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More focus. More connection. More learning.

At Macquarie Grammar School (MGS), we believe that meaningful learning flourishes when students are focused, engaged and connected with one another. Technology has an important place in contemporary education, but its value lies in how purposefully it is used to enhance learning, rather than how frequently it is accessed.

Recent media coverage across Australia has highlighted growing concerns about the impact of digital devices on student learning, wellbeing and social development. In response to evolving educational needs and community expectations, MGS has strengthened its approach to student device use through the introduction of its updated Student Device Use Policy (Version 5), effective from 9 November 2026.

The policy establishes clearer expectations for the use and secure storage of personal digital devices, including mobile phones, laptops, tablets, smartwatches, earbuds and other wearable technologies. It also recognises the emergence of increasingly sophisticated digital technologies, including artificial intelligence, and the importance of safeguarding academic integrity in learning and assessment.

Our approach is guided by a simple principle: Technology should serve learning, not distract from it.

Purposeful Technology, Meaningful Learning

Reducing access to personal digital devices during the school day does not mean removing technology from education. Rather, it means ensuring that technology is used intentionally, under teacher direction, and when it adds genuine educational value.

Students will continue to have access to digital technologies for appropriate learning activities, including research, inquiry, collaboration and the development of digital literacy skills. Approved individual learning adjustments and the specific language-learning needs of students in our High School Preparation (HSP) program are also accommodated.

Outside these purposeful learning opportunities, personal devices are securely stored, allowing students to focus on their lessons and engage more fully in the social life of the school.

Our aim is not less learning with technology, but better learning through its thoughtful and responsible use.

Four Priorities for Student Learning and Wellbeing

Our strengthened approach to device use reflects four interconnected priorities.

1. Academic Focus and Deeper Learning

Learning requires attention, concentration, sustained effort and active participation. By reducing unnecessary digital distractions, we aim to create classroom environments in which students can engage more deeply with ideas, participate meaningfully in discussions, think critically and take greater responsibility for their learning.

2. Student Wellbeing and Mental Health

A balanced school day provides opportunities for intellectual engagement, physical activity, relaxation and positive social interaction. Reducing unnecessary screen use creates more space for students to disconnect from digital demands, enjoy restorative breaks and develop healthy habits that support their wellbeing.

3. Digital Responsibility and Online Safety

We are committed to fostering a safe, respectful and supportive school environment. Clear expectations around device use help reduce opportunities for inappropriate online behaviour, cyberbullying and digital conflict during school hours, while reinforcing the importance of responsible digital citizenship.

4. Social Connection and a Sense of Belonging

Schools are communities of people, not simply places of academic instruction. Conversations, friendships, shared experiences and laughter are essential to students’ social and emotional development.

By encouraging students to interact face-to-face during recess, lunch and other school activities, we seek to strengthen communication skills, empathy, positive relationships and a genuine sense of belonging.

Upholding Academic Integrity

Academic integrity is fundamental to the culture of learning at MGS. We want students to take pride in achievements that reflect their own understanding, effort and intellectual growth.

As artificial intelligence and wearable technologies become increasingly sophisticated, schools must establish clear expectations about their appropriate use. Our updated policy reinforces fairness, honesty and responsibility in learning and assessment, ensuring that technology supports students’ thinking rather than substitutes for it.

We believe that genuine achievement comes not from finding shortcuts, but from developing the knowledge, capabilities and character to succeed independently.

More Than a Device Policy: A Commitment to Student Growth

Our approach extends beyond managing devices. It is about creating the conditions in which students can flourish academically, socially and personally.

We want classrooms characterised by curiosity, thoughtful questioning, purposeful discussion and active learning. We want playgrounds and shared spaces filled with conversation, friendship, movement and laughter. Above all, we want students to feel connected to their school community and confident in their capacity to learn, grow and achieve.

These aspirations are captured in three simple letters that represent our school:

M – Mentally Healthy: Supporting student wellbeing, balance, resilience and positive relationships.

G – Goals Achieved: Encouraging academic focus, personal responsibility, perseverance and genuine achievement.

S – Socially Connected: Building friendships, meaningful interactions and a strong sense of belonging that enriches learning and life.

At Macquarie Grammar School, we believe that academic excellence and student wellbeing are complementary, not competing, priorities. When students feel connected, supported and engaged, they are better positioned to achieve their potential.

Light on devices. Big on learning. Strong on wellbeing.

That is our commitment to every student at MGS.