Supporting Children, Young People, and Their Carers as Social Media Access Changes
Recent shifts in Australian law mean that many children and young people will have reduced access to social media platforms, or in some cases lose access entirely. Although well-intentioned—aimed at reducing exposure to harm—such changes can disrupt important social, developmental, and emotional routines.
For families and carers, this moment needs thoughtful navigation. Losing something that has become embedded in daily life can trigger distress, conflict, withdrawal, or feelings of isolation. Below are practical ideas for supporting children, young people, and the adults who care for them through this transition.
Why This Matters
For many young people:
- Social media provides identity formation, peer connection, and belonging
- Online communication equals real-world social life
- Creative expression, humour, community, and advocacy are found online
- Their online presence shapes self-concept and social status
Removing access can evoke feelings similar to losing a friendship group.
Adults may welcome increased safety, but may also feel uncertain about managing upset, behavioural change, and demands for access.
Supporting Children & Young People
- Talk About What Is Changing Before It Happens
Young people do better when they know:
- What is changing
- Why it is changing
- When it will happen
- What the new rules or limits are
Keep explanations short and factual:
“The law has changed, and children under a certain age will no longer be able to use these platforms. It’s not about you doing anything wrong—this is across Australia.”
- Validate the Loss
Acknowledge the emotional impact.
Avoid:
❌ “It’s not a big deal”
❌ “You’ll get over it”
Try:
✔ “I can see this feels unfair.”
✔ “It makes sense you’re upset—this has been a big part of your life.”
✔ “You’re allowed to feel disappointed.”
Validation reduces conflict.
- Support the Rebuilding of Social Contact
Help young people maintain healthy connectivity:
Practical replacements:
- Family-sponsored messaging circles
- Private WhatsApp groups with trusted peers
- Class-based communication platforms
- Role-modelled offline meet-ups
- Parent-mediated connection with friends’ families
Encourage real-world scheduling:
🗓 Movie afternoons
🗓 Meet at the park
🗓 Study sessions
🗓 Skill-building groups
🗓 After-school activities
If children struggle to organise plans, scaffold it:
“Would you like me to text Liam’s mum to organise a play date?”
- Help Them Transition Their Identity Offline
Young people often define identity via:
- Profile pictures
- Likes
- Followers
- Comments
- Public interactions
Shift identity to offline strengths using reflective language:
“I notice how thoughtful you are with your friends.”
“Your humour is quick—people enjoy being around you.”
“You work really hard; that shows up everywhere.”
Identity becomes grounded in character, not visibility.
- Offer New Creative Outlets
If social media was used for:
- Art
- Fashion
- Dance
- Gaming
- Writing
- Opinion-sharing
Introduce alternatives:
- Canva to design posters, cards, or journals
- Letter-writing or art display boards at home
- Photography prints hanging in their room
- Local council youth arts programs
- School exhibitions
- Digital scrapbooks
Provide continuity of interest.
- Expect Withdrawal or Irritability
Loss of dopamine-rich scrolling will feel like:
- boredom
- flatness
- restlessness
- agitation
Use language that links feelings to brain function:
“Your brain is adjusting. Those quick dopamine bursts aren’t there. It will take time.”
Offer substitutes that regulate:
- exercise
- music
- structured play
- making things
- caring for animals
- nature-based activities
- mindfulness-based routines
Supporting Parents & Carers
- Prepare for Push-Back
Young people may say:
- “Everyone else is still online”
- “You don’t understand”
- “This is ruining my life”
Stay calm—and grounded.
Respond with clarity:
“I know you disagree. I’m staying with the decision. We will figure this out together.”
- Reduce Power Struggles
Use a choice-based approach:
“You can be upset—of course you can.
You can shout or slam doors, or you can talk to me about what you need.
If you choose shouting, I’ll give space.
If you choose talking, I can help problem solve.”
This maintains dignity and clear boundaries simultaneously.
- Replace Monitoring With Relationship
Instead of surveillance-based approaches, ask:
- “How has losing access affected your friendships?”
- “Has anything good come out of this yet?”
- “Do you need help staying connected to people?”
- “Is there anyone you are worried about losing connection with?”
This supports emotional literacy.
- Protect Parents From Self-Criticism
Parents often fear:
- exclusion
- not keeping up with other families
- being seen as “too strict”
Affirm the bigger purpose:
“You’re helping your child adjust to a legal change that prioritises safety. It doesn’t make you controlling—it makes you responsive.”
Encourage community among parents so decisions feel cohesive.
Supporting Schools, Residential Services & Community Agencies
Schools, residential staff, youth workers, and psychologists can:
✔ Run group sessions on:
- digital wellbeing
- friendship skills
- conflict resolution
- managing jealousy or social tension
✔ Provide structured communication alternatives:
- supervised communication channels
- school-approved messaging platforms
- scheduled peer meet-ups
✔ Create belonging offline:
- lunchtime clubs
- interest-based groups
- student-led storytelling or news boards
- buddy systems
Agency-level structure protects young people who may struggle socially without online scaffolding.
The Opportunity on the Other Side
When social media disappears, emotional emptiness initially increases—but over time many young people demonstrate:
- stronger friendships
- improved sleep
- reduced conflict
- healthier body image
- greater capacity for presence
- increased self-reflection
The key is not removal alone—but what fills the space left behind.
With preparation, warmth, boundaries, and connection, children and young people can not only adjust, but reorganise toward healthier forms of identity, belonging, and emotional life.
