Why Countries Are Moving to Limit Children’s Social Media — and Why We’re Paying Close Attention
In 2024–25, both Australia and Denmark introduced stronger age-based restrictions on children’s access to social media. Australia announced a Social Media Minimum Age framework, requiring platforms to prevent under-16s from opening accounts and introducing significant penalties for non-compliance. Denmark proposed restricting children under 15 from registering independently, with parental exemptions only for 13–14-year-olds. These decisions reflect growing global concerns about how early social media exposure affects children’s wellbeing, learning, and safety.
We are proud to be an Apple Accredited School and that we have lots of access to technology to support children’s learning. As part of our accreditation we had to clearly demonstrate a lot of safeguards around over-use and inappropriate access. The digital world is not going away; we have to help the children to manage it in an age-appropriate way. Hence, we’ve been keeping a close eye on recent developments across the world. Note that one of the things we do not make use of in school is social media.
What Is Worrying Researchers and Policymakers?
Social media can impact children’s brain development by potentially increasing sensitivity to social feedback and altering regions related to emotional and impulse control, such as the amygdala and prefrontal cortex. Excessive use is linked to negative cognitive effects like impaired attention and memory, We all know, us adults in school here included, just how ‘addictive’ scrolling is. It plays into key parts of our brains which are not fully developed in children and some young adults. The algorithms are designed to make use of this to keep us all scrolling.
• Mental health and wellbeing
International reviews increasingly link high social media use with anxiety, depression, poorer body image and exposure to cyberbullying. Primary-age children are particularly vulnerable because they are still developing emotional regulation skills.
• Sleep, attention and learning
Late-night scrolling, bright screens and constant notifications disrupt sleep cycles. Poor sleep and reduced focus have measurable impacts on classroom concentration, literacy progress and general behaviour.
• Privacy, data and commercial pressure
Children may unknowingly share personal information or be exposed to targeted advertising and influencer marketing. With limited critical-thinking skills, primary pupils are vulnerable to manipulation and may not understand the permanence of digital footprints.
• Practical and ethical debates
Stricter laws create challenges around age verification and privacy. However, both governments argue that delaying access until children are cognitively ready reduces risks and improves long-term digital wellbeing.
Strategies for Schools
Primary schools with 1:1 iPad programmes, like ourselves, have a unique opportunity to model healthy digital behaviours. Technology for learning does not need to lead to early social media use. We apply all of the following princples:
1. Teach “purposeful use” of devices
We make the distinction clear:
For us, iPads are learning tools, not social communication tools.
Embedding this message across lessons helps pupils recognise responsible boundaries.
2. Build digital literacy into the curriculum
We focus on:
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recognising persuasive design
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understanding personal data
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spotting advertising and influencer content
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practising respectful online communication (e.g., Seesaw, Teams, or other monitored platforms)
3. Use structured, time-bound iPad tasks
To prevent drifting into entertainment habits, we set clear expectations around:
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when iPads are used
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how long tasks last
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what apps are appropriate
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how to log out and “close down” at the end of a session
4. Promote offline learning and movement
We combine iPad activities with:
- traditional pen and paper type learning, with no technology. Our rule is – only if it adds value.
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outdoor learning (like Forest School)
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group tasks with no devices
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physical activity breaks – we have this in our Active School initiative, for example
This reinforces balance and healthy habits.
5. Strengthen safeguarding and supervision
We ensure:
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restricted device profiles for young learners
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filtering and monitoring software
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regular checks of browser history and search behaviour
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explicit teaching about reporting concerns
Practical Suggestions for Parents
it is not our intention to teach parents how to parent. However, parents remain the most important influence on children’s digital habits. Helpful strategies may include:
1. Delay social media accounts
Even if a platform has a minimum age of 13, delaying beyond this—until children show emotional readiness—aligns with emerging evidence and national policy trends.
2. Keep devices out of bedrooms at night
This is one of the strongest protective factors for sleep and wellbeing.
3. Create “family digital rules”
These might include:
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no scrolling during meals
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screens off an hour before bed
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shared charging stations
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checking device settings together
4. Be curious and involved
Ask children to show you the apps they use at school and at home. Learn how they work. Model the behaviour you want them to follow.
5. Emphasise creativity over consumption
Encourage iPad use for creative activities—making videos, music, coding, drawing—rather than passive scrolling or endless videos.
A Shared Responsibility
As Australia and Denmark have demonstrated, the question of when children should access social media is now a national and global conversation. For primary-aged children, limiting exposure is less about restriction and more about protecting healthy development. Schools with 1:1 devices and families at home can work together to ensure technology enhances learning without accelerating children into online spaces before they are ready.