Across Europe, policymakers are debating whether to implement social media bans for minors. This follows in the footsteps of Australia’s recent measures, which impose a blanket age ban on under-16s regardless of parental consent (1). Currently, EU regulations set a lower limit of 16 for social media use, but both parents and member states can decrease that limit (2). Recent countries to discuss imposing stricter social media bans include France, and more recently, The Netherlands (3,4). Some countries are taking it further, pushing for an EU-wide ban such as Australia’s on social media use for under-15s (5). This would mean that under-15s would be unable to access social media at all, even with parental consent. Other countries like Greece have refused to impose social media bans, looking for alternative methods to ensure child safety online, such as through parental oversight apps (6).

The recent EU policy proposals, and subsequent disagreements between member states, raise critical questions about the consequences of these measures. Is a social media ban a vital policy, necessary for protecting children from exploitation, cyberbullying and a mental health epidemic? Or, by excluding children from our increasingly digital society, do we risk stifling the development of essential skills, deepening inequalities, and ultimately jeopardizing the workforce of tomorrow?

The safety debate

Advocates for social media bans have legitimate concerns. Extended social media use has been linked to potential mental health harms, particularly among adolescents (7). The understudied but evident impacts include heightened anxiety, depression, and addictive behaviors (8). It is an uncomfortable truth that many social media executives, such as former Facebook VP Chamath Palihapitiya, reportedly restrict their own children’s use of these platforms (9, 10). If tech insiders don’t trust their platforms’ suitability for young users, how can the rest of us?

Beyond mental health, the risks extend into the realm of safety: in Sweden, for example, criminal gangs have utilized platforms like TikTok to recruit and deploy children, while across Europe, online platforms have been implicated in bullying, harassment and child exploitation cases (15, 16). There is no doubt about it: children are not safe online. For policymakers, these troubling trends underscore the need for urgent action. However, the question remains: are outright bans the solution?

Critics argue that outright bans fail to address how children actually use social media (11). Platforms are not merely spaces for entertainment; they serve as vital tools for socialization, learning, and self-expression (12). In fact, an equal amount of research has found that the mental health crisis amongst children will be unaffected, if not worsened, by a social media ban. This research argues that a social media ban is likely to divert attention from the root causes of the mental health crisis such as poverty, discrimination, racism, gender and sexual inequality, and concerns about the future of our planet. Moreover, a social media ban risks removing children' s access to community organization networks and thereby, the ability to influence their society (13). An Australian study found that a ban would be particularly detrimental for culturally and socially diverse teenagers, who rely on the community fostered online for support at a higher rate than other groups (14). In any case, the issue is not as clear cut as policymakers might hope.

Beyond social media: the digital divide

The current skills gap in Europe’s workforce underscores the urgency of preparing younger generations for a digital future. Only 55% of individuals in the EU aged 16 to 74 possess basic digital skills, and this deficit is already impacting productivity and innovation (17). As industries increasingly rely on emerging technologies like artificial intelligence, automation, and data analytics, the gap is expected to widen (18). In response, corporations and governments are investing millions in retraining programs for adults-a reactive approach that often struggles to meet the scale of the problem (19).

Education systems across Europe vary greatly in how they prepare students for the digital economy. Estonia has become a leader by integrating coding and digital competencies into its primary school curricula, but many other nations lag far behind (20). Alarmingly, only 25% of European teachers feel confident using digital tools in their classrooms (21). Moreover, critical areas like media literacy, artificial intelligence, and even basic online research skills-such as how to use search engines effectively-are often neglected (22). Currently an estimated 43% of 14 year-olds in the EU do not reach the basic level of digital literacy skills (23).

This shortfall has broader implications. Children growing up without these skills will not only struggle in future workplaces but may also lack the critical thinking needed to navigate a world increasingly shaped by misinformation and AI-generated content. For example, media literacy is key to combating fake news and understanding its impact on elections, politics, and society. Similarly, early exposure to AI concepts and coding can foster a generation equipped to innovate rather than merely consume technology (24).

