Rethinking Acceptable Use Policies for Smart Device Integration in Irish Secondary Schools

Introduction

Acceptable Use Policies (AUPs) have become essential frameworks for guiding how students and staff
engage with digital technologies in schools. By setting out clear expectations, they establish boundaries for responsible behaviour, safeguard networks, and protect students from potential harm. At their best, AUPs serve not only as rulebooks but also as educational tools that foster digital citizenship, responsibility, and equity. However, when these policies are outdated, inaccessible, or inconsistently applied, they risk undermining rather than supporting the integration of technology in learning. A review conducted in September 2025 of AUPs in some of Ireland’s largest secondary schools reveals significant gaps that must be addressed if schools are to provide safe and effective digital learning environments.

The Role of Acceptable Use Policies

AUPs first appeared in Irish schools in the 1990s, when the internet was becoming part of the educational landscape. Over time, these documents evolved to address new technologies, data protection requirements, and online safety. Today, the challenge is even more complex. Smartphones, tablets, cloud-based platforms, and artificial intelligence tools all form part of the classroom ecosystem.

In this context, AUPs are more than administrative requirements. They are critical instruments for:

• Protecting students from online risks such as cyberbullying, inappropriate content, and privacy breaches.
• Supporting teachers by providing clarity and consistency in managing technology use.
• Promoting digital citizenship by teaching students how to use technology ethically and responsibly.
• Safeguarding schools legally by ensuring compliance with evolving data protection and education regulations.
  

Fresh Evidence from Irish Secondary Schools

The September 2025 review examined the policies of the 60 largest secondary schools in Ireland, each with 999 (or more) students. The findings highlight both progress and persistent shortcomings.

• Accessibility gaps: In six schools, policies could not be accessed. In one case, the policy was not made public; in another, the link returned an error; a third contained a broken link; and in three schools, no policy was located even though other school documents referred to one. Such gaps in accessibility undermine transparency and reduce confidence in the school’s governance of digital behaviour.
• Undated or outdated policies: Eight schools published AUPs with no visible publication or revision date, making it impossible to confirm whether the policies were current. One undated document even referenced the use of personal floppy disks and CD-ROMs, technologies that have long since disappeared from classrooms. Internal clues suggest that these undated policies originated between 2012 and 2020, highlighting the risks of failing to clearly document updates.
• Dated but inconsistent policies: Among the 46 policies that did include a date, the range spanned from 2011 to 2025. However, even some policies marked as “2025” included references and practices more typical of 2020, raising questions about whether these documents had been updated in substance or simply reissued with a new date.

These findings demonstrate the difficulty of determining the currency and relevance of AUPs when revision practices are inconsistent and documentation standards are unclear.

Why Outdated Policies Pose Risks

The consequences of outdated or inaccessible policies extend beyond inconvenience. They have tangible effects on students, teachers, and the wider school community. For students, policies that fail to address contemporary platforms, devices, or risks create uncertainty about what is acceptable. This can reduce compliance and respect for the rules, particularly if students perceive them as irrelevant or outdated. For teachers, unclear or obsolete policies complicate classroom management. Inconsistent interpretation of rules can erode authority and make it harder to ensure fair treatment across classes and year groups. For schools, outdated AUPs expose institutions to legal and reputational risks. Data protection obligations, cyber safety requirements, and regulatory frameworks evolve quickly; policies that lag behind may leave schools vulnerable. For parents, inaccessible or poorly communicated policies reduce trust in how schools handle digital wellbeing, creating unnecessary tension and confusion.

Ultimately, outdated AUPs risk obstructing rather than supporting learning. They can lead to missed opportunities for using technology productively while failing to mitigate emerging risks.

Smart Device Integration: A Policy Pressure Point

Smart device usage is one of the most pressing issues in contemporary schooling. Tablets and smartphones are ubiquitous among students, offering both educational benefits and behavioural challenges. Outdated AUPs that prohibit or ignore smart devices often prevent teachers from integrating apps and platforms that could support

collaboration, creativity, and engagement. Social media use, online bullying, and excessive screen time are pressing challenges. AUPs that do not address these issues leave students without guidance on responsible behaviour. There are also equity concerns; where the is a Bring Your Own Device (BYOD) policy in a school, if it is not carefully managed, students without access to the latest technology can be disadvantaged. Clear and current AUPs help schools manage equity issues fairly. Without policies that reflect the realities of smart device usage, schools risk either banning tools that could enrich learning or allowing unregulated use that undermines well-being.

Recommendations for Schools

This review indicates that Irish secondary schools must prioritise updating and strengthening their AUPs. Several strategies can support this process. Policies should be reviewed annually at a minimum, with clear documentation of revision dates. Emerging technologies and risks require agile responses. AUPs should be easy to locate on school websites, available in accessible formats, and written in plain language for students, parents, and staff. Involving students in the review process strengthens buy-in and ensures that policies reflect lived experiences. Research suggests that student voice in decision-making enhances both relevance and compliance. There are supports available to schools. Webwise, funded by the Department of Education and Youth and the EU, provides schools with free AUP generator tools, guidelines, and training. These resources can reduce workload while ensuring alignment with best practices.

AUPs should be consistent with related policies on anti-bullying, well-being, and data protection, creating a coherent framework for digital governance.

Conclusion

The findings from September 2025 reveal a system where too many secondary schools are still working with AUPs that are outdated, inaccessible, or inconsistent. This not only creates confusion but also weakens efforts to promote responsible technology use and digital citizenship. At their best, AUPs function as living documents that evolve with the digital landscape, supporting safe, inclusive, and forward-looking school environments. At their worst, they risk becoming relics that obstruct learning and leave schools vulnerable to risk. Updating AUPs is not simply a matter of compliance; it is a strategic investment in the digital futures of students. By adopting accessible, current, and inclusive policies, schools can transform AUPs from administrative burdens into frameworks that genuinely prepare young people for academic success, lifelong learning, and participation in the digital society.

Written for OEB 2025 by Ann Marcus-Quinn and Selina McCoy.