With the UK at a pivotal moment in how it responds to children’s experiences of the online world, Jan Forshaw, Education Policy and Research Manager, Coram SCARF, says the government’s proposed reforms represent an important step forward, but success will depend on how these measures are implemented and whether they are accompanied by the broader changes needed to truly protect children.
Following one of the largest public consultations ever undertaken on children’s digital lives, the government has now signalled its intention to introduce a delay to social media access for under-16s, alongside wider safety measures, with an EU-wide social media ban now also on the agenda.
The direction of travel is clear: protecting children online is no longer a marginal issue – it is a national priority.
For Coram, this moment reflects years of evidence, frontline insight, and growing concern. We have consistently argued for a precautionary, child-centred approach that recognises both the opportunities and the very real harms associated with digital environments. Now, emerging findings from the government consultation, and voices of Coram SCARF teachers across the country, strengthen the case for change.
A strong public mandate for action
Initial findings from the ‘Growing up in the online world’ consultation pointed to overwhelming public support for stronger safeguards. Nine in ten parents back a legal minimum age of 16 for social media access, with many young people also recognising the risks and supporting restrictions. There was a clear consensus that current protections are insufficient. Early responses also reinforced concerns about the scale of harm children experience online, while also demonstrating appetite for systemic solutions, particularly stronger age limits and more robust platform accountability.
What teachers are telling us: a system under pressure
While national consultation data provides an important high-level view, the day-to-day experiences of teachers also offer a powerful lens on how digital harms are playing out in children’s daily lives.
Findings from Coram SCARF’s recent teacher survey reveal the extent to which online activity is reshaping the school environment:
- Workload pressures are rising: Over 80% of teachers report that children’s access to internet-enabled devices has increased their workload, often significantly, due to safeguarding concerns, behavioural issues and parent mediation.
- Online conflict is spilling into classrooms: Around two-thirds of teachers spend time each week resolving disputes that originate online, with some reporting several hours lost to managing issues from group chats and social media fallout.
- Mental health impacts are visible: More than 40% say children sometimes experience anxiety or stress due to online activities, with nearly one in five reporting this happens often or very often.
Beyond the numbers, qualitative responses paint a stark picture. Teachers describe diminished attention spans, sleep disruption caused by late-night device use, and growing challenges in emotional regulation and peer relationships. Many speak of acting as ‘social media mediators”’ rather than educators, with significant time diverted from teaching and learning.
Crucially, these findings align with Coram’s broader evidence base, which highlights the links between excessive digital exposure and reduced concentration, lower wellbeing, and impaired social development.
The developmental case for delaying access
One of the clearest messages emerging from both the consultation and our Coram SCARF teacher survey is the importance of timing.
In the survey, over 80% of teachers identified age 16 as the most appropriate minimum age for accessing social media. This reflects a professional judgement grounded in daily experience of children’s emotional maturity and readiness.
Coram’s policy position supports this view. Delaying access is not about denying children participation in digital life; it is about recognising and managing its impact on the developmental window of childhood. Postponing access (coined as giving children ‘36 more months of childhood’ in Australia) gives children additional time to develop identity, resilience and social skills before encountering the pressures and risks of social media environments.
This approach is consistent with a precautionary principle: where evidence of harm is strong and widespread, policy should err on the side of protection, particularly for younger children.
Beyond age restrictions: the need for a whole-system response
While Coram welcomes the direction of travel, we have consistently emphasised that age restrictions alone are not a silver bullet. The consultation and wider debate highlight the complexity of the issue. Children’s online experiences are shaped not only by access, but by platform design, parental support, and education systems.
Teachers in our Coram SCARF survey repeatedly called for:
- Stronger regulation of platform features, including addictive design and exposure to harmful content
- Greater parental awareness and accountability, with support to manage children’s digital lives effectively
- Clear, consistent national guidance for schools, reducing the burden on individual teachers
These priorities closely mirror Coram’s own policy recommendations. Our submission stressed the need for:
- Robust enforcement mechanisms, ensuring age limits cannot easily be bypassed
- Accountability for tech companies, particularly around safety-by-design
- Comprehensive digital education, equipping children with the skills to navigate online environments safely as they grow
- Support for parents and carers, recognising that they are central to children’s digital experiences
This reflects a fundamental truth: safeguarding children online cannot be achieved through a single policy lever. It requires coordinated action across government, industry, education and families.
A moment for decisive action
The evidence is now compelling. Teachers are reporting significant and growing impacts on children’s wellbeing and learning. Parents are calling for stronger protections. Young people themselves are expressing concern about the pressures they face online.
As Coram has long argued, childhood is being reshaped by digital environments in ways that are not always visible, but are deeply felt in classrooms, homes and communities.
The government’s proposed reforms represent an important step towards resetting the balance. But success will depend on how these measures are implemented and whether they are accompanied by the broader system changes needed to truly protect children.
This is a moment of opportunity. By acting decisively, and by placing children’s development at the centre of policy, we can ensure that the online world supports, rather than undermines, their health and wellbeing so that they have better outcomes in the future.