Neuroscience And Learning In Education
September 16, 2026
Cell Phone in School and the Development of Executive Functions
Mariana Ramos Corrêa da Silva; Adriessa Santos
DOI: 10.22167/2675-6528-202602275
Article derived from a Final Course Work (TCC), with content based on the student’s original work and adapted to the editorial format of the Revista E&S with the support of the ResumeAI tool, an artificial intelligence solution developed by the Pecege Institute for textual synthesis and organization.
Abstract
The research analyzed the harms of screen use on child cognitive development, focusing on executive functions, such as inhibitory control, working memory, and cognitive flexibility. The study aimed to analyze Brazilian laws no. 15.100/2025 and no. 15.211/2025 and their relationship with the development of executive functions, comparing them with regulatory policies from France (Law no. 2018-698) and Bangladesh (Administrative Order of 2017). A descriptive research was conducted, with a comparative case study and documentary analysis of the mentioned legislations, in addition to a literature review on the impact of screen use on executive functions. The results indicated harms from screen use on inhibitory control and working memory in early childhood, while cognitive flexibility showed no evident damage and can be improved by digital games. The comparison of legislations revealed that Brazil and France presented more similar and less restrictive regulations, with justifications linked to child cognitive development. However, French legislation was limited to public schools, and Brazilian legislation did not specify consequences for non-compliance. It was concluded that the effectiveness of regulatory policies depends on the education of school communities and society for the conscious and responsible use of technology, requiring a balance between restriction and pedagogical use.
Keywords: Brazil; Child cognitive development; Education; Regulatory policies; Screen time.
1. Introduction
The increase in screen time among children today is a central theme in contemporary debate, especially concerning its potential harm to children’s cognitive development. This scenario of digital hyperconnectivity has generated growing concerns about the effects of technology on essential skills for learning and adaptation.
In this context, executive functions are a set of complex brain skills, acquired throughout life, that play a crucial role in the learning process. They encompass inhibitory control, working memory, and cognitive flexibility (Diamond, 2013). Inhibitory control refers to the ability to inhibit impulsive responses and maintain selective attention, concentration, and self-control. Working memory allows for retaining and mentally manipulating information, while cognitive flexibility concerns the ability to adjust actions and responses to different contexts and demands.
The increasing use of screens, particularly mobile phones, in childhood has sparked an intense debate about its consequences for cognitive development. Several studies already point to a detriment in the development of executive functions when associated with excessive screen use during childhood (Fitzpatrick et al., 2025). A study conducted with children in Rio Grande do Sul, for example, revealed a significant correlation between screen time and executive components such as cognitive flexibility, inhibitory control, and emotional regulation (Krüger et al., 2025). Additionally, Lakicevic et al. (2025) indicated that preschool-aged children with exposure to more than two hours of daily screen time are more likely to develop social, emotional, and communicative difficulties.
In light of this evidence regarding the problematic use of screens and its implications for cognitive development and learning, Brazil implemented Law No. 15.100 in 2025. This legislation restricts the use of mobile phones in public and private Brazilian schools. In parallel, the Statute of the Digital Child and Adolescent (Law No. 15.211/2025) was approved to protect childhood from the exacerbated consumption and use of technology, assigning responsibility to society and families in protecting children.
The recent and unprecedented nature of these legal changes in Brazil, concerning the restriction of cell phone use in schools and screen time in childhood and adolescence, raises important questions about their potential impacts on student training and, in particular, on the neural development of new generations. It is not possible, at the moment, to accurately predict all the consequences of these measures. However, it is feasible to seek insights from the experiences of other similar legislations, such as those adopted in Bangladesh (since 2017) and France (since 2018), which have a longer period of validity and can offer valuable perspectives. Thus, the present research seeks to understand how cell phone use interferes with the development of executive functions and to analyze and discuss the possible impacts on the development of executive functions of Brazilian students after the enactment and validity of Law No. 15.100/2025.
2. Material and Methods
The methodology used was descriptive research, aiming to characterize the phenomenon of cell phone restriction in schools and analyze its possible impacts on the development of executive functions.
The research design consisted of the study of three cases of cell phone restriction experiences in schools, through comparative documentary analysis of legislation and bibliographic review on the relationship between screen use and the development of executive functions, focusing on inhibitory control, working memory, and cognitive flexibility.
The cases selected for documentary analysis were the Brazilian case, through Law No. 15.100/2025, and those of Bangladesh and France. These latter two were chosen for their temporal nature, being the oldest experiences of cell phone restriction in schools, and for their similarities to the Brazilian case in age range and prohibition format. The case of Bangladesh was considered more restrictive, as the prohibition of cell phone use in the school environment also extended to the teaching staff (Petrov, 2025).