Social media bans for minors further complicate this picture. While the intent behind such bans may be to protect children from harm, they risk cutting off valuable opportunities for informal digital skill-building. Platforms like YouTube and TikTok are not merely sources of entertainment. They serve as training grounds where children develop skills in content creation, collaboration, and even basic coding (25). Removing access to these platforms could leave children underprepared for a digital economy.

A collaborative approach to regulation

Critics of social media bans point to the difficulty—if not impossibility—in effective regulation and enforcement (26). No government can regulate the entire internet, and sweeping bans risk leaving children even more vulnerable by driving them towards less–regulated, riskier digital spaces (27). Moreover, the stricter the ban, the more likely children are to find their way around it (28). The collective responsibility falls to society at large: how can we limit the harm platforms cause while ensuring children have the tools to navigate the digital world responsibly?

Children are easier to teach than adults, so why aren’t we investing more in them? Protecting and teaching children at the same time ensures they’ll not only be safer online but also better prepared for the future of work. Creating a safer, more inclusive digital world is not the sole responsibility of governments. Organizations and corporations must take on a more prominent role, contributing resources, expertise, and innovations to achieve these goals. Tech companies will play an important role in keeping children safe online, but it’s not only tech companies that need to act. Businesses, governments, and educators across all sectors must collaborate to ensure child safety online and foster digital literacy.

Some actionable ways corporations can help include through corporate-sponsored education initiatives, where corporations can make a significant impact by funding and delivering digital literacy workshops for students and teachers. These programs can focus on critical areas such as AI, coding, and media analysis, equipping young people with the tools to navigate a digital world responsibly and creatively. Moreover, technology accessibility programs are another vital avenue for corporations to help bridge the digital divide. By donating devices to underprivileged schools, funding improved digital infrastructure, or subsidizing internet access in underserved communities, businesses can ensure that all children—regardless of socioeconomic background—have access to the tools and resources needed to build essential digital skills (29, 30).

A win-win for society and industry

Social media bans for minors may appear to be a straightforward solution to the challenges of online safety, but their broader implications are far more complex. By restricting access, these policies risk widening the digital skills gap, creating inequalities, and undermining future workforce readiness. Organizations must see the investment in youth digital literacy as vital for their own sustainability. By engaging with schools and communities now, they secure a talent pipeline of skilled, innovative, and socially responsible workers. At the same time, governments must make it easier for corporations to participate. Streamlined, flexible compliance policies at the national and EU levels would encourage more businesses to engage in this mission.

The answer lies in collaboration. Governments, educators, and corporations must work together to create solutions that protect children while empowering them to thrive in the digital age. Only then can we safeguard the next generation without leaving them behind. Shall we?

This article is part of The Outside World Formula created by ftrprf

For organizations, it’s pivotal to thoroughly understand what is happening in society. We help companies generate comprehensive insights into societal change and its potential effects on their strategy and operations, both negative and positive. With actionable societal insights, courageous plans, and a can-do mentality, we connect the outside world to your company's strategy. For these outside-world insights, we use a rigorous methodology that includes data processing, quantitative and qualitative analysis, and a thorough review process to ensure the accuracy and consistency of our findings.

For more information, please contact theoutsideworld@ftrprf.com.

