these groups, a greater focus on consistent enforcement will be essential, and we will work closely with schools to support this. 3.7 In class, children and young people will continue to have access to school devices such as laptops, to support their learning and attainment. Outside of school, Google Classrooms and/or Microsoft Teams areas will continue be used by children and young people to access such things as learning, notes and homework. 3.8 The working group is now developing a draft Service Operating Procedure that adopts these principles in full. It will reinforce that school-level policies for any use outside of the classroom should continue to be developed collaboratively, involving staff, parents and carers, as well as children and young people. Additionally, it will emphasise that school leaders should ensure that policies are aligned with their existing approaches to promoting positive relationships and behaviour, as well as North Ayrshire Council’s Digital Learning Strategy. Key points are as follows: • Mobile phones and other digital devices may only be used, if at all, in accordance with each school`s clearly developed policy. • The use of mobile phones and digital devices is strictly prohibited during lesson time unless explicitly permitted by the teacher for educational purposes. • Each school will be able to manage this in a way that suits their context but as a minimum, devices must be turned off or set to silent mode and stored in a manner that does not disturb the learning environment or the wellbeing of others when children and young people are not permitted to use them by the teacher. • Mobile phone use is prohibited during prelims and exams. Mobile phones and personal digital devices are not allowed in examination rooms. • Taking photographs of staff or pupils without consent is prohibited. • In case of emergencies, the school office will be the primary means of contact between the school and home. There are clear existing protocols and there is no need for a parent or carer to contact their child or young person on their digital device during the school day • School policies should involve full consultation with parents, pupils, staff, Parent Council as stated within Scottish Government Guidance. • Head Teachers should ensure that school policies on mobile phone use when not in the classroom should be aligned with wider Promoting Positive Relationships and Behaviour policies, and that measures introduced to restrict phone use in school settings are practical, deliverable and feasible.
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OFFICIAL INFORMATION OFFICIAL INFORMATION 3.9 Findings from a full Equality & Children’s Rights Impact Assessment undertaken for the review have been taken into consideration by the Working Group. That ECRIA is provided for information at Appendix 4. 3.10 If Council approve this NAC-wide approach to introduce tighter restrictions and enforcements, including preventing any unauthorised use of phones within schools, the updated Service Operating Procedure (SOP) will be introduced at Head Teachers’ meetings in Spring 2026. Subsequently, all schools will be instructed to undertake a review of their local policy as soon as practicable. Such reviews will need to be cognisant of the updated Service Operating Procedure, including full consultation with their own school communities. Updated school policies will be implemented early in the academic session 2026-27. 3.11 In line with the usual process of review and evaluation of service operating procedures, our updated approach will be evaluated and reviewed on a regular basis to ensure its relevancy and efficacy. 4. Implications/Socio-economic Duty Financial 4.1 None. Human Resources 4.2 None. Legal 4.3 We have a statutory duty to consider the impact our policies may have on those with protected characteristics (Equality Act 2010), our island communities (Islands (Scotland) Act 2018) as well as the socio-economic impact on our residents (Fairer Scotland Duty (2018) and Consumer (Scotland) Act 2020). The ECRIA appended to this report considers the impacts of the decision to progress the review of mobile phone guidance in NAC schools. It is unlawful for public authorities to act in a way that is incompatible with the United Nations Convention on the Rights of the Child. Assessing the impact of proposals on children’s rights helps to support good decision making and practice and ensure that decisions are necessary and proportionate when balanced against any impact on children’s rights. The ECRIA appended to this report considers the impact of the decision to review the current NAC guidance on pupil use of mobile phones in schools. Equality/Socio-economic 4.4 An ECRIA was undertaken to ensure that children’s rights were fully taken into consideration (Appendix 4).
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OFFICIAL INFORMATION OFFICIAL INFORMATION Climate Change and Carbon 4.5 None. Key Priorities 4.6 Council priorities: The focus of the Education Service is to align with the Council Plan 2023-28 strategic aim to “transition to a wellbeing economy, delivering prosperity, wellbeing and resilience for local people” and more specifically “improving educational attainment and achievement and closing the attainment gap” activities. The extent to which this is achieved will be further developed through improved engagement in learning. Community Wealth Building 4.7 None. Islands Communities Impact Assessment (ICIA) 4.8. Engagement is still ongoing to assess the impact on children and young people from Island Communities. United Nations Rights of the Child (UNCRC) 4.9 The review of the current operating procedure on pupil use of mobile phones in schools demonstrates our commitment to Children’s Rights and our continued work to ensure children’s rights are being met. Consumer Duty 4.10 None. 5. Consultation 5.1 Output from all engagement is detailed within the surveys undertaken (Appendices 1- 3) and the Equality and Children’s Right Impact Assessment (ECRIA) (Appendix 4). Sam Anson Executive Director (Education) For further information please contact Kathleen McCormick, Executive Manager (Education), on 01294 324418. Background Papers 0
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Appendix 1 – Children and Young Poeple Key Findings from The Mobile Phone Use in Schools Survey Summary: Pupils value phones for communication and learning support, but concerns about distraction, cyberbullying, and social pressure remain. Most favour balanced policies—not full bans, but structured restrictions, especially during class. 1. Who Responded • 38% of respondent were in Primary 6–7, while 62% were Secondary (S1- 3=38%, S4-6= 24%). • Gender: Mixed responses (male, female, prefer not to say). • Most do not have Additional Support Needs (ASN) (85% no, 8% yes). 2. Phone Usage Patterns • 300 respondents (62%) always bring a phone to school, while 85 respondents (17%) never do. • Most common time: Before school starts – 351 respondent (33%) use their phone at that time; secondary pupils also use phones during breaks and between classes. • In-class use: Rare; usually only with teacher permission - 235 pupils (225) use their phones with permission in class. 43 pupils (4%) stated they use their phones in class without permission. • Activities: 16% of respondents use their phone to message family and friends while 12% use their phones to check notifications and for research for schoolwork; 9% of respondents listen to music and complete schoolwork. 8% picking “other” were referring to not having a phone or now allowed to have their phone at school. 3. Perceived Advantages • Top benefits cited: • Contacting family (25%) or someone in an emergency (22%). • Access to learning tools and apps (15%) • Being more responsible (13%).
