Between ban and guidance: Rethinking children’s relationship with social media
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Social media is no longer just passing apps in the lives of children and adolescents. It has become a parallel space where identity is shaped, relationships are built, and acceptance, rejection, and belonging are experienced.
As concerns about its psychological and behavioral effects grow, the debate has returned strongly: does blocking social media constitute educational protection, or is it a forced disconnection from a world that has become part of the psychological and social development of new generations?
Between those who call for a total ban as a preventive shield and those who see it as a repressive measure that increases isolation and psychological pressure, educational questions intersect with scientific evidence.
Global studies, including research from Harvard University and reports by UNESCO, indicate that the risk does not lie in the platforms themselves, but in the nature of use, the absence of guidance, children’s and adolescents’ lack of digital awareness tools, and the absence of supervision or education.
In this context, Annahar spoke with researcher and educational expert Layal Ghaddar to examine the psychological and social effects of social media, the limits of blocking, the criteria for guided access, and realistic alternatives that protect children without isolating them from their era.
Ghaddar explains that the binary approach, which views social media as either an absolute danger or a completely safe tool, is an oversimplified perspective that does not reflect psychological reality. According to studies conducted by Harvard University on adolescents, excessive and unstructured use is linked to higher levels of anxiety and depression, while moderate use, within clear guidelines, can contribute to strengthening social belonging and self-expression.
At the same time, she emphasizes that the problem does not lie in the platform itself, but in the absence of educational guidance and mindful supervision, which turns use from a communication tool into a source of psychological pressure.
The study also warns that a complete ban may have counterproductive results, especially during adolescence, when belonging to a peer group plays a fundamental role in psychological and social development. It notes that some studies, including Harvard research on youth health and happiness, have shown that strict blocking can generate feelings of isolation, increase stress, and negatively affect sleep and concentration, rather than improve mental health.
In the Arab world, Ghaddar points out that children and adolescents enter the world of social media at an early age, most often without digital education programs or sufficient family guidance. This reality increases the likelihood of falling into the trap of social comparison, digital addiction, or exposure to bullying and harmful content.
She cites UNESCO reports confirming that the solution does not lie in blocking, but in digital awareness, building critical thinking skills, and activating the role of the family and the school.
Ghaddar stresses that any decision to limit social media use must be accompanied by realistic alternatives that compensate for the child’s need for communication and belonging. Among the most prominent alternatives are strengthening family relationships, encouraging cultural, sports, and artistic activities, and opening genuine spaces for dialogue at home and at school, where the child feels heard and accepted.
Ghaddar believes that age alone is not a sufficient criterion. The decision should be based on a psychological and behavioral assessment of the child: their ability to manage time, cope with pressure, their academic and social behavior, and the nature of their interaction with digital content.
A child who is able to engage in dialogue and respect boundaries may benefit from guided access, while another child may need closer supervision and additional psychological support.
Layal Ghaddar concludes that a sound educational approach is not based on repression or prohibition, but on mindful guidance, digital education, and building a relationship of trust between parents and children. Social media, according to global studies, is neither an absolute danger nor a completely safe space, but a tool whose effects are determined by users’ awareness and boundaries.
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