A recent statement by Nils Sakss Konstantinovs, a psychotherapist and lecturer at the University of Latvia, emphasizes that the use of digital devices in education does not improve student academic results. He commented on a decision by the Saeima (Latvian Parliament) to ban mobile phones in schools until the ninth grade, suggesting that while such restrictions might help, the specifics should be determined internally by each educational institution. Konstantinovs advocates for even stricter regulations, proposing a complete prohibition on mobile device usage in classrooms, except for specific educational purposes.

According to Konstantinovs, mobile phones frequently become a source of distraction during lessons, detracting from the learning experience rather than enhancing it. He pointed out that current evidence suggests that these devices do not contribute positively to academic success, with many students using their phones for non-educational activities during class, such as taking surveys or watching videos, which adds no significant educational value. This highlights a growing concern about the role of technology in the classroom and its actual impact on learning outcomes.

Furthermore, Konstantinovs argues that if research and practical experiences indicate a lack of beneficial outcomes from mobile device use, schools should take proactive steps to regulate this technology. His insights reflect a broader discussion within educational circles about the balance between integrating technology in teaching and ensuring that it serves a genuine educational purpose without becoming a hindrance to student learning and development.