{"id":47455,"date":"2026-08-21T06:14:58","date_gmt":"2026-08-21T06:14:58","guid":{"rendered":"https:\/\/insider18.com\/?p=47455"},"modified":"2026-08-21T06:34:08","modified_gmt":"2026-08-21T06:34:08","slug":"uae-schools-prepare-for-new-classroom-changes-as-social-media-restrictions-for-under-15s-take-effect","status":"publish","type":"post","link":"https:\/\/insider18.com\/index.php\/2026\/08\/21\/uae-schools-prepare-for-new-classroom-changes-as-social-media-restrictions-for-under-15s-take-effect\/","title":{"rendered":"UAE Schools Prepare for New Classroom Changes as Social Media Restrictions for Under-15s Take Effect."},"content":{"rendered":"\t\t
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Education and mental health specialists in the UAE are examining the potential impact of the new social media restrictions on children under 15, particularly their possible effects on students\u2019 emotional wellbeing, attention levels, academic engagement, friendships and everyday social interactions.<\/strong><\/h3>

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UAE schools adapt to new digital habits as under-15 social media restrictions take shape<\/h2>

As students across the UAE return to school for a new academic year, educators and families are preparing for changes in the way younger children interact with digital platforms. New restrictions affecting social media use among children below the age of 15 are expected to influence not only their online routines, but also aspects of their emotional wellbeing, concentration, friendships and daily behaviour.<\/p>

The changes come at a time when social media has become closely connected to the lives of many young people. For some students, online platforms are an important way of communicating with classmates, following trends, sharing experiences and maintaining friendships outside school hours.<\/p>

As access becomes more limited, children may need time to adjust to a different balance between digital communication and real-world interaction.<\/p>

Education professionals and mental health specialists believe the new measures could offer several potential advantages. With fewer opportunities to constantly check social platforms, students may experience fewer digital interruptions during study and leisure time.<\/p>

Reduced exposure to social media could also lessen the pressure some young people feel when comparing themselves with others online.<\/p>

Social platforms can expose children to carefully selected images and videos that may create unrealistic expectations about appearance, lifestyle, popularity or success. Limiting such exposure could potentially help some students develop a healthier relationship with themselves and their peers.<\/p>

Experts, however, have cautioned that the transition may not be equally easy for every child.<\/p>

Young people who rely heavily on social media to communicate with friends could initially experience disappointment, anxiety or frustration. Some may worry that they are being excluded from conversations, activities or trends taking place online.<\/p>

For these children, the change may feel like more than simply losing access to an application. It could affect the way they maintain friendships and participate in their peer groups.<\/p>

Claire Scowen, Vice President and Global Lead for Safeguarding and Child Protection at GEMS Education, said children who have become accustomed to using social media as an important part of their friendships could initially be concerned about being excluded.<\/p>

She noted that some students may find the transition difficult because online communication has become an established part of how they interact with classmates.<\/p>

A child who regularly communicates with friends through social media may initially wonder whether they will miss important conversations or feel disconnected from their peers.<\/p>

This could make the first stage of the transition particularly important for schools and parents.<\/p>

Rather than treating the restrictions purely as a technology issue, educators and families may need to consider the emotional and social adjustment that accompanies them.<\/p>

Children are more likely to respond positively when they understand the reasons behind a change.<\/p>

Explaining that the restrictions are designed to support healthier development and safer digital habits may help students view the measures as part of their wellbeing rather than simply as a loss of freedom.<\/p>

The way adults communicate the change could therefore have a major influence on how children respond.<\/p>

If students are simply told that they can no longer use certain platforms without being given an explanation, some may become frustrated or resistant.<\/p>

On the other hand, open conversations can help children understand the importance of balancing technology with other aspects of everyday life.<\/p>

Schools may also have an opportunity to strengthen activities that encourage students to interact directly with one another.<\/p>

Sports, clubs, group projects, creative activities and extracurricular programmes could provide children with alternative ways to socialize and develop friendships.<\/p>

