Recent proposals to restrict social media use for under-16s have been met with largely positive reactions. Many educators and parents hope such measures will reduce anxiety, distraction and online harm. Yet the reality for schools is more complex. Social media and device use cannot be addressed through policy alone. Lasting impact depends on alignment between school expectations and what happens at home.
Most schools already have strong structures in place. Phone-free days, clear behaviour policies, PSHE provision, and tools such as phone pouches are becoming increasingly common. These measures do make a difference during the school day. Students often report feeling calmer, more focused and more present when devices are removed. However, if boundaries are not reinforced at home, the overall effect is limited. Students return to environments where phones dominate social interaction, entertainment and emotional regulation.
The well-being implications are increasingly visible. Many young people now default to screens during moments of stress, conflict or boredom. Instead of developing emotional regulation, face-to-face communication and resilience, challenges are filtered through group chats, likes, comments and algorithms. This can heighten anxiety and reduce young people’s ability to read social cues, manage disagreement and sit with discomfort. Reduced physical play and outdoor activity further compounds the issue, impacting motor skills, confidence and mental health.
“When young people default to screens during stress or conflict, opportunities to build emotional regulation and communication skills are lost.” - Lyndsay McNeill – Head of Teaching and Learning at 8billionideas.
Public debate often oversimplifies the issue by focusing on bans rather than behaviour. Algorithms, advertising models and adult usage patterns play a significant role in shaping young people’s experiences. Restrictions without education risk increasing secrecy and dependency rather than reducing harm.
For school leaders, the focus should be balanced and realistic. Digital literacy, wellbeing education and consistent messaging matter, as does partnership with parents, not blame. Importantly, educators and parents must model the behaviours they ask of students and young people: connection, eye contact and presence are vital.
Social media restrictions can support wellbeing, but only as part of a wider cultural shift. Schools can lead thoughtfully, but sustainable change requires shared responsibility, empathy and long-term thinking across school and home environments.