In the current study environment, the mobile phone is an essential tool for students. This study examines which strategies and iPhone functions university students use to control notifications during self-studies, as well as how these strategies are experienced in relation to focus and digital accessibility. The thesis is grounded in a theoretical framework consisting of media ecology, persuasive technology, and human-computer interaction. Semi-structured interviews were conducted with eight university students from five different institutions in Sweden, and the material was analysed using reflexive thematic analysis. The results show that students use both proactive and reactive strategies to manage notifications, such as the functions Do Not Disturb, airplane mode, timer setups, and physical placing. Handling this primarily means balancing between the need for focus and the need to be reachable. Location, timing, interest, and task difficulty influence which strategies are applied and how well they are maintained, as well as whether studying occurs alone or among others. Focus is rarely achieved by completely removing notifications, but rather by limiting and adjusting the flow of notifications according to individual needs and habits.