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• Some pupils reported “no advantages” (3%) or said they don’t bring phones to school. 4. Perceived Disadvantages • Main concerns: • 25% of respondents indicated teachers can struggle to keep pupils focused, while 21% of respondents chose distraction from learning and 17% felt disruption from their learning. • Cyberbullying risks (8%). • Reduced face-to-face interaction (7%). • Feeling left out without a phone or enough credit (9%). 5. Impact on Learning • Mixed views: • 60% of young people think having their phone in school has more advantages than disadvantages. • 3% of young people are asked to use their phones in all or most lessons, compared to 22% for some lessons, 33% in a few, with 41% of young people never using their phones in lessons • 34% find phones helpful for learning (research, apps), while 9% see them as a distraction. 29% see them as a mixture of both helpful and distracting • 57% of respondents would like to use their phones for learning activities, however. 6. Emotional Impact • With phone access the majority of young people feel: Happy (23%), safe (18%), relaxed (17%), connected (17%). In total 11% of responses feelings of anxiety, being distracted, fearful or stressed. • Some of the “other” responses included feeling calm, entertained, but mainly indifferent – “neither up nor down”: “Neutral, but I can’t use it when the teachers want use to scan a QR code to complete a survey or to do an online quiz because it's not fair to use my data and money.”
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“It doesn’t exactly affect my mood. But when in some form of stress I can easily contact someone to help me weather(sic) it’s a friend or family” • Without phone access, young people indicated feeling the following: anxious (13%), stressed (9%), or disconnected (13%), with 8% feeling relieved. • Some of the “other” responses included the following statements: "I feel like a part of the school" “I don’t think it’s fair that in primary u aren’t allowed phones, but older kids get allowed” “I honestly couldn’t care less if am not on my phone, I just get bored." “Worry about forgetting it at the end of class” “Need to be able to contact my mum” "It just annoys me bc I like texting my mama bc she’s cool and I can’t when I don’t have my phone " "It annoys me that teachers think I'm attached to my phone when really I'm just trying to check the time because a lot of the rooms don't have working clocks" “I don’t exactly care. I mean either way my work still gets done so I sometimes use it to pass time" “I feel like I work less as I listen to music in all classes because it helps me focus” "Worried because I pay for my lunch with my phone" 7. Safety & Social Pressure • Most pupils do not feel pressured by peers to use phones. • Feeling of safety with phones is mixed 63% agree, others unsure, or do not think it does (37%). 8. Bullying & Inappropriate Content • Majority have not experienced bullying via phone (84%) and 76% have not witnessed bullying through mobile phone. • Some have witnessed inappropriate content (10%), but most said “No” or “Not sure”.
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9. Views on School Policy • 38% of pupils are unsure of their school’s current policy, with 50% of young people believing their school’s policy is fair. • Strong support for: • Restrictions during class time, but not at interval and lunch: phones out of sight (55% in favour) or switched off (49% in favour). Pupils were more mixed about phones being placed in a pouch/box 53% not in favour, 24% in favour, 20% neutral). • Teacher discretion on phone use – almost 60% of pupils in favour of this. • Age-based flexibility (fewer restrictions for older pupils) – 35% in favour of this, with 42% more neutral. • Opposition to: • No restrictions at all – split 31% not in favour of no restrictions, 35% neutral and 34% in favour of no restrictions. • Complete ban on bringing phones to school – 76% not in favour with 10% in favour. 10. Key Trends • Primary pupils: Limited use, more restrictions, see phones as distractions. • Secondary pupils: Higher usage, more perceived benefits, but still acknowledge distraction risks. • Emotional dependency and social comparison are evident across age groups.
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Appendix 2 – Parents and Carers Key Findings from the Mobile Phone Use in Schools Survey Summary Parents are highly concerned about the negative impact of mobile phones in school, especially regarding distraction, behaviour, and safety. While some see value in phones for communication and learning, the majority support clear restrictions, particularly during class time. 1. Who Responded • 450 respondents – 58% secondary, 41% primary, 1% ASN/Other • P6/7 (36%), S1-3 (40%), S4-6 (23%) • 16% were parents/carers of child with ASN 2. Phone Usage Patterns • 64% of respondents stated their child/ren always take a phone to school, 25% never do. • 59% of respondents are sometimes contacted by their child through the school day. • 59% of respondents sometimes contact their child during the school day. 3. Perceived Advantages • 23% of parents/carers do not see any advantages to mobile phones in school, however respondents identified the following as the main advantages: 1. Emergency contact (67%) 2. Communication with family (40%) 3. Access to learning tools and apps (23%) 4. Encouraging responsibility (18%) Some specific quotes from Parents and Carers regarding advantages include the following: “Uses phone to confirm at school and when walking home as just started walking himself” “Having a child with ASN I find it helps support them during day when they get overwhelmed"
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“Teacher has used mobile phone to record herself speaking Spanish test which was used for revision purposes. This was a great help to my daughter" "Additional safety and if there are issues with the bus they can contact me for reassurance and help." "My daughter uses her phone as a way to contact me and inform me if she has something on after school" "Life360 app shows my child's whereabouts and let's me know if he is not at school on time" "Helps to provide reassurance to aid anxiety” "If she has it on her person I know where she is. I 100% do not encourage use of phones in class." “Can be used as a tool for positive social interactions.” 5. Perceived Disadvantages Respondents identified the following as the main disadvantages: 1. Reduced concentration and increased distraction (64%) 2. Disruption to learning (55%) 3. Risk of pupils/staff being filmed or recorded without consent (48%) 4. Cyberbullying (41%) 5. Difficulty managing classroom behaviour (38%) 8% of respondents stated that there are no disadvantages to mobile phones in schools and felt that was right for their child/ren. Some respondents mentioned the actions they had taken to ensure their child did not interact with social media during the school day. Overall, 54% of respondents do not believe having a mobile phone in school has more advantages than disadvantages. Some specific quotes from Parents and Carers regarding advantages include the following: “It is very destructive for them. I do not allow my child to take a phone to school. it is well monitored and left at home.” “All of the above are a risk of smartphones, not basic mobile phones, plus the biggest risk, not listed, of safeguarding i.e. exposure to harmful pornographic and/or violent and extreme content on another child’s phone."
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“Other kids being on their mobile during class and the teacher having to stop teaching. This is something I am told which happens in some classes." “I do not see the disadvantage for MY child.” "Teachers do suggest kids go on their phones! Especially coming up to holiday periods when they aren’t doing anything, they should be doing schoolwork but are encouraged to go on their phones, not always the kids fault" 6. Impact on Learning • 32% of respondents believe mobile phones are helpful to learning, with 50% believing they are an overall distraction, however 31% believe both options. • 83% of respondents are in support of using mobile phones in some way for learning activities, however 50% of respondents believe they are a distraction to learning. 7. Safety and Cyberbullying Concerns • 281 respondents (62%) expressed concerns about cyberbullying. • 116 (26%) had safety concerns due to phone use in school. • Some reported children witnessing or experiencing inappropriate content or bullying via phones, however an average of 61% of respondents stated their child had not experienced bullying or witnessed inappropriate content on their phone while at school. • 90% of respondents have discussed their child’s phone use at school with them (either fully or to some extent). 8. School Policy Awareness and Effectiveness • 52% parents/carers responding believe their child’s school policy is fair, with 39% believing the school’s approach to mobile phone use is managed well. • 89% of parents/carers responding said their child has never experienced any consequences at school for mobile phone use. 9. Options for Monitoring Mobile phone Use in Schools: • 78% of respondents believe there should be restrictions on phone use in schools with 12% disagreeing on restrictions. However, 62% disagree with no phones allowed in school, while 29% agree with having no phones in school.
