Mounting anxieties regarding cyberbullying, the addictive nature of algorithmic content, and the broader impact of screen time on adolescent mental health are compelling governments worldwide to rethink their digital policies. Legislators are moving away from passive observation, opting instead for active intervention to shield young users from the hazards of a world that is constantly online.
There is no universal blueprint for this transition. While some nations are prioritizing strict age-based entry barriers, others are focusing on tightening platform accountability or integrating digital safety into national curricula. These varied strategies underscore a growing international consensus that the safety of minors in digital spaces can no longer be left solely to the discretion of technology corporations.
France recently solidified its position in this global movement by implementing a ban on social media access for children under the age of 15. This legislative move signals a definitive shift away from relying on voluntary corporate commitments, favoring instead a state-mandated approach to protect youth from the potential pitfalls of social networking platforms.
While France holds the distinction of being the first European Union member to enact such a prohibition, the conceptual groundwork for state-led intervention was already being laid elsewhere. Australia took the lead on the global stage, introducing the world’s first nationwide social media age restriction months earlier, embarking on one of the world’s boldest experiments in regulating children’s access to social media.
Under this Australian framework, major digital platforms are legally obligated to implement reasonable measures to prevent children under 16 from establishing or maintaining accounts. The stakes for non-compliance are significant, with companies facing potential fines reaching up to A$54.6 million. By placing the burden of enforcement directly on the platforms rather than the individual users, Australia has established a rigorous precedent for global digital regulation.
Despite these bold steps, the efficacy of age-gating remains a subject of intense scrutiny. Critics and experts alike are questioning whether simple access restrictions are sufficient to address the multifaceted risks children encounter online. Clinical psychologist Tugce Yilmaz suggests that while age limits may function as a necessary deterrent, they are far from a comprehensive solution.
“The most effective approach combines age restrictions with parental guidance, digital literacy education and child-protection policies implemented by platforms,” Yilmaz explains. She emphasizes that the ultimate objective should be to empower children to navigate the digital environment safely and consciously, rather than attempting to exclude them from the digital world entirely.
The debate surrounding these policies is deeply influenced by the work of social psychologist Jonathan Haidt. In his widely read book, The Anxious Generation, Haidt posits that the transition from a “play-based childhood” to a “phone-based childhood” has been a primary driver of the rising rates of loneliness, depression, and anxiety among adolescents. He argues that meaningful change requires a collective effort involving parents, schools, and tech developers.
However, not all experts agree that restriction is the optimal path. A 2025 report from UNICEF Innocenti cautions that limiting access to digital tools may be counterproductive. The report suggests that such measures are unlikely to adequately protect mental health and could potentially hinder the development of essential digital skills, which are increasingly vital for future participation in society.
Instead of blanket bans, the UNICEF report advocates for a focus on systemic issues, such as online harassment, sexual exploitation, and the design of algorithms that prioritize engagement over user well-being. It calls for stronger platform accountability, the adoption of safety-by-design principles, and more robust content moderation strategies to create a healthier digital ecosystem.
Türkiye has also been active in this space, pursuing a strategy that balances access with specific interventions. A notable example occurred in August 2024, when a Turkish court ordered a block on the gaming platform Roblox, citing concerns that certain content could facilitate the exploitation and abuse of minors. This action represented one of the nation’s most significant efforts to date to curb risks on a specific platform.
Since 2025, Turkish authorities have been drafting legislation to introduce comprehensive age-based safeguards, including mandatory verification systems and enhanced parental controls. Officials maintain that the goal is not to isolate children from the internet, but to foster a safer environment by minimizing exposure to harmful content. As Yilmaz notes, “Digital literacy education helps children recognise online risks, question the information they encounter and develop healthy digital habits from an early age.”
France became the latest to join a growing list of countries when it banned social media for children under 15, reflecting the global shift.
As governments tighten regulations, experts continue to disagree on what drives the growing mental health crisis among young people and how best to respond.
While Haidt’s work has helped shape public debate and influenced policymakers in several countries, international organisations have urged governments to look beyond screen time alone.
Yilmaz says the two perspectives complement each other.
While excessive smartphone use increases children’s exposure to online risks, she believes that cyberbullying, inappropriate content, social comparison and the constant search for online validation are the factors that ultimately harm mental health.
“Games like Roblox can expose children to risks ranging from the normalisation of violence to direct contact with ill-intentioned individuals through in-game communication,” she adds.
The Roblox decision was not an isolated measure.
That philosophy is reflected in Finland’s education system, where digital and media literacy are embedded across the national curriculum instead of being taught as standalone subjects.
From an early age, students learn to question online information, identify misinformation, understand how recommendation algorithms shape what they see and recognise manipulative or harmful content.
UNESCO has also promoted media and information literacy as a key tool for helping people critically engage with information, navigate online environments safely and respond to challenges such as misinformation and harmful content.
How that balance is struck, however, is likely to remain one of the defining policy debates of the digital age.
