Figure 1
List of questionnaire options included in each of the pre- and post-pilot phase questionnaires sent to students, parents/guardians and teachers
| If DFLB were introduced, for each of the following, please rank the importance of each activity students may choose to do on their device during break. | Rank these benefits of having a DFLB for years 7–9 students. (Complete all rows.) | Rank these negative effects of having a DFLB for years 7–9 students. (Complete all rows.) |
|---|---|---|
| School work | Speaking with classmates | Being bored |
| Games with friends | More enjoyable lunch | Not being in contact with friends online |
| Games on their own | More physical activity | Not keeping levels in their game |
| Watch video | More relaxing lunch | Only do school work in designated area |
| Use of social media | Better balance in device use | Not having fun playing with their devises |
| Taking part in other school activities | Having more work at home | |
| Getting more fresh air |
The policy document of the DFLB programme
| Disciplinary steps in the case of the use of devices during lunch break. |
|---|
| Step 1: Teacher reminds student in a gentle way of the DFLB rule and if possible, points at one of the ‘DFLB’ posters located around the school premises. |
| Step 2: If the student doesn’t respond and refuses to stop using the device the teacher asks the name/year and sends an email to a YL, a senior member of the school management responsible for a school year. |
| Step 3: YL forwards email to the relevant mentor, who talks to the student. |
| Step 4: If the YL is notified for the third time about the same student, the YL sends a standard email home with cc mentor. |
| Step 5: If, after this, the student is still on the device, the student will be signed up for an in-school detention. |
| Step 6: If, after the in-school detention, the student continues to be on his/her device, the student will receive an escalated, YL-detention. |
The t-paired test for the stakeholder opinions before and after the DFLB programme
| Mean before | Mean after | Standard deviation before | Standard deviation after | P-value | Conclusion | |
|---|---|---|---|---|---|---|
| Staff | 4.2 | 4.39 | 1.287 | 1.053 | 0.254 | No impact |
| Parents/guardians | 4.82 | 4.85 | 0.593 | 4.85 | 0.704 | No impact |
| Students | 2.74 | 2.75 | 1.228 | 1.234 | 0.9541 | No impact |
Findings that show significant variation due to the introduction of the DFLB programme
| Staff | Parents/guardians | Students | |
|---|---|---|---|
| The importance of activities: | School work | Games with friends | School work |
| Potential benefits | Speaking with classmates | ||
| Potential negative effects | Being bored | Not keeping levels in their game |
The description and the pilot phase of the DFLB pilot programme
| Description of the DFLB programme |
|---|
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Alternative activities to the use of the electronic devices during DFLB pilot programme
| Board games Available in various locations | PHE equipment Sport games offered at gyms | Reading books Library corner | Clubs Offered by various subjects |