For students accustomed to spending a considerable amount of their free time online, increased participation in these activities could help fill the gap created by reduced social media access.<\/p>

Scowen highlighted the potential for greater face-to-face engagement.<\/p>

With fewer digital distractions, children may have more opportunities to communicate directly with classmates, take part in physical activities and establish routines that support their overall wellbeing.<\/p>

Face-to-face interaction can also help young people develop communication skills that are difficult to replicate entirely through digital platforms.<\/p>

Speaking with someone in person requires children to interpret facial expressions, body language and tone of voice.<\/p>

These experiences can contribute to the development of empathy, confidence and interpersonal skills.<\/p>

Reducing dependence on online communication could therefore encourage children to strengthen these abilities.<\/p>

At the same time, experts recognize that social media is not inherently negative.<\/p>

For many young people, digital platforms are a normal part of modern communication.<\/p>

The challenge is ensuring that children learn how to use technology in ways that do not interfere with sleep, education, relationships, physical activity or emotional health.<\/p>

The new restrictions may therefore be viewed as an opportunity to introduce healthier habits at an early age.<\/p>

Rather than allowing children to develop their digital routines without guidance, parents and schools can use this period to teach them about responsible technology use.<\/p>

This could include discussions about privacy, online behaviour, misinformation, cyberbullying, digital footprints and the pressures created by social comparison.<\/p>

Students can also be taught how online content may influence their emotions and perceptions.<\/p>

Children may not always recognize that social media content is often carefully selected and edited.<\/p>

They may compare their everyday experiences with the highly polished images and videos they see online.<\/p>

This can contribute to feelings of inadequacy or dissatisfaction.<\/p>

Reducing exposure during childhood may help some students avoid these pressures while they develop greater emotional maturity.<\/p>

Mental health experts also point to the possibility of improved concentration.<\/p>

Constant notifications and the habit of checking social platforms can interrupt homework, reading and other activities that require sustained attention.<\/p>

Students who spend less time moving between apps may find it easier to focus on schoolwork and other tasks.<\/p>

However, simply restricting access may not automatically solve concentration problems.<\/p>

Children also need support in developing the ability to manage distractions and use technology responsibly.<\/p>

Schools can contribute by teaching practical strategies for maintaining attention, organizing study time and taking appropriate breaks.<\/p>

Parents can reinforce these habits at home.<\/p>

The adjustment may also have implications for family life.<\/p>

If children spend less time communicating online, families could have more opportunities to engage in shared activities.<\/p>

Meals, outdoor activities, hobbies and conversations could become more prominent parts of children’s daily routines.<\/p>

This does not mean that social media has to disappear completely from a young person’s future.<\/p>

Instead, the goal can be to help children build a healthier relationship with technology before they become older and gain greater independence online.<\/p>

The transition could also encourage parents to become more involved in their children’s digital lives.<\/p>

Parents may need to discuss how their children feel about the restrictions and whether they are experiencing concerns about friendships or exclusion.<\/p>

Simply removing access without discussing the emotional consequences may leave some children feeling that their concerns are not being understood.<\/p>

Parents can reassure children that friendships do not depend entirely on social media.<\/p>

They can encourage direct communication through age-appropriate channels and arrange opportunities for children to meet friends in person.<\/p>

Schools can support this process by creating environments where students feel included and connected.<\/p>

Teachers may notice changes in the way students interact during breaks, group work and extracurricular activities.<\/p>

Some children may become more socially engaged, while others could initially appear withdrawn or frustrated.<\/p>

Educators can play an important role by monitoring these changes and providing support where necessary.<\/p>

The restrictions may also encourage schools to reconsider how digital literacy is taught.<\/p>

Digital education is no longer limited to learning how to operate computers or use online tools.<\/p>

Students also need to understand the responsibilities associated with being connected to the internet.<\/p>

Teaching children about respectful communication, online safety and the long-term consequences of digital behaviour can prepare them for greater independence later.<\/p>