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• 82% are in favour of restrictions during class time (in bag), with provided pouches or boxes (64%) or device switched off (65%) the most popular method. • Teachers deciding when phones are to be used, fewer restrictions as pupils get older and devices set aside for the whole school day (break and lunch included) were much more split between agree and disagree.
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Appendix 3 – School staff Key Findings from the Mobile Phone Use in Schools Survey – Staff Summary: Overall, staff reported few advantages to mobile phone use in school, with a minority highlighting benefits such as access to learning tools or support for research. A significant section of staff felt there were no advantages at all. In contrast, there was strong agreement on the negative impacts, particularly around distraction, disruption to learning, behaviour management challenges, and risks of unauthorised filming. There was strong support for tighter restrictions, particularly keeping phones out of sight in class, switching them off during lessons, and using storage pouches. Few supported a completely restriction-free approach, and views were mixed on banning phones from school entirely. 1. Who Responded • 117 respondents – 11% Senior Leadership Team, 48% teachers, 17% PT/FHs, 15% support staff, 2% Targeted Support Teacher, 3% Administrative Staff, 8% Other Staff • 72% respondents secondary, 25% primary, 1% ASN and 2% other provision 2. Perceived Advantages of Mobile Phones in School • Most commonly cited advantages (though mentioned by a minority): • Access to learning tools and apps (28%) • Supports notetaking and research (17%) • Emergency contact (9%) However, 31% of respondents stated, “no advantages”, especially in secondary settings. 3. Perceived Disadvantages Overwhelming agreement on the negative impact of mobile phones: • Disruption to learning (27%) • Reduced concentration and increased distraction (26%) • Difficulty managing classroom behaviour (15%)
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• Risk of pupils/staff being filmed or recorded without consent (15%) 4. Usage in Classrooms 90% of respondents stated having a phone in school has more disadvantages than advantages • 31% of staff never allow mobile phone use during lessons. • Unauthorised use is frequent, especially in secondary schools—many respondents (42%) report seeing phones used in every lesson. • Most common classroom management strategies: • Clear rules and expectations (verbal/visual) (28%) • Behaviour policies (e.g., Promoting Positive Relationships) (21%) • Use of “phone jail” or storage pouches (15%) • Support from promoted staff (11%) • 75% of respondents are in favour of confiscating phones • 42% support the use of mobile phones at break and lunchtimes, with 21% saying no access at these times either. 5. Policy and Enforcement • Mixed awareness and confidence in current school policies: • Some staff are unaware or unsure of the policy (24%). • 58% feel their school policy is fair • Many feel inconsistent enforcement undermines effectiveness (50%). • Support from SLT varies: • Some report good to high levels of support (49%). • Others feel unsupported or that SLT does not enforce rules consistently (24%). 6. Impact on Learning and Safety • Most staff believe phones are a distraction, not a learning aid - 61% said they were a distraction when used in lessons, although 27% said both a distraction and helpful to learning. • 73% do not believe having phones makes the environment safer • Concerns about:
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• Cyberbullying (83%) • Exposure to inappropriate content (69%) • Peer pressure to use phone (70%) 7. Preferred Restrictions • Strong support for: • Phones being out of sight during class (77% in favour) • Use of storage pouches or boxes (72% in favour) • Phones switched off during lessons (80% in favour) • Teacher discretion in allowing phone use (50% in favour) • Less support for: • No restrictions – 93% strongly disagree/disagree on no restrictions • Not allowing phones to be brought to school (44% in favour, 34% not in favour, 23% neutral)
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Version: 6.0 North Ayrshire Council Equality & Children’s Rights Impact Assessment (Full Form) Introduction This form will assist in carrying out an Equality Impact Assessment and where appropriate, Socio-Economic, Children’s Rights, Island Communities and Consumer Duty Impacts of new, revised and existing policies and practices. Guidance on how to complete assessments is given in the Council’s Equality and Children’s Rights Impact Assessment Toolkit. The form is mandatory and must be published on the Council website once the policy or practice has been approved. Section 1: General Details 1.1 Directorate/Service Education: Section: Education 1.2 Name of Policy, Practice of Proposal being assessed: Use of Mobile Phones in Schools Is it New ☐ Existing (being reviewed): ☒ Budget Proposal: ☐ Please insert Budget Reference number (if applicable) N/A 1.3 List of participants in the assessment Kathleen McCormick Clare McEvoy 1.4 Manager responsible for the impact assessment Name: Kathleen McCormick Designation: Executive Manager 1.5 Timetable (should be started during the development phase of the proposal) Date Assessment Started: 25/08/25 Interim Review Date: N/A
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Version: 6.0 Final sign off by Head of Service at the end of the form. Section 2 – Aims and Relevance 2.1 What is the purpose of the policy practice or proposal? There is a clear understanding that any disruption to learning and teaching is unacceptable; all children and young people are entitled to engage fully in their education without distraction, and we want to ensure that positive outcomes are supported to the greatest possible extent. As a result, it is proposed that mobile phone use during lessons be strictly prohibited in all North Ayrshire schools unless explicitly permitted by the teacher for educational purposes, with this expectation being front-and-centre of a revised Service Operating Procedure. That means that, at a minimum, devices must be turned off or set to silent mode and stored in a manner that does not disturb the learning environment or the wellbeing of others – i.e. not seen and not heard. It is further proposed that the revised Service Operating Procedure clarifies that subsequent decisions regarding any mobile phone use during non-class time (such as intervals and breaks) should continue to be determined by individual schools, led by Head Teachers, in a way that best reflects the unique context and needs of their own school community. This maintains consistency with Scottish Government guidance while not diluting our clear stance on restrictions during learning and teaching time. Any use of mobile phones and other digital devices may only be used, if at all, in accordance with each school`s clearly developed policy. The updated guidance will set out the need for clearly defined exceptions in individual circumstances, including consideration of exemptions for children and young people who require access to mobile phones for health, wellbeing, or family-related reasons. Outside these groups, a greater focus on consistent enforcement will be essential, and we will work closely with schools to support this. All schools will be encouraged instructed to undertake a review of their local policy as soon as practicable.
