Banning smartphone and social media access alone does not effectively protect children from digital harm, according to a group of international experts in The BMJ today. The experts argue that the focus should instead shift to a rights-based approach that incorporates age-appropriate design and education, helping children not only stay safe but also thrive in a digital society.
The authors, led by Victoria Goodyear, highlight the increasing advocacy for bans on smartphone and social media use to shield children from potential harm, despite limited evidence supporting the effectiveness of such measures. They point out that a recent study evaluating school smartphone policies in England found that restricted smartphone use was not linked to improvements in adolescent mental health, physical activity, sleep, educational outcomes, or classroom behavior. Additionally, the study found no evidence that school restrictions led to reduced overall phone or media usage or problematic social media habits.
While acknowledging the importance of technology-free moments and spaces for children, the authors contend that blanket bans are “stop-gap solutions” that fail to equip children with the tools they need for long-term, healthy engagement with digital spaces. Such restrictions, they argue, do little to help children transition into adolescence and adulthood in an increasingly technology-filled world.
Instead, the experts advocate for a rights-based approach to smartphone and social media use, consistent with the UN Convention on the Rights of the Child. This approach emphasizes the importance of protecting children from harm while also fostering their healthy development in the digital realm. Recent international laws, including the EU’s Digital Services Act and the UK’s Online Safety Act, reflect a growing understanding of the need for technology use that aligns with children’s well-being.
The authors call for immediate priorities to improve legislation regulating the tech industry to ensure children’s rights are upheld and for the development of professional training and guidance for schools, teachers, and parents. This would help them actively engage in promoting healthy technology habits and shaping future policies.
While acknowledging potential challenges, the authors argue that focusing on education, rights, and support for digital literacy will ultimately be a more sustainable and beneficial strategy than simply restricting access. They conclude that the conversation surrounding children’s use of technology needs to evolve from a focus on bans to one that emphasizes nurturing the skills required for healthy technology use in a modern, digital society.
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