Education expert Claire Steele explores the implications of the proposed government ban on social media for under-16s. Read her professional take on the consultation…

How the world has changed since my childhood.

Before the advent of mobile phones and social media, young people typically saw their friends at school and then not again until the following week. Disagreements often faded with time and distance.

Advances in technology and constant connectivity mean this is no longer the case. For today’s children, digital communication can bring enjoyment and opportunity, but also risk and concern.

The Government is launching a consultation on banning social media for under-16s in the UK, as part of a wider set of measures it says are intended to protect young people’s wellbeing. This follows the introduction of similar legislation in Australia.

Alongside this, Ofsted will be given the power to review school mobile phone policies, with ministers stating that schools are expected to be phone-free by default. While the focus on children’s wellbeing and online safety is welcome, it is important to explore the implications in more detail.

What are the dangers?

Schools have long raised concerns about the impact of excessive screen time on children’s behaviour and concentration.

There are also significant risks associated with exposure to inappropriate content, including extremist material, sexual images and pornography, as well as abuse and bullying.

These risks are amplified by emerging technologies. For example, recent concerns about AI tools that can manipulate or ‘nudify’ images without consent highlight how rapidly online harms can evolve, often outpacing regulation.

Social media platforms are also designed to encourage habitual use. Features such as daily streaks and infinite scrolling can lead to compulsive behaviour, making it difficult for children and young people to disengage.

Harassment and exclusion can follow pupils beyond the school gates, removing the respite that previous generations experienced. This constant exposure can contribute to anxiety, isolation and negative self-perception.

Artificial intelligence presents further challenges. Children may not fully understand that AI systems are not human and may place inappropriate trust in them, acting on advice that is unbalanced or unsuitable, even if it appears factual.

Are there benefits?

Despite these risks, it is important to take a balanced view. Social media and the wider internet can offer significant benefits when used appropriately. They provide opportunities for friendship, creativity and connection, particularly for children who may feel isolated offline. Online communities can offer support and a sense of belonging.

Access to information and educational resources can enhance learning, while low-effort activities such as scrolling or gaming can offer valuable downtime after a demanding school day. These positives underline the need for thoughtful regulation rather than simplistic solutions.

What does the proposal mean?

The Government’s consultation will seek views from parents and young people, with a response expected in the summer. It has been described as a national conversation to gather views and drive action to keep children safe online.

As part of this process, the Government plans to publish evidence-based screen time guidance for parents of children aged five to sixteen, alongside separate guidance for parents of under-fives.

The consultation aims to identify next steps in boosting children’s wellbeing online and promoting a healthy relationship with mobile phones and social media.

Options under consideration include raising the digital age of consent, introducing phone curfews and restricting potentially addictive design features.

How can we protect our children?

Educators have a crucial role to play in supporting children to navigate the online world safely.

Computing curriculum, online safety education, PSHE and safeguarding lessons must be current, robust and well taught. Education empowers young people to take an active role in keeping themselves safe and to recognise potential risks.

Partnership with parents is equally important. Schools should share guidance and information through websites, newsletters and parent workshops, helping families to feel informed and confident rather than fearful. A joined-up approach between home and school is essential if children are to develop healthy digital habits.

What next?

In the short term, the impact of these proposals will be felt through Ofsted inspections, with mobile phone policies now explicitly under scrutiny and an expectation that schools will be phone-free by default. In the longer term, the outcomes of the consultation will shape future policy.

As educators, we must strike a careful balance. Schools are tasked with preparing young people for life in modern Britain, which includes confident and responsible use of digital technologies. Whether or not further restrictions are introduced, teaching respectful and responsible use of phones and online platforms will remain essential.

As this consultation progresses, it is vital that responsibility does not rest solely with parents and schools. Online platforms and service providers must also be held accountable, as set out in the Online Safety Act 2023, which came into force on 17 March 2025. The Act aims to strengthen online safety by placing greater responsibility on technology companies to protect their users.

This is an evolving area of policy and practice. Educators, parents and policymakers alike will be watching closely as the consultation unfolds.

If any of this has got you thinking and you’d like more support or advice, our expert RSHE and Safeguarding Advisers can help. Contact us on safeguarding@servicesforeducation.co.uk for more information.

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 A Tailored Safeguarding Audit for Your Setting

Though the new tougher guidance around mobile phone use in schools, and potential restrictions to social media usage, may be welcomed, they create yet another piece of work for schools to do to ensure they are compliant.

Our experienced advisers can support you and your staff to implement any new Ofsted guidance, checking you have the right policies and processes in place, and ultimately, doing what is right for your pupils.

We can analyse your current safeguarding offer, visit your setting to test that what you have planned is happening in practice and we provide an independent, written report post visit to signpost any changes to your future safeguarding offer.

  About the Author

With over 20 years of experience in primary education, Claire Steele is a respected and committed school leader who has worked across a diverse range of schools and multi-academy trusts. Her previous roles include Assistant Principal, Designated Safeguarding Lead (DSL), and Senior Mental Health and Wellbeing Lead. She has also worked extensively with partners to support the delivery of a wide range of National Professional Qualifications (NPQs).

Claire is deeply passionate about creating safe, inclusive, and nurturing school environments, where the wellbeing of pupils is at the heart of practice. She brings her extensive knowledge, dedication, and enthusiasm to Services For Education, supporting schools in embedding effective and compassionate safeguarding practices at every level.

Working as part of our team of advisers, Claire delivers high-quality, comprehensive safeguarding training and conducts thorough safeguarding audits in schools. She also champions SEND and equality, ensuring these values are central to all aspects of her work.