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Version: 6.0 Section 3 – Equality and Diversity 3.1 What evidence were you able to access about the relevant needs of protected groups as outlined in section 3.3 below (Please include your sources – links to equality providers and evidence can be found in both the toolkit and the Promoting Equality Page on Connects). Surveys were created and made available to children and young people across Primary, Secondary and ASN schools within North Ayrshire. The surveys were designed for children and young people in school stages Primary 6 through to secondary S6 and were accessible both in school and at home, therefore support for children and young people to answer the survey questions was available. 3.2 Are there any gaps in your evidence or areas of uncertainty? • The views of children in the stages below primary 6 – engagement only took place at this stage and above. This decision was based upon the age profile of learners most likely to be affected by the policy. 3.3 From the list of protected characteristic groups identified in section 2.3 please identify any potential positive and negative impacts on any of these protected characteristics? Protected Characteristic Yes No Please Explain (Positive or Negative or Neutral) Age - Older people, children and young people – please identify which categories will be affected ☒ ☐ The updated procedure regarding mobile phones will have the most significant impact on children aged 5 to 18 who are attending schools in North Ayrshire, and especially those within secondary school or the later stages of primary school. Positive - there is a clear understanding that any disruption to learning and teaching is unacceptable; all children and young people are entitled to engage fully in their education without distraction, and we want to ensure that positive outcomes are supported to the greatest possible extent. As a result, it is proposed that mobile phone use during lessons be strictly prohibited in all North
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Version: 6.0 Protected Characteristic Yes No Please Explain (Positive or Negative or Neutral) Ayrshire schools unless explicitly permitted by the teacher for educational purposes. It is further proposed that the revised Service Operating Procedure clarifies that subsequent decisions regarding any mobile phone use during non-class time (such as intervals and breaks) should continue to be determined by individual schools, led by Head Teachers, in a way that best reflects the unique context and needs of their own school community. The views shared by children and young people have been taken into consideration when making decisions about the types of restrictions which could be put in place within schools. For example, 60% of children and young people are in favour of teacher discretion with regards phone use in classroom (See Children and Young People Survey Analysis) Disability - Physical and Learning ☒ ☐ Positive: There is limited evidence specifically addressing the use of mobile phones in schools by pupils with disabilities. Restrictions on mobile phone use may inadvertently reduce the reasonable adjustments available to some pupils. This includes situations where mobile phones support pupils with disabilities, assist those with additional support needs, or are used to monitor medical conditions such as diabetes. Therefore, the new SOP will give key consideration to
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Version: 6.0 Protected Characteristic Yes No Please Explain (Positive or Negative or Neutral) whether exceptions for individual circumstances are required for allowing phones for health-related reasons to ensure that unlawful discrimination is avoided. Gender reassignment - Where a person is living as the opposite gender to their birth ☐ ☒ There is currently no evidence indicating that mobile phone use in schools affects children and young people differently on the basis of gender reassignment. Pregnancy and Maternity ☐ ☒ Click or tap here to enter text. Race, ethnicity, colour, nationality or national origins (including gypsy/ travellers, refugees and asylum seekers) ☐ ☒ There is currently no evidence indicating that mobile phone use in schools affects children and young people differently on the basis of race, ethnicity, colour, nationality or national origin. Religion or belief (includes religious and philosophical beliefs, including no belief) ☐ ☒ There is currently no evidence indicating that mobile phone use in schools affects children and young people differently on the basis of religion or belief. Sex - Women and Men ☐ ☒ There is currently no evidence indicating that mobile phone use in schools affects children and young people differently on the basis of sex. Sexual Orientation - Lesbian, gay and bisexual people ☐ ☒ There is currently no evidence indicating that mobile phone use in schools affects children and young people differently on the basis of sexual orientation. Marriage and Civil Partnership - marriage ☐ ☒ Click or tap here to enter text.
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Version: 6.0 Protected Characteristic Yes No Please Explain (Positive or Negative or Neutral) between same sex couples is included Human Rights ☐ ☒ There is currently no evidence indicating that mobile phone use in schools affects children and young people differently on the basis of Human Rights. Care Experienced - This term refers to anyone who is currently in care or has been for any length of time regardless of their age and includes Kinship Care (other family members); Looked After at Home (with support from social work); Residential Care; Foster Care; Secure Care; Adoption. ☐ ☒ Neutral - There is currently no evidence indicating that mobile phone use in schools affects children and young people differently on the basis of being care experienced. However, the updated guidance will set out the need for clearly defined exceptions in individual circumstances,including consideration of exemptions for children and young people who require access to mobile phones for health, wellbeing, or family-related reasons. Other - Poverty, homelessness, ex-offenders, isolated rural communities, carers, part-time workers, or people in a marriage/civil partnership ☐ ☒ There is currently no evidence indicating that mobile phone use in schools affects children and young people differently on the basis of other protected characteristics. 3.4 Describe any consultation or engagement undertaken, including details of the groups involved and the methods used. Surveys were created and shared with children and young people across Primary, Secondary and ASN schools within North Ayrshire. The surveys were designed for children and young people in school stages Primary 6 through to secondary S6 and were accessible both in school and at home, therefore support for children and young people to answer the survey questions could be available in each of these locations.
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Version: 6.0 Questions 3.5 – 3.7 refer to the ‘Three Key needs (or aims) of the Equality Duty’ 3.5 Which aspects of the policy eliminate unlawful discrimination, harassment and victimisation? Practices of unlawful discrimination, harassment and victimisation are not evident in the delivery of education in North Ayrshire. Consequently, this policy is not relevant to this aspect of the Equality Duty. 3.6 Which aspects of the policy advance equality of opportunity between people who share a relevant protected characteristic and those who do not? N/A 3.7 Which aspects of the policy foster good relations between people who share a protected characteristic and those who do not? (Does it tackle prejudice and promote a better understanding of equality issues). N/A 3.8 If you have identified any negative impacts of your proposal how will you mitigate these? No negative impacts identified. 3.9 Is the policy or practice intended to promote equality by permitting positive action or lead to positive outcomes for people based on a protected characteristic? No
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Version: 6.0 Section 4 – The Fairer Scotland Duty The Fairer Scotland Duty (‘the Duty’), Part 1 of the Equality Act 2010 places a legal responsibility on the Council to actively consider (‘pay due regard to’) how we can reduce inequalities of outcome caused by socio-economic disadvantage when making decisions. 4.1 Does the proposal have the potential to have a significant impact on inequalities of outcome caused by socio-economic disadvantage? (consider low income; low wealth; material deprivation; area deprivation; communities of place or interest, socio-economic background). Yes ☐ No ☒ If No, please go to Section 5. If Yes please provide more information under any of the below headings which are relevant, highlighting any evidence and sources of evidence used to inform your information. 4.2 Low Income/Income Poverty: Cannot afford to maintain regular payments such as bills, food and clothing Click or tap here to enter text. 4.3 Low/and or no wealth: Having enough money to meet basic living costs and pay bills but have no savings to pay for any unexpected spends and no provision for the future. Click or tap here to enter text. 4.4 Material Deprivation: Being unable to access basic goods and services, i.e. financial products like life insurance, repair/replace broken electrical goods, warm home, leisure/hobbies Click or tap here to enter text. 4.5 Area Deprivation: Where you live (rural areas), where you work (accessibility of transport. Click or tap here to enter text. 4.6 If impacts have been identified how will these be mitigated or explored in more detail? (please outline below) Click or tap here to enter text.