Sources:

1. Ritchie, Hannah. 2024. “Australian Social Media Ban on Under-16s Approved by Parliament.”BBC, November 28, 2024.https://www.bbc.com/news/articles/c89vjj0lxx9o.
2. Reuters. 2024. “What Countries Do to Regulate Children’s Social Media Access.”Reuters, November 29, 2024.https://www.reuters.com/technology/what-countries-do-regulate-childrens-social-media-access-2024-11-28/#:~:text=In%20the%20European%20Union%2C%20parental,lower%20that%20limit%20to%2013.
3. Haeck, Pieter . 2024. “France Doubles down on Age Minimum of 15 for Social Media Use.”Politico EU, November 26, 2024.https://www.politico.eu/article/france-doubles-down-on-social-media-age-limit-at-15/.
4. RTL Nieuws . 2024. “Voorstel D66 Voor Minimumleeftijd van 15 Jaar Voor Sociale Media.”RTL, December 17, 2024.https://www.rtl.nl/nieuws/artikel/5485392/d66-sociale-media-minimumleeftijd-15-jaar-australie-europese-regels.
5. Pollet, Mathieu . 2024. “Danish PM Calls for 15+ Age Limit for Social Media in EU.”Politico EU, May 27, 2024.https://www.politico.eu/article/danish-pm-calls-for-15-age-limit-for-social-media-in-eu/.
6. AP & Euronews . 2025. “Greece Announces Plans to Decrease Young People’s Internet Use.”Euronews, January 2, 2025.https://www.euronews.com/next/2025/01/02/greece-announces-plans-to-decrease-young-peoples-internet-use.
7. Bozzola, Elena. 2022. “The Use of Social Media in Children and Adolescents: Scoping Review on the Potential Risks.”International Journal of Environmental Research and Public Health19 (16): 1–33.https://doi.org/10.3390/ijerph19169960.
8. Katella, Kathy. 2024. “How Social Media Affects Your Teen’s Mental Health: A Parent’s Guide.” Yale Medicine. Yale Medicine. June 17, 2024.https://www.yalemedicine.org/news/social-media-teen-mental-health-a-parents-guide.
9. Washington Post. 2017. “Former Facebook vp Says Social Media Is Destroying Society with ‘Dopamine-Driven Feedback Loops.’” Washington Post. December 12, 2017.https://www.washingtonpost.com/news/the-switch/wp/2017/12/12/former-facebook-vp-says-social-media-is-destroying-society-with-dopamine-driven-feedback-loops/.
10. Piersma, Jeroen. 2024. “Ebiquity-Ceo Ruben Schreurs: ‘in Silicon Valley Houden de Techbazen Hun Kinderen Offline, Dat Zegt Genoeg.’”FD, December 27, 2024.https://fd.nl/bedrijfsleven/2603477/1541082/ebiquity-ceo-ruben-schreurs-ik-betaal-met-liefde-en-vrolijkheid-heel-veel-belasting.
11. Third, Amanda , Delphine Bellerose, Juliano Diniz De Oliveira , Girish Lala , and Georgina Theakstone. 2017. “Young and Online: Children’s Perspectives on Life in the Digital Age.” UNICEF, Western Sydney University.https://www.westernsydney.edu.au/__data/assets/pdf_file/0006/1334805/Young_and_Online_Report.pdf.
12. Ibid.
13. Stafford , Joe . 2024. “Social Media Bans Don’t Address Youth Mental Health Problems, Say Experts.”University of Manchester, June 13, 2024.https://www.manchester.ac.uk/about/news/social-media-bans/.
14. Johns, Amelia. 2024. “Culturally Diverse Teens Greatly Benefit from Social Media – Banning It Would Cause Harm.” The Conversation. June 24, 2024.https://theconversation.com/culturally-diverse-teens-greatly-benefit-from-social-media-banning-it-would-cause-harm-232906.
15. Dagens Nyheter. 2024. “Polischefen: Sociala Medier Är Nya Sergels Torg.”Dagens Nyheter, April 10, 2024.https://www.dn.se/sverige/polischefen-sociala-medier-ar-nya-sergels-torg/.
