As the UK government consults on potentially banning social media access for children under sixteen, prominent voices from neuroscience, education, and youth advocacy are urging policymakers to adopt a far more comprehensive approach to digital safeguarding. The debate, sparked by growing alarm over online harms, must now expand to confront the emerging challenges posed by generative artificial intelligence and other immersive technologies.
A Call for Expanded Policy Scope
Dr Madeline G Reinecke of the University of Oxford's Neuroscience, Ethics and Society team argues that any serious policy initiative must look beyond traditional platforms like Instagram and TikTok. "In the case of social media, ministers and commentators have focused on features like addictive feeds and age limits," she notes. "Our research team's work with young people shows that we must also reckon with such considerations – among many others – in an era of AI-driven technologies."
The digital landscape facing young people in 2026 will be radically different, with AI-based chatbots becoming increasingly prevalent across education, entertainment, and even companionship. This technological shift raises profound developmental questions during adolescence, a critical period for forming social understanding and personal identity.
Urgent Questions About Artificial Relationships
Dr Reinecke poses crucial questions that policymakers must address: At what age should young people have access to AIs simulating friendship or intimacy? What safeguards are needed to protect developing minds from manipulation and dependency grounded in artificial "connection"? These concerns extend far beyond simple platform restrictions.
She advocates for consultations that actively seek evidence from developmental psychology and AI ethics, while centring perspectives from young people themselves. The fundamental question isn't merely whether certain platforms should be off-limits, but what kinds of relationships with technology we want future generations to form, and at what developmental stage these relationships should begin.
The Educational Perspective on Real Connections
Alexandra Cocksworth, deputy head at Lord Wandsworth College in Hampshire, brings an educator's viewpoint to the discussion. Having witnessed the unfolding mental health crisis since beginning her teaching career in 2010, she expresses frustration at the "alarming lack of urgency" shown by those in power regarding social media's safeguarding risks.
"A social media ban for under‑16s is the bare minimum that our government should be pursuing for children in the UK," Cocksworth states emphatically. She stresses that politicians, parents, and educators must collectively help children "find and maintain real, deep connections in an analogue world."
Regulating Access During Critical Development
This approach doesn't mean rejecting all technology, but rather regulating access to addictive and dangerous platforms during adolescence's peak neuroplasticity and vulnerability. Cocksworth points to established solutions that remain effective: sport, music, rejuvenated youth clubs, and simple role-modelling. What's needed, she argues, is bold governmental action to prevent social media harms becoming entrenched for the next generation.
Warning Signs from Youth Sport Research
Adding to these concerns, Ali Oliver, CEO of the Youth Sport Trust, highlights alarming trends identified in their research. Their 2015 report first warned of a generation "held hostage by handheld devices" – constantly connected yet experiencing unprecedented loneliness.
The Trust's recent Class of 2035 report presents a stark projection: without significant intervention, half of children will spend at least three hours daily on screens for entertainment alone within a decade. "The need to reimagine childhood is clearer than ever," Oliver asserts, "and the time for change is now."
Towards Comprehensive Digital Protection
These expert perspectives converge on several critical points. First, that policy responses must be technologically comprehensive, addressing both current social media platforms and emerging AI applications. Second, that developmental science should inform age-appropriate access guidelines. Third, that fostering real-world connections remains essential for healthy childhood development.
As the consultation proceeds, these voices collectively advocate for thoughtful, future-aware policy rather than reactionary fixes. Young people deserve protection frameworks that acknowledge the full spectrum of digital technologies shaping their lives, while actively supporting their development through meaningful analogue experiences and relationships.