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Version: 6.0 Section 5 – Children’s Rights When considering the Children’s Right’s Impact process, some of the key considerations include any evidence, research and consultation (specifically including any consultation or engagement with young people). 5.1 Are any Children’s Rights impacted by this proposal? (please refer to Appendix 1 of this document, where the Children’s Rights Articles have been matched against the Getting It Right For Every Child (GIRFEC) wellbeing indicators. This is solely to make it easier to identify which rights might be impacted on; the Rights are the key element of this section). Yes ☒ No ☐ 5.2 Please indicate, if possible, how many children and young people (nearest estimate) are likely to be affected by the policy or measure? The total pupil roll across NAC schools is approximately 17,000. 5.3 Are some children and young people more likely to be affected than others? Yes ☒ No ☐ If, Yes what groups? (consider protected characteristics – e.g. disabled young people, LGBT etc) Restrictions on mobile phone use may inadvertently reduce the reasonable adjustments available to some pupils. This includes situations where mobile phones support pupils with disabilities, assist those with additional support needs, or are used to monitor medical conditions such as diabetes. Therefore, the new SOP will give key consideration to whether exceptions for individual circumstances are required for allowing phones for health-related reasons to ensure that unlawful discrimination is avoided. Older children (particularly secondary school pupils) are also more likely to be affected given the greater likelihood of them owning a mobile phone.
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Version: 6.0 5.4 What Children’s Rights are likely to be affected by the policy/proposal? Please refer to Table 2 (Appendix 1) ‘Links between Wellbeing Indicators and Articles of the UNCRC’ and insert the relevant rights and indicators in the table below. Wellbeing indicator (e.g. safe, healthy etc) Children’s Right (e.g. 22 – refugee children) Safe 19 - Protection from violence, abuse and neglect Governments must do all they can to ensure that children are protected from all forms of violence, abuse, neglect and bad treatment by their parents or anyone else who looks after them. Children and Young People have the right to be kept safe from harm. They must be given proper care by those looking after them. 34 - Sexual exploitation Governments must protect children from all forms of sexual abuse and exploitation. Children and Young People have the right to never be pressurised or forced into doing anything sexual. They have the right to be protected from it. 36 - Other forms of exploitation Governments must protect children from all other forms of exploitation, for example the exploitation of children for political activities, by the media or for medical research. Children and Young People have the right to be protected from being taken advantage of in any way.
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Version: 6.0 Wellbeing indicator (e.g. safe, healthy etc) Children’s Right (e.g. 22 – refugee children) Healthy 29 - Goals of education Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment. It must help to prepare them for adult life. Achieving 28 - Right to education Every child has the right to an education.. Discipline in schools must respect children’s dignity and their rights. 29 - Goals of education Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights. Nurtured 4 – Implementation of the Convention Children and Young People have the right to have their rights protected and an environment where they can grow up safe. Active 3 - Best interests of the child The best interests of the child must be a top priority in all decisions and actions that affect children. ‘What is best for them is what matters’.
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Version: 6.0 Respected 2 - Non-discrimination Children and young people have the right to have the convention that applies to everyone under the age of 18 no matter who they are, or what type of family they come from. 3 - Best interests of the child The best interests of the child must be a top priority in all decisions and actions that affect children. ‘What is best for them is what matters’. 4 – Implementation of the Convention Children and Young People have the right to have their rights protected and an environment where they can grow up safe. 12 - Respect for the views of the child Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. Children and Young People have the right to speak up and have their opinions listened to and be taken seriously by adults on things that affect them. 13 - Freedom of expression Every child must be free to express their thoughts and opinions and to access all kinds of information, as long as it is within the law. Children and Young People have the right to say whatever they believe as long as it does not harm or offend other people. They also have the responsibility to respect the rights and freedom of others. 16 - Right to privacy Every child has the right to privacy. The law should protect the child’s private, family and home life, including protecting children from unlawful attacks that harm their reputation, for example, they
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Version: 6.0 Wellbeing indicator (e.g. safe, healthy etc) Children’s Right (e.g. 22 – refugee children) shouldn’t have their personal letters opened or anyone listening in to their personal phone calls. 17 - Access to information; mass media Every child has the right to reliable information from a variety of sources, and Governments should encourage the media to provide information that children can understand. Governments must help protect children from materials that could harm them. Children and Young People have the right to access information which is important to their wellbeing. Adults should help them find information they are looking for and make sure it’s not harmful. Responsible 3 - Best interests of the child The best interests of the child must be a top priority in all decisions and actions that affect children. ‘What is best for them is what matters’. 12 - Respect for the views of the child Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. ‘Children and Young People have the right to speak up and have their opinions listened to and be taken seriously by adults on things that affect them’. Included 3 - Best interests of the child The best interests of the child must be a top priority in all decisions and actions that affect children. ‘What is best for them is what matters’. 5.5 What likely impact will the policy/proposal have on Children’s Rights and Wellbeing? Either Positive, Negative or Neutral.