16. MikeHarrison. 2023. “Estimates of Childhood Exposure to Online Sexual Harms and Their Risk Factors - WeProtect Global Alliance.” We Protect. Economist Impact. June 12, 2023.https://www.weprotect.org/economist-impact-european-survey/.
17. EuroStat. 2024. “Digital Skills in 2023: Impact of Education and Age - Eurostat.”Ec.europa.eu. EU Commission. February 22, 2024.https://ec.europa.eu/eurostat/web/products-eurostat-news/w/ddn-20240222-1.
18. Ibid.
19. European Commission. 2024a. “Digital Europe Programme Invests over €108 Million in European Digital Skills, Capacity, and Tech.”EU Commission, July 4, 2024.https://digital-strategy.ec.europa.eu/en/news/digital-europe-programme-invests-over-eu108-million-european-digital-skills-capacity-and-tech#:~:text=04%20July%202024-,Digital%20Europe%20Programme%20invests%20over%20%E2%82%AC108%20million%20in%20European,Digital%20Twins%2C%20and%20tackling%20disinformation.
20. Ayllon, Sara, Samuel Lado, and Maria Symeonaki. 2024. “Digitally Disengaged and Digitally Unconfident Children in Europe,” March, 27–55.https://link.springer.com/chapter/10.1007/978-3-031-46929-9_2#:~:text=However%2C%20the%20figures%20differ%20considerably,Bulgaria%20and%2015.2%25%20in%20Albania.
21. Council of Europe. 2019. “The Role of Education in the Digital Era: From ‘Digital Natives’ to ‘Digital Citizens.’”Assembly.coe.int. November 19, 2019.https://assembly.coe.int/nw/xml/XRef/Xref-XML2HTML-en.asp?fileid=28300&lang=en.
22. Ayllon, Sara, Samuel Lado, and Maria Symeonaki. 2024. “Digitally Disengaged and Digitally Unconfident Children in Europe,” March, 27–55.https://link.springer.com/chapter/10.1007/978-3-031-46929-9_2#:~:text=However%2C%20the%20figures%20differ%20considerably,Bulgaria%20and%2015.2%25%20in%20Albania..
23. European Commission. 2024. “Lagging Digital Literacy among 14-Year-Olds across the EU, Study Finds.” European Education Area. November 13, 2024.https://education.ec.europa.eu/news/lagging-digital-literacy-among-14-year-olds-across-the-eu-study-finds.
24. Schneiders, Pascal , and Alicia Gilbert . 2024. “Banning Children’s Social Media Use: A Wave of Symbolic Regulations, but at What Cost?”Internet Policy Review, March.https://policyreview.info/articles/news/banning-childrens-social-media-use/1744.
25. UNICEF. 2019. “Done Right, Internet Use among Children Can Increase Learning Opportunities and Build Digital Skills.”Www.unicef.org. Unicef. November 27, 2019.https://www.unicef.org/press-releases/done-right-internet-use-among-children-can-increase-learning-opportunities-and-build.
26. RMIT. 2024. “Social Media Ban Not an Effective Solution.”Rmit.edu.au. 2024.https://www.rmit.edu.au/news/media-releases-and-expert-comments/2024/sep/social-media-ban.
27. Ibid.
28. Third, Amanda , Delphine Bellerose, Juliano Diniz De Oliveira , Girish Lala , and Georgina Theakstone. 2017. “Young and Online: Children’s Perspectives on Life in the Digital Age.” UNICEF, Western Sydney University.https://www.westernsydney.edu.au/__data/assets/pdf_file/0006/1334805/Young_and_Online_Report.pdf.
29. Richters, Grigorij. 2024. “Council Post: Business for Good: How Companies Can Help Bring Education to Those in Poverty.”Forbes, August 12, 2024.https://www.forbes.com/councils/forbesbusinesscouncil/2021/06/03/business-for-good-how-companies-can-help-bring-education-to-those-in-poverty/.
30. Unicef. 2022. “Why Businesses Should Invest in Digital Child Safety.” Unicef.https://www.unicef.org/childrightsandbusiness/media/221/file/Brief-on-Investing-in-Digital-Child-Safety.pdf.