The first part of the research was dedicated to a specific bibliographic review on the relationship between screen use and the development of executive functions, based on Diamond (2013). The analysis was divided into the examination of each function: inhibitory control, working memory, and cognitive flexibility.
Next, a documentary analysis was carried out on Brazilian Law No. 15.100/2025, which restricted the use of personal portable electronic devices during classes, recess, and breaks in all stages of basic education. Law No. 15.211/2025 was also studied, which establishes the Digital Statute of Children and Adolescents, aiming to update the protection of children and adolescents in the face of the challenges posed by the advancement of technologies and the digital environment.
3. Results and Discussion
The discussion addressed the relationship between screen time, especially cell phone use, and the development of executive functions (inhibitory control, working memory, and cognitive flexibility) during early childhood (Diamond, 2013). Subsequently, a comparative documentary analysis of Brazilian, French, and Bengali legislation on restricting cell phone use in schools was conducted, seeking to establish the relationship with child cognitive development and executive functions.
Screen time and the development of executive functions
The literature review focused on the relationship between screen time and the development of executive functions, according to studies by Diamond (2013), with the analysis subdivided by inhibitory control, working memory, and cognitive flexibility.
Inhibitory control
Inhibitory control, defined as the ability to manage attention and behavior (Diamond, 2013), has shown to be vulnerable to screen time. In children aged 3 to 5 years, screen time exceeding two hours daily was associated with an 800% increase in the risk of Attention Deficit Hyperactivity Disorder (ADHD), affecting attention and impulsivity (Tamana et al., 2019). An Australian study (Cliff et al., 2018) indicated that screen use at 2 years of age is associated with greater self-regulation at 4 years of age, and greater self-regulation at 4 years of age is related to lower screen use at 6 years of age, suggesting a possible feedback loop. Furthermore, screen time can replace physical activities and social interactions, which are essential for the healthy development of executive functions.
Working memory
Working memory, defined as the capacity to retain and mentally manipulate information (Diamond, 2013), is also impacted by screen time. It has been observed that each hour of screen time results in a loss of 13 minutes of sleep per night, an essential period for the development of executive functions in early childhood, including memory (Ribner and Macharg, 2019; Souza and Carvalho, 2023). Screen use for more than two hours daily has been associated with impairments in working memory, especially in language and vocabulary learning, with digital social media manipulation being a relevant factor, unlike video games (Zhang et al., 2021). For children up to 18 months old, just 30 minutes of screen time per day increased the chances of speech delays by 2.3 times (Van den Heuvel et al., 2019). However, the relationship between screens and executive functions is complex, with factors such as content quality and type, socioeconomic context, parental education, and genetics influencing this dynamic (Bustamante et al., 2023).
Cognitive flexibility
Cognitive flexibility, defined as the ability to adapt to new perspectives and demands (Diamond, 2013), develops later and depends on inhibitory control and working memory. Unlike other executive functions, the relationship with screen time can be positive, especially with the use of appropriate and active digital content, combined with parental involvement (Bustamante et al., 2023). A Brazilian study (Ramos and Segundo, 2018) observed that digital games in school contributed to the development of cognitive flexibility, mainly after 7 years of age, when inhibitory control and working memory are already more developed. This perspective suggests that the total restriction of cell phone use may not be beneficial, especially if it is not implemented in a reflective and conscious manner, involving the entire school community.
Case studies: the regulation of mobile device use in Brazil, France, and Bangladesh
Three cases of restriction on the use of mobile devices in school environments were analyzed: Brazil (Laws nº 15.100/2025 and 15.211/2025), France (Law nº 2018-698), and Bangladesh (Administrative Order of October 12, 2017). The comparative analysis focused on the format of the restriction, the consequences for non-compliance, the justifications for promulgation, and the relationship with the protection of child cognitive development and executive functions. The cases were selected for their temporal relevance and similarities with Brazilian legislation, with Bangladesh being the most restrictive by including teaching staff in the prohibition.
The Brazilian case: Law nº 15.100/2025 and the Digital ECA
Law No. 15.100/2025, federally sanctioned, restricts the use of personal electronic devices by students in public and private basic education schools (Brazil, 2025). Its main justification is the protection of the mental, physical, and psychological health of children and adolescents, with exceptions for inclusion and accessibility use. This legislation, according to Cunha (2025), acts as an educational process about the risks of excessive screen use in early childhood, a crucial period for the development of higher psychological functions, according to Piaget and Vygotsky. The law also stipulates that educational networks develop strategies to inform about the risks and prevent psychological distress, as well as create support spaces.