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Version: 6.0 Children Rights - Positive - There is a clear understanding that any disruption to learning and teaching is unacceptable; all children and young people are entitled to engage fully in their education without distraction, and we want to ensure that positive outcomes are supported to the greatest possible extent. As a result, a strict prohibition of mobile phone use during lessons will protect high- quality learning and teaching as well as wider wellbeing outcomes. The updated guidance will also set out the need for clearly defined exceptions in individual circumstances, including consideration of exemptions for children and young people who require access to mobile phones for health, wellbeing, or family-related reasons. Outside these groups, a greater focus on consistent enforcement will be essential, and we will work closely with schools to support this. The revised Service Operating Procedure will also clarify that subsequent decisions regarding any mobile phone use during non-class time (such as intervals and breaks) should continue to be determined by individual schools, led by Head Teachers, in a way that best reflects the unique context and needs of their own school community. This maintains consistency with Scottish Government guidance while not diluting our clear stance on restrictions during learning and teaching time. Any use of mobile phones and other digital devices may only be used, if at all, in accordance with each school`s clearly developed policy. Other Protected Characteristics This is noted in section 5.5 5.7 What consultation or engagement has taken place with young people? Surveys were carried out with children and young people from stages Primary 6 through to S6. 5.6 If Negative impacts are identified how will these be mitigated, or the effect reduced? For children and young people with additional support needs or disabilities, young carers, and those who are required to use a mobile phone to monitor medical conditions, the policy will provide clearly defined exemptions. These exemptions are intended to secure positive outcomes for affected pupils and to mitigate any potential adverse impacts arising from restrictions on mobile phone use. Schools will be expected to take these exemptions into account as part of their policy development processes to ensure compliance with equality duties and to support equitable access to education.
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Version: 6.0 Section 6 – Island Communities Impact (or Island Proofing) Island Proofing is about considering the particular needs and circumstances of island communities when public sector organisations exercise their functions and make decisions. This has been added to the process of assessing the Council Plan and includes a range of issues such as access to services, digital connectivity, employment and access to education, transport and access to goods and services. 6.1 Do the intended outcomes of the proposal potentially differ or have a different impact for our Island Communities? Yes ☐ No ☒ 6.2 What are the potential impacts for our Island Communities? N/A. 6.3 Please explain if the impacts are different for communities on different islands? N/A 6.4 What consultation or engagement has taken place with the Island Communities? Island communities featured within the wider engagement process. 6.5 How will you address any potential barriers or wider impacts for Island Communities as identified through this assessment? N/A Section 7 – The Consumer Duty The Consumer Duty is about the impact of Council proposals on consumers in Scotland. A Consumer is an individual or a small business that purchases, uses or receives goods or services in Scotland, that are supplied either by a business or a public body – please see What is the Consumer Duty. 7.1 Will your proposal impact on consumers? Yes ☐ No ☒ If no, please complete the ‘Assessment not required’ template by emailing northayrshireperforms@north-ayrshire.gov.uk 7.2 What are the impacts, if any, on consumers in general? Is it likely that consumers will experience harm because of this proposal?
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Version: 6.0 N/A 7.3 What are the impacts if any, on consumers in vulnerable circumstances? Is it likely that consumers in vulnerable circumstances will experience harm because of this proposal? (please include any relevant evidence or engagement with consumers) *Vulnerable circumstances may be temporary in nature and may or may not arise as a resulted of a consumer’s protected characteristics. For more information, please see page 31 of Consumer Scotland’s draft guidance on the consumer duty. N/A . 7.4 What consultation and engagement has taken place with consumers around your proposal? N/A 7.5 What alternative proposals are there that could improve outcomes for consumers and/or reduce harm to consumers? How do these compare to the original proposal? N/A
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Version: 6.0 Section 8 – Crosscutting Impacts 8.1 Have any cross-cutting impacts been identified from other Council Services or Partner Agencies (multiple discrimination or accumulated effects of multiple proposals on a protected characteristic group)? None identified. 8.2 If Crosscutting issues identified with other Services, what discussion/interaction has taken place to mitigate any potential negative impacts of accumulated proposals? None identified.
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Version: 6.0 Section 9 – Outcome of the Assessment 9.1 Please detail the outcome of the assessment: 1. No major alterations to the policy assessed: the Impact Assessment demonstrates the policy is robust and there is no possible discrimination or adverse impact. All opportunities to minimise negative impacts and enhance positive outcomes have been taken. ☒ Or 2. Adjust the policy: the Impact Assessment identifies potential problems or missed opportunities. Adjust the policy to address any issues identified or to better promote equality. ☐ Or 3. Continue the policy: the Impact Assessment identifies the potential for adverse impact or missed opportunities to promote equality. Set out the justifications for continuing with it in section 9.3. For the most important policies and proposals, compelling reasons will be needed. ☐ Or 4. Stop and remove the policy/proposal: following assessment a decision has been taken not to proceed with the proposal for examples due to actual or potential unlawful discrimination or other harmful impact. ☐ 9.2 For Outcome 2. in section 9.1 above - please detail recommendations, including any action required to address negative impacts identified or to better promote equality. Click or tap here to enter text. 9.3 If Outcome 3 is chosen from section 9.1 above, please outline the justifications for continuing the policy/procedure. Click or tap here to enter text. 9.4 Please state the key issues, recommendations and future actions arising from the Integrated Impact Assessment. Click or tap here to enter text.
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Version: 6.0 Section 10 – Monitoring 10.1 Describe how you will monitor the impact of this policy e.g. performance indicators used, other monitoring arrangements, who will monitor progress, criteria used to measure if outcomes are achieved, timescales including any future reviews of the impact of the proposal? In line with the usual process of review and evaluation of Service Operating Procedures (SOP), the Use of Mobile Phones in Schools SOP will be re-evaluated and reviewed on a regular basis to ensure its relevancy and efficacy. Section 11 – Sign Off 11.1 Head of Service who has approved the impact assessment. Name: Andrew McClelland Title: Head of Service - Education Date: August 2025 Section 12 – Publication 12.1 Following approval by Head of Service, completed Impact Assessments need to be published on the Council’s External Website. Please email: northayrshireperforms@north-ayrshire.gov.uk
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Version: 6.0 Appendix 1 - GIRFEC Wellbeing Indicators and Children’s Rights Table 1 - GIRFEC Wellbeing Indicators Safe Protected from abuse, neglect and harm Healthy Having the best possible standards of physical and mental health; support to make healthy, safe choices Achieving Accomplishing goals and thereby boosting skills, confidence and self-esteem; ‘being all they can be’. Nurtured Having a loving and stimulating place to live and grow Active Having opportunities to take part in a wide range of activities Respected Being enabled to understand their world, being given a voice, being listened to, and being involved in the decisions that affect their wellbeing. Responsible Taking an active role within their home, school and community. Included Being a full member of the communities in which they live and learn; receiving help and guidance to overcome inequalities.
