A Device Free Lunch Break program: An experiment to promote a balanced used of electronic devices in Middle Secondary International schools.

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 friendsWatch videoUse of social media	School work
Potential benefits			Speaking with classmates
Potential negative effects	Being bored	Not keeping levels in their gameNot having fun playing with their devices

The description and the pilot phase of the DFLB pilot programme

Description of the DFLB programme
The duration of the programme. The students will not be allowed to use any device during lunch break. The creation of designated areas where the students can use their electronic devices for doing their homework. The use of visual posters to indicate (i) the study areas where students can use the devices to do school work, and (ii) the school areas where students would not be allowed to use them.

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