Despite assigning responsibilities to the school in raising awareness and restricting screen time, the law does not specify consequences for non-compliance, which may raise questions about the autonomy of school management. There is also a need for digital literacy and training for teachers and school administrators to deal with restrictions and the conscious use of technologies. The terms “mental” and “psychic” in the law reinforce the connection with neuroscientific and pedagogical debates on cognitive development.
Complementarily, the Digital Statute for Children and Adolescents (Law nº 15.211/25), in effect since March 2026, establishes shared responsibility among school, family, and society in protecting childhood in the digital environment. The law recognizes children and adolescents as vulnerable consumers, requiring digital content companies to prevent minors’ access to inappropriate content and to establish parental control formats. The Digital ECA promotes digital education and the development of critical thinking for the safe and responsible use of technology, aligning with current Neuroscience discussions.
The French case: Law No. 2018-698
In France, the prohibition of mobile phone use in nursery schools, primary schools, and middle schools was established by Law No. 2010-788 in 2010 (France, 2010), initially justified by protection against electromagnetic fields. In 2018, Law No. 2018-698 (France, 2018) updated and expanded this regulation to public schools, legitimizing punitive consequences such as device confiscation. The law provides exceptions for students with disabilities and for pedagogical use pre-defined by the teaching staff. Furthermore, it establishes the school’s duty to train conscious and responsible digital citizens.
The justifications for the 2018 law included data on the exacerbated use of mobile phones and its consequences in the school environment, such as harassment, virtual violence, access to inappropriate content, inattention, concentration problems, comprehension difficulties, memorization and socialization, all related to the development of executive functions in childhood. French legislation stands out for its transparency in the promulgation process and the specificity of guidelines on punishments and digital literacy, serving as a model for Brazilian law, although its validity is restricted to public schools, allowing flexibility for private institutions.
The Bengali case: Administrative Order of October 12, 2017
In October 2017, Bangladesh implemented an Administrative Order that prohibited the use of cell phones in schools for both students and faculty, a more comprehensive measure than Brazilian and French laws. The analysis of this case was limited by the difficulty in accessing official documents, relying on online news (BDNews, 2017). The restriction was justified by the increase in classroom distraction, prevention of exam fraud, and maintenance of discipline, with the seizure of devices in case of infringement. Although the order mentions encouraging social interaction and attention, its motivations seem to focus more on discipline and academic productivity than explicitly on cognitive development. There are no exceptions for pedagogical use or digital literacy, only for assistive technologies for students with disabilities, similar to the other cases.
Comparative analysis between the Brazilian, French and Bengali cases
The comparison between the three cases considered the type and year of restriction, governmental format, target audience, consequences, exceptions, and justifications. Table 1 synthesizes these points.
Table 1. Restriction of mobile phones in schools in Brazil, France and Bangladesh
| Country | Brazil | France | Bangladesh |
|---|---|---|---|
| Type of restriction | Use of mobile phones in public and private school environments | Use of mobile phones in public school environments | Use of mobile phones in public and private school environments |
| Year of promulgation | 2025 | 2010, updated in 2018 | 2017 |
| Governmental determination format | Law nº 15.100/2025 and the Digital ECA | Law No. 2018-698 | Administrative Order of October 12, 2017 |
| Target audience | Students | Students | Faculty and students |
| Consequences for non-compliance | Not specified | Device seizure | Device seizure |
| Exceptions | Pedagogical use and assistive technologies for students with disabilities | Pedagogical use and assistive technologies for students with disabilities | Assistive technologies for students with disabilities |
| Justification | Protect the mental, physical, and psychological health of children and adolescents, prevention of psychological suffering caused by the immoderate use of the aforementioned devices and access to inappropriate content | Prevention of virtual harassment and violence, as well as access to inappropriate content, decreased inattention, memorization, and socialization | Incentive social interaction, attention, and reduction of harm to the teaching-learning process, discipline, and student and faculty productivity |
Source: Original research results
All cases limit the restriction to the school environment, but France restricts only public schools, while Brazil and Bangladesh cover both types. Bangladesh stands out for including teachers in the ban and for having a more restrictive format, with exceptions only for assistive technologies. Brazil and France, on the other hand, allow planned pedagogical use and emphasize the need for education for digital citizenship and literacy.