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Version: 6.0 Articles of the UNCRC matched against the GIRFEC indicators Summary of the UNCRC Articles from 1 – 54 (UNICEF) Table 2 - Links between Wellbeing Indicators and Articles of the UNCRC *Please note in general the use of the term Governments, includes public sector organisations such as the Council, some articles will have stronger relevance for the work of the Council than others. Wellbeing Indicator – Safe There are 12 relevant articles of the UNCRC (Rights of the Child) linked to the Safe indicator. Article 9 – Separation from parents Children must not be separated from their parents against their will unless it is in their best interests (for example, if a parent is hurting or neglecting a child). Children whose parents have separated have the right to stay in contact with both parents, unless this could cause them harm. 10 – Family reunification Governments must respond quickly and sympathetically if a child or their parents apply to live together in the same country. If a child’s parents live apart in different countries, the child has the right to visit and keep in contact with both of them. 11 - Abduction and non-return of children Governments must do everything they can to stop children being taken out of their own country illegally by their parents or other relatives or being prevented from returning home. 19 - Protection from violence, abuse and neglect Governments must do all they can to ensure that children are protected from all forms of violence, abuse, neglect and bad treatment by their parents or anyone else who looks after them. Children and Young People have the right to be kept safe from harm. They must be given proper care by those looking after them. 22 - Refugee children If a child is seeking refuge or has refugee status, governments must provide them with appropriate protection and assistance to help them enjoy all the rights in the Convention. Governments must help refugee children who are separated from their parents to be reunited with them. Children and Young People have the right to special help and be allowed to live somewhere that is safe if they are a refugee.
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Version: 6.0 32 - Child labour Governments must protect children from economic exploitation and work that is dangerous or might harm their health, development or education. Governments must set a minimum age for children to work and ensure that work conditions are safe and appropriate. If they are under 16 there are laws about where, when and for how long they can work. 33 - Drug abuse Governments must protect children from the illegal use of drugs and from being involved in the production or distribution of drugs. 34 - Sexual exploitation Governments must protect children from all forms of sexual abuse and exploitation. Children and Young People have the right to never be pressurised or forced into doing anything sexual. They have the right to be protected from it. 35 - Abduction, sale and trafficking Governments must protect children from being abducted, sold or moved illegally to a different place in or outside their country for the purpose of exploitation. People should never make them do anything against their will, like marry someone for instance. 36 - Other forms of exploitation Governments must protect children from all other forms of exploitation, for example the exploitation of children for political activities, by the media or for medical research. Children and Young People have the right to be protected from being taken advantage of in any way. 37 - Inhumane treatment and detention Children and Young People have the right to be treated with respect. If they have committed a crime children should be arrested, detained or imprisoned only as a last resort and for the shortest time possible. They must be treated with respect and care, and be able to keep in contact with their family. Children must not be put in prison with adults. They should not be locked up unless it is absolutely necessary and they will get legal help. 38 - War and armed conflicts Governments must not allow children under the age of 15 to take part in war or join the armed forces. Governments must do everything they can to protect and care for children affected by war and armed conflicts. In Scotland, they have to be 16 to join the armed forces and are not normally allowed to fight until they are 18.
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Version: 6.0 Wellbeing Indicator – Healthy There are 4 relevant articles of the UNCRC (Rights of the Child) linked to the Healthy indicator. 3 – Best interests of the child The best interests of the child must be a top priority in all decisions and actions that affect children. Children and Young People have the right to have their interests considered if a decision is being made by any person about them. What is best for them is what matters. 6 – Life, survival and development Every child has the right to life. Governments must do all they can to ensure that children survive and develop to their full potential. Children and Young People have the right to be kept safe from harm, they have the right to be alive, survive and develop through life. 24 - Health and health services Every child has the right to the best possible health. Governments must provide good quality health care, clean water, nutritious food, and a clean environment and education on health and well-being so that children can stay healthy. Children and Young People have the right to be given good healthcare (if they are ill) so they can get well again. They have the right to live in a safe, healthy environment with good food and clean drinking water. 39 - Recovery and rehabilitation of child victims Children who have experienced neglect, abuse, exploitation, torture or who are victims of war must receive special support to help them recover their health, dignity, self-respect and social life.
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Version: 6.0 Wellbeing Indicator – Achieving There are 4 relevant articles of the UNCRC (Rights of the Child) linked to the Achieving indicator. 4 – Implementation of the Convention Governments must do all they can to make sure every child can enjoy their rights by creating systems and passing laws that promote and protect Children’s Rights. Children and Young People have the right to have their rights protected and an environment where they can grow up safe. 18 - Parental responsibilities and state assistance Both parents share responsibility for bringing up their child and should always consider what is best for the child. Governments must support parents by creating support services for children and giving parents the help they need to raise their children. 28 - Right to education Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights. Richer countries must help poorer countries achieve this. In Scotland education is free and children three years old+ are entitled to a free nursery place. 29 - Goals of education Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment. It must help to prepare them for adult life.
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Version: 6.0 Wellbeing Indicator – Nurtured There are 8 relevant articles of the UNCRC (Rights of the Child) linked to the Nurtured indicator. 4 – Implementation of the Convention Governments must do all they can to make sure every child can enjoy their rights by creating systems and passing laws that promote and protect children’s rights Children and Young People have the right to have their rights protected and an environment where they can grow up safe. 5 - Parental guidance and a child’s evolving capacities Every child has the right to be registered at birth, to have a name and nationality, and, as far as possible, to know and be cared for by their parents. Children and Young People have the right to their parents being responsible to guide them through their childhood and help them learn how to use their rights. 9 – Separation from parents Children must not be separated from their parents against their will unless it is in their best interests (for example, if a parent is hurting or neglecting a child). Children whose parents have separated have the right to stay in contact with both parents, unless this could cause them harm. 10 – Family reunification Governments must respond quickly and sympathetically if a child or their parents apply to live together in the same country. If a child’s parents live apart in different countries, the child has the right to visit and keep in contact with both of them. 18 - Parental responsibilities and state assistance Both parents share responsibility for bringing up their child and should always consider what is best for the child. Governments must support parents by creating support services for children and giving parents the help they need to raise their children. 20 - Children deprived of a family If a child cannot be looked after by their immediate family, the government must give them special protection and assistance. This includes making sure the child is provided with alternative care that is continuous and respects the child’s culture, language and religion. Children and Young People have the right to special care if they can’t live with their parents. They may be looked after by other members of their family or by a different family. 21 - Adoption Governments must oversee the process of adoption to make sure it is safe, lawful and that it prioritises children’s best interests. Children should only be adopted
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Version: 6.0 outside of their country if they cannot be placed with a family in their own country. 25 - Review of treatment in care If a child has been placed away from home for the purpose of care or protection (for example, with a foster family, in hospital, a care home or somewhere else away from home), they have the right to a regular review of their treatment, the way they are cared for and their wider circumstances to help make sure they are still getting what’s best for them. 27 - Adequate standard of living Every child has the right to a standard of living that is good enough to meet their physical and social needs and support their development. Governments must help families who cannot afford to provide this. Children and Young People have the right to a safe place to live, food, clothing and to take part in things they enjoy.
