The Hannoversche Allgemeine Zeitung (HAZ) recently visited the International School Hannover Region to speak with our Director, John Barker, and one of our Grade 6 classes about the use of electronic devices at school. The resulting article, published on 17 December, explores how ISHR and other independent schools in Hannover are successfully combining digital learning with a strict “phone-free” policy. It highlights how thoughtfully integrating technology into the classroom can support learning while reducing distractions and promoting well-being. Below, you can read the English translation of the article.

English Translation of the HAZ Article:

Phone Ban and Still Digitally Ahead: Hannover’s Independent Schools Lead the Way

The International School Hannover Region and the Kämmer International Bilingual School (Kibs) are phone-free, yet at the forefront of digital education. How do these schools balance digital learning with the absence of personal smartphones? And what do the students think?

By Saskia Döhner, 17 December 2025

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Hannover. The signs in the building leave no doubt: the International School Hannover Region, located near the Maschsee and attended by nearly 600 children from 65 different nationalities, has been a “phone-free school” since the beginning of this academic year. Students’ personal smartphones must be switched off and stored in their lockers. The phone ban applies from Grade 1 through Grade 12. In contrast, the guidelines recently published by the Lower Saxony Ministry of Education—with input from Hamburg—recommend age-based approaches, ranging from a strict ban in primary school to more freedoms in upper grades.

“Schools Need to Take Action”

“We wanted a rule for everyone,” says ISHR Director John Barker. Older students serve as role models for the younger ones. The proven harm caused by smartphones to children is too great, he explains. It’s not just about distraction from learning; it’s about the overall well-being of the students. “Schools have a responsibility to act. We’re not being mean,” Barker adds, “we are protecting our students.”

Children Are Accessing Devices at Younger Ages

According to the 2023 Mini-KIM study, children aged 2–5 are increasingly using smart devices. Today, one in five toddlers has their own tablet, and one in ten owns a smartphone. The study found that 23% of children in this age group use an internet-enabled device daily, rising to 44% when including media libraries, streaming services, games, or apps.

At Bothfeld Waldorf School, children up to Grade 8 also may not bring internet-enabled devices to school; media literacy lessons start in Grade 9.

Barker points out that the phone ban reduces pressure on students—they no longer feel compelled to respond immediately to social media messages. There was surprisingly little resistance from parents or children when the rule was introduced, and the positive effects are clear. “Our students are talking more and playing together again,” Barker notes.

However, being phone-free doesn’t mean students aren’t using digital tools, says ISHR Marketing Director Natascha Rockwin. In primary school, students use class sets of iPads, and from Grade 6 onward, each student has their own laptop. “Technology must have a positive impact on learning; otherwise, we don’t use it,” Barker says.

Even a Phone in a Backpack Can Distract

Sixth grader Max (11) enjoys working on his laptop but also likes practicing handwriting with a pen. Rachel (11) agrees that smartphones aren’t necessary for school. Jasritha adds that avoiding phones prevents interruptions like ringing during class.

English teacher Linda Pizzarella has found that it’s better for students to keep phones in lockers rather than within reach. “If it vibrates in a pocket, the temptation to check it is just too great.” One sixth grader suggested fewer reminder signs about the phone-free rule, since everyone now knows.

Digital Tools for Learning, Not Playing

At Kämmer International Bilingual School (Kibs) in Bemerode, students’ phones must remain off in their bags or, preferably, in lockers. But children are already learning to program “bee robots” and navigate obstacle courses in kindergarten. Meanwhile, they also acquire other skills, says Pedagogical Director Maren Clarke (45), such as understanding left and right. From Grade 2, Kibs students have their own tablets and coding classes. “We use digital devices only when there is a pedagogical benefit that can’t be achieved with paper and pencil,” Clarke explains.

Students also receive media education, learning about data protection, image rights, addiction risks, and algorithms. The problem isn’t school-based use of digital media, says Kibs Managing Director Heike Eckhoff, but unsupervised screen time at home, where children might encounter inappropriate content. The focus is on age-appropriate, healthy use of technology.

Clarke and Eckhoff are against a total ban on digital media. “That’s like forbidding children chocolate until they turn 18, only for them to binge afterward,” Eckhoff says. A measured, responsible approach is far better—for both chocolate and digital devices.

It’s about balancing exploration with digital technology and reading on paper, Clarke emphasizes. Reading is a key skill, and Kibs has run a reading competition for primary students for the past year. Students earn points for their houses—similar to the houses at Hogwarts in Harry Potter—by reading as much as possible. The house with the most points wins.

Children Understand the Risks

The students themselves appreciate the system. “Phones make things stressful for teachers,” says Marie (8), noting the increased risk of bullying. Paul (9) warns about misuse of smartphones. Thea (8) explains that children can easily encounter inappropriate social media posts, while Sophia (8) adds that pop-up games may not be suitable for their age.

David (9) notes that a child could accidentally buy something expensive with a phone. Enna (9) is aware that certain games can be addictive. The students also understand not to share personal data online.

“We don’t need a phone at all,” says Oskar (7). Niekdad (9) understands the harmful effects of too much screen time. Checking a phone before school can make it hard to focus on a math test, he observes.

Without phones, break times are simply more productive, according to James (8)—for playing football, eating, or talking with friends.

HAZ