The UK Government has announced its intention to introduce restrictions on social media use by children under the age of 16. While the detail, implementation timescales and scope of any legislation remain uncertain, schools should begin considering how such changes might affect their online safety education and wider safeguarding responsibilities.
It is important to recognise that, even if access to social media platforms is restricted, schools will still need to prepare children for a digital world in which online communication, content sharing and social interaction remain a significant part of everyday life. Online safety education should therefore continue to focus on developing the knowledge, skills and behaviours that children need to navigate online environments safely and responsibly.
A Restriction – Not a Solution
Schools should avoid viewing any future ban as a solution to online safety concerns. Many of the risks currently associated with social media – such as cyberbullying, misinformation, online relationships, harmful content, image sharing, scams and excessive screen use – can also occur through messaging services, gaming platforms, video-sharing sites and emerging technologies. Online safety education will therefore remain just as important.
A ban may, however, provide an opportunity for schools to strengthen work with parents and carers. Many families already struggle to manage age restrictions, device use and access to social media. Schools can support parents by providing clear information about legal age requirements, encouraging age-appropriate use of technology and promoting healthy discussions about online behaviour and wellbeing.
Online Safety Education is Still Essential
Schools should also continue to educate children about social media, even if they are below the minimum age. Research consistently shows that many children already access social media before reaching the stated age limits. Children therefore need to understand both the opportunities and the risks, as well as how to seek help if they encounter problems.
Perhaps most importantly, schools should be careful not to create the impression that social media is no longer a relevant concern once a ban is introduced. A significant proportion of safeguarding incidents involving children originate outside school and often involve services, platforms or technologies that children are not officially permitted to use. Ignoring these realities would leave many children less prepared rather than better protected.
Many of the online risks that concern schools today,including harmful online relationships, sexual harassment, misogyny, image-based abuse, misinformation, extremist content, scams and online exploitation, are unlikely to disappear simply because access to particular platforms is restricted. Schools will therefore continue to have a responsibility to educate children about these issues, regardless of the age limits that may apply.
Acknowledge Concerns and Worries
Schools should also recognise that announcements about social media restrictions may create uncertainty and anxiety for some children and young people. While adults may focus primarily on the potential risks associated with social media, many young people view these platforms as important places for maintaining friendships, participating in communities, expressing themselves and accessing support. For some children, particularly those who may feel isolated or vulnerable, online communities can provide a sense of belonging and connection that is highly valued.
Schools should therefore be prepared to listen to and acknowledge children's concerns rather than assuming that all young people will welcome such changes. It is important that schools do not unintentionally create a culture of silence, where children believe they have broken the rules or accessed a service they should not be using they may be less likely to ask for help if something goes wrong.
Some pupils may worry about losing contact with friends, missing out on social interactions or being excluded from conversations and communities that are important to them. Creating opportunities for open discussion can help children explore these concerns, distinguish between media speculation and confirmed information, and feel reassured that their views are being heard.
This may also provide a valuable opportunity to strengthen digital resilience and critical thinking. Schools can encourage pupils to reflect on both the benefits and the risks of online spaces, consider how healthy relationships can be maintained online and offline, and identify trusted adults who can support them if they are worried. Whatever changes may emerge in the future, helping children develop the confidence to talk openly about their online experiences will remain one of the most effective ways of supporting their safety and wellbeing.
Expectations on Safeguarding
Finally, schools should remember that online safety is fundamentally a safeguarding issue. Any future legislation is unlikely to change the expectations set out in Keeping Children Safe in Education. Schools will still be expected to educate children about online risks, maintain appropriate filtering and monitoring systems, respond to concerns, work with families and ensure that staff remain informed about emerging technologies and online behaviours. Schools should also be aware that they may, in the future, need to change their safeguarding processes to reflect the changes in the law.
The focus for schools should therefore remain unchanged: helping children develop the resilience, critical thinking, digital literacy and digital citizenship skills they need to thrive safely and responsibly in an increasingly connected world.
When more is known about the legislation that will be introduced, SWGfL will provide further updated information and guidance for schools. We will also be reviewing the content of our major tools – the 360 safe online safety review tool and ProjectEvolve to reflect the legislation and any changes in national guidance.