The Brazilian and French justifications converge in the protection of child biopsychosocial development and the prevention of psychological distress, violence, and cyberbullying. Their motivations align more clearly with neuroscientific debates on the preservation of cognitive development and executive functions, especially memory and socialization, and the excessive consumption of inappropriate content. Bangladesh, in turn, focuses more on classroom attention, academic performance, discipline, and productivity, although these aspects are also related to inhibitory control.
The specification of consequences for non-compliance with the rule is more elaborate in France and Bangladesh, which is crucial for the effectiveness of the restriction. Brazil and France, with clearer and less restrictive legislation, better dialogue with the complexity of the relationship between screen time and executive functions, recognizing that while inhibitory control and working memory may be impaired, cognitive flexibility can be benefited by the conscious and pedagogical use of technology.
Between ideal and real regulatory policy: a look at the possibilities for Brazil
The literature review established that the use of screens in early childhood can harm cognitive development, especially inhibitory control and working memory, affecting skills such as attention, concentration, and memorization. The analyzed legislations, although not explicitly naming executive functions, seek to intervene in these skills by restricting the use of cell phones in schools. However, the effectiveness of these policies varies according to the format of the regulation (Machado et al., 2025).
The most effective policies are not excessively restrictive, but balance cell phone use with clear rules, built jointly by the school community (management, teachers, students, and families). Continuous training of the school community on the impacts of screen use and the inclusion of digital and media literacy in the curriculum are fundamental. Brazil, as it begins its re-education process on screen use, can learn from the experiences of Bangladesh and France, especially in legitimizing the school’s authority to apply punishments and in information transparency.
Considering the beneficial relationship between cognitive flexibility and digital games, and the forecast of Law nº 15.100/2025 for digital training, it is essential that the Brazilian regulatory policy be flexible, involve the entire school community, and respect diverse contexts, promoting conscious and responsible use of technology.
4. Conclusion
The research sought to understand how cell phone use interferes with the development of executive functions and to analyze the possible impacts of Law No. 15.100/2025 on Brazilian students, comparing it with legislation from France and Bangladesh. It was found that screen use in early childhood can impair inhibitory control and working memory, affecting attention, concentration, and the ability to retain information. However, it was observed that cognitive flexibility, which develops later, can be enhanced by digital games and active content, especially after seven years of age and with parental involvement. The comparative analysis of regulatory policies revealed that Brazilian laws (No. 15.100/2025 and No. 15.211/2025) and the French law (No. 2018-698) presented justifications aligned with the protection of children’s cognitive development, focusing on mental and psychic health, and allowed for the pedagogical use of technology. In contrast, Bangladesh’s administrative order (2017) was more restrictive, including teachers in the prohibition and prioritizing discipline and academic performance.
The study’s main contribution lies in proposing a regulatory policy for the use of technologies in schools that balances restriction with conscious pedagogical use, involving the entire school community in the construction of clear rules and the promotion of digital literacy. This approach recognizes the complexity of the relationship between screens and executive functions, where total restriction may not be the most beneficial solution. However, the research faced limitations in analyzing the case of Bangladesh due to the difficulty of accessing official documents. Furthermore, Brazilian legislation lacks clear specifications on the consequences for non-compliance with the rules, and French legislation restricts its validity only to public schools. For future studies, it is suggested to deepen the investigation into the effectiveness of regulatory policies in different contexts and the need to develop continuous training programs for educators and families, aiming for a responsible and intentional use of technology that enhances children’s cognitive development.
Bibliographic References
Diamond, A. 2013. Executive functions. Annual review of psychology, 64, 135–168. Disponível em: https://doi.org/10.1146/annurev-psych-113011-143750 Acesso em: 12 out. 2025.
Fitzpatrick, C.; Florit, E.; Lemieux, A.; Garon-Carrier, G.; Mason, L. 2025. Associations Between Preschooler Screen Time Trajectories and Executive Function. Volume 25, 2ª Ed. Disponível em: https://doi.org/10.1016/j.acap.2024.102603 Acesso em: 12 out. 2025.
Krüger, R.; Ritzel, B.; Klein, J. G.; Cardoso, C. O. 2025. A relação entre o tempo de tela das crianças e as funções executivas de crianças em idade escolar. Mosaico: Estudos em Psicologia, 13(1), 54-72. Disponível em: https://periodicos.ufmg.br/index.php/mosaico/article/view/55797 Acesso em: 12 out. 2025.
Article originating from a Final Course Work on Neuroscience and Learning in Education
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