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Version: 6.0 Wellbeing Indicator – Active There are 8 relevant articles of the UNCRC (Rights of the Child) linked to the Nurtured indicator. 3 - Best interests of the child The best interests of the child must be a top priority in all decisions and actions that affect children. Children and Young People have the right to have their interests considered if a decision is being made by any person about them. What is best for them is what matters. 23 - Children with disabilities A child with a disability has the right to live a full and decent life with dignity and, as far as possible, independence and to play an active part in the community. Governments must do all they can to support disabled children and their families. Children and Young People have the right to if they have any kind of disability, have special help to make sure they can join in with things. 31 - Leisure, play and culture Children and Young People have the right to rest, play and have the chance to join a wide range of artistic and cultural activities. It is really important to remember to have a balance in their life.
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Version: 6.0 Wellbeing Indicator – Respected There are 12 relevant articles of the UNCRC (Rights of the Child) linked to the Nurtured indicator. 2 - Non-discrimination Children and Young People have the right to have the convention that applies to everyone under the age of 18, no matter who they are, whether they are a boy or a girl, what their religion is, whether they have a disability, or what type of family they come from. 3 - Best interests of the child The best interests of the child must be a top priority in all decisions and actions that affect children. Children and Young People have the right to have their interests considered if a decision is being made by any person about them. What is best for them is what matters. 4 – Implementation of the Convention Governments must do all they can to make sure every child can enjoy their rights by creating systems and passing laws that promote and protect children’s rights. Children and Young People have the right to have their rights protected and an environment where they can grow up safe. 5 - Parental guidance and a child’s evolving capacities Every child has the right to be registered at birth, to have a name and nationality, and, as far as possible, to know and be cared for by their parents. Children and Young People have the right to their parents being responsible to guide them through their childhood and help them learn how to use their rights. 8 - Protection and preservation of identity Every child has the right to an identity. Governments must respect and protect that right, and prevent the child’s name, nationality or family relationships from being changed unlawfully. Children and Young People have the right to know who they are – official records should be kept. If they are over 16 years old and adopted, they can try to find out who their birth parents are. 12 - Respect for the views of the child Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. This right applies at all times, for example during immigration proceedings, housing decisions or the child’s day-to-day home life. Children and Young People have the right to speak up and have their opinions listened to and be taken seriously by adults on things that affect them.
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Version: 6.0 13 - Freedom of expression Every child must be free to express their thoughts and opinions and to access all kinds of information, as long as it is within the law. Children and Young People have the right to say whatever they believe as long as it does not harm or offend other people. They also have the responsibility to respect the rights and freedom of others. 14 - Freedom of thought, belief and religion Every child has the right to think and believe what they choose and also to practise their religion, as long as they are not stopping other people from enjoying their rights. Governments must respect the rights and responsibilities of parents to guide their child as they grow up. Children and Young People have the right to choose their own religion and beliefs. Their parents should help them think about this. 16 - Right to privacy Every child has the right to privacy. The law should protect the child’s private, family and home life, including protecting children from unlawful attacks that harm their reputation, for example, they shouldn’t have their personal letters opened or anyone listening in to their personal phone calls. 17 - Access to information; mass media Every child has the right to reliable information from a variety of sources, and Governments should encourage the media to provide information that children can understand. Governments must help protect children from materials that could harm them. Children and Young People have the right to access information which is important to their wellbeing. Adults should help them find information they are looking for and make sure it’s not harmful. 18 - Parental responsibilities and state assistance Both parents share responsibility for bringing up their child and should always consider what is best for the child. Governments must support parents by creating support services for children and giving parents the help they need to raise their children. 30 - The right to learn and use the language, customs and religion of their family Every child has the right to learn and use the language, customs and religion of their family, whether or not these are shared by the majority of the people in the country where they live.
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Version: 6.0 Wellbeing Indicator – Responsible There are 5 relevant articles of the UNCRC (Rights of the Child) linked to the Responsible indicator. 3 - Best interests of the child The best interests of the child must be a top priority in all decisions and actions that affect children. Children and Young People have the right to have their interests considered if a decision is being made by any person about them. What is best for them is what matters. 12 - Respect for the views of the child Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. This right applies at all times, for example during immigration proceedings, housing decisions or the child’s day-to-day home life. Children and Young People have the right to speak up and have their opinions listened to and be taken seriously by adults on things that affect them. 14 - freedom of thought, conscience and religion Every child has the right to think and believe what they choose and also to practise their religion, as long as they are not stopping other people from enjoying their rights. Governments must respect the rights and responsibilities of parents to guide their child as they grow up. Children and Young People have the right to choose their own religion and beliefs. Their parents should help them think about this. 15 - Freedom of association Every child has the right to meet with other children and to join groups and organisations, as long as this does not stop other people from enjoying their rights. 40 - Juvenile justice A child accused or guilty of breaking the law must be treated with dignity and respect. They have the right to legal assistance and a fair trial that takes account of their age. Governments must set a minimum age for children to be tried in a criminal court and manage a justice system that enables children who have been in conflict with the law to reintegrate into society. Children and Young People have the right to be given legal assistance if they have committed a crime. The Convention also states that they should only be sent to prison if they have committed a serious crime.
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Version: 6.0 Wellbeing Indicator – Included There are 5 relevant articles of the UNCRC (Rights of the Child) linked to the Included indicator. 3 - Best interests of the child The best interests of the child must be a top priority in all decisions and actions that affect children. Children and Young People have the right to have their interests considered if a decision is being made by any person about them. What is best for them is what matters. 6 - Life, survival and development Every child has the right to life. Governments must do all they can to ensure that children survive and develop to their full potential. Children and Young People have the right to be kept safe from harm, they have the right to be alive, survive and develop through life. 18 - Parental responsibilities and state assistance Both parents share responsibility for bringing up their child and should always consider what is best for the child. Governments must support parents by creating support services for children and giving parents the help they need to raise their children. 23 - Children with disabilities A child with a disability has the right to live a full and decent life with dignity and, as far as possible, independence and to play an active part in the community. Governments must do all they can to support disabled children and their families. Children and Young People have the right to special help to make sure they can join in with things. 26 - Social security Every child has the right to benefit from social security. Governments must provide social security, including financial support and other benefits, to families in need of assistance. 27 - Adequate standard of living Every child has the right to a standard of living that is good enough to meet their physical and social needs and support their development. Governments must help families who cannot afford to provide this. Children and Young People have the right to a safe place to live, food, clothing and to take part in things they enjoy.