Can Laws Alone Protect Children Online?

When the United Arab Emirates (UAE) announced that children under the age of 15 would no longer be allowed to create or use personal social media accounts, it became the first Arab country to introduce such a nationwide restriction. The decision reflects a growing global concern that childhood is being reshaped by digital platforms faster than families, schools and governments can respond. Similar debates are unfolding in Australia, Europe and other parts of the world, where policymakers are increasingly questioning whether unrestricted access to social media is compatible with children’s well-being. The concerns are not unfounded. Research has linked excessive and unregulated social media use to cyberbullying, exposure to harmful content, sleep disruption, anxiety, depression and reduced attention spans among young people. Social media platforms, designed to maximise engagement, often expose children to algorithms that prioritise attention over well-being. As evidence continues to accumulate, governments are under growing pressure to act.

Yet an important question remains: Can laws alone protect children online? Age restrictions may reduce early exposure to digital risks, but they cannot, by themselves, prepare children for a world where technology is deeply woven into everyday life. A child who is simply prevented from accessing social media today will eventually enter the digital world tomorrow. The real challenge is not only deciding when children should go online, but ensuring they are prepared to do so in a safe, critical and self-assured manner.

Protecting children in the digital age therefore demands a broader conversation about digital literacy, parental involvement, emotional trust, responsible technology design and the shared responsibility of governments, educators, families and technology companies. However, one of the greatest challenges lies in the way social media platforms are designed. Their algorithms maximise engagement by continuously recommending attention-grabbing content. While adults may find this distracting, children are particularly vulnerable because the cognitive and emotional skills needed to regulate emotions, resist peer pressure and evaluate online interactions are still developing.

Against this backdrop, the UAE’s decision reflects a broader shift in how societies understand childhood in the digital era. Rather than assuming that technology is inherently safe, governments are beginning to acknowledge that digital environments, like physical ones, require rules that prioritise children’s best interests. Yet even the strongest regulations have limitations. A law can delay a child’s entry into social media, but it cannot automatically teach critical thinking, emotional resilience or responsible online behaviour.

In fact, recent behavioural research suggests that outright prohibitions can backfire. A viewpoint study by McAlister et al. (2024) argued that rigid social media bans are often an ineffective policy tool because they fail to address the underlying quality of digital interactions. The researchers warned that strict restrictions can inadvertently stunt a child’s digital literacy skills, create intense feelings of social isolation from peer networks, and foster defiance against authority, rather than helping them develop essential “emotion regulation” strategies needed to survive online.

This is where the conversation must move beyond regulation and towards preparation. The internet is not a place children can avoid forever; it is a space they will eventually study in, work in and build relationships in. The real measure of success is not whether children stay offline until a certain birthday, but whether they possess the judgement and confidence to navigate the digital world responsibly once they are online.
That preparation begins at home. Children who feel emotionally safe with their parents are more likely to report cyberbullying, inappropriate messages or uncomfortable online experiences. When families rely solely on surveillance or punishment, children often become secretive, creating the very risks parents hope to prevent. Open conversations, mutual trust and age-appropriate guidance encourage children to seek help rather than hide their mistakes. Schools have an equally important role. Digital literacy should no longer be viewed as an optional skill but as a core component of modern education. Students need to learn how algorithms shape what they see, how misinformation spreads, how to protect their privacy, and how to engage respectfully online.

Technology companies must also accept greater responsibility. For too long, much of the burden has fallen on parents, even though platforms are designed by corporations with enormous technical expertise. Safer default settings for minors, stronger age verification, transparent algorithms, limits on addictive design features and better reporting systems should become standard rather than optional. These lessons are particularly relevant for Bangladesh, where internet access and smartphone ownership have expanded rapidly, allowing millions of children to connect with the digital world at an earlier age than ever before.
Indeed, Bangladesh needs a broader national conversation about digital parenting and online safety. Schools should integrate digital literacy into their curriculum from an early age. Community organisations and media outlets can help parents understand healthy screen habits, cyberbullying, online scams and privacy protection. Public awareness campaigns should emphasise that protecting children online is a social and educational one.

The government can strengthen child protection laws and encourage greater accountability from technology companies, but lasting change will depend on collaboration. Families, educators, policymakers, civil society and the technology industry all share responsibility for creating an online environment where children can learn, explore and grow without unnecessary harm.
______________________
The writer is a journalist