The current restrictions could therefore become part of a broader approach to digital wellbeing.<\/p>

Teachers and parents may work together to help children understand that technology should complement their lives rather than dominate them.<\/p>

For younger students, developing healthy habits early could make it easier to manage social media responsibly when they are older.<\/p>

Another potential benefit is greater physical activity.<\/p>

Children who spend less time on social platforms may have more opportunities to participate in sports, outdoor play and other forms of exercise.<\/p>

Physical activity is closely linked with general wellbeing and can also provide children with opportunities to develop friendships away from screens.<\/p>

Schools could use the transition as an opportunity to encourage more participation in sports and recreational activities.<\/p>

Extracurricular programmes may become particularly valuable for students who previously relied heavily on online platforms for entertainment and social interaction.<\/p>

Creative activities can also provide alternatives.<\/p>

Art, music, theatre, reading and practical projects can give children ways to express themselves and build confidence without relying on digital approval.<\/p>

These activities may also help students discover interests that they had not previously explored.<\/p>

However, experts caution against assuming that every child will respond to the restrictions in exactly the same way.<\/p>

Children have different personalities, family environments and patterns of technology use.<\/p>

Some may welcome the opportunity to spend less time online, while others may find the change significantly more difficult.<\/p>

The level of dependence on social media is likely to influence how children react.<\/p>

Students who rarely use social platforms may notice little difference.<\/p>

Those who communicate with friends online every day may experience a much greater adjustment.<\/p>

For this reason, schools may need to adopt a flexible and supportive approach rather than expecting every student to respond similarly.<\/p>

Teachers can encourage children to discuss their concerns and help them identify alternative ways of maintaining friendships.<\/p>

Parents can also watch for signs that a child is struggling emotionally with the transition.<\/p>

Feelings of loneliness, persistent frustration or withdrawal from normal activities may indicate that additional support is needed.<\/p>

Open communication can help identify such issues early.<\/p>

The introduction of the restrictions also provides an opportunity to challenge the idea that being constantly connected is necessary for social belonging.<\/p>

Children may discover that friendships can be maintained through direct conversations, shared activities and time spent together.<\/p>

This could help create a healthier understanding of social relationships.<\/p>

At the same time, adults should avoid presenting social media as entirely harmful.<\/p>

A balanced conversation is likely to be more effective.<\/p>

Children should understand both the advantages and potential risks of digital communication.<\/p>

The focus can be on responsible use, appropriate boundaries and personal wellbeing.<\/p>

Schools could also use classroom discussions to address the phenomenon of fear of missing out, commonly known as FOMO.<\/p>

Some children may worry that they will be excluded from events, conversations or trends if they cannot access social platforms.<\/p>

Helping students understand that online activity does not define their social value may reduce this anxiety.<\/p>

Teachers can encourage students to focus on genuine friendships and activities rather than measuring popularity through likes, views or followers.<\/p>

This could have benefits extending beyond the immediate restrictions.<\/p>

Children who learn to avoid excessive comparison may become more resilient when they eventually gain greater access to social platforms.<\/p>

The transition may also encourage greater awareness of how algorithms influence what users see online.<\/p>

Young people can learn that social-media feeds are not neutral reflections of reality.<\/p>

They are shaped by systems designed to keep users engaged.<\/p>

Understanding this may help older students make more informed decisions about how they interact with digital platforms in the future.<\/p>

Parents also have an important role in modelling healthy technology habits.<\/p>

Children often observe how adults use their phones and other devices.<\/p>

If parents regularly disconnect from screens during meals, conversations and family activities, children may be more likely to adopt similar habits.<\/p>

The new rules could therefore encourage healthier digital behaviour across entire households.<\/p>

Schools, meanwhile, can reinforce the message by creating opportunities for students to connect, collaborate and communicate without depending on social platforms.<\/p>

Group activities can help children strengthen relationships while also developing teamwork skills.<\/p>

The return to school provides a natural setting for this process.<\/p>

Students are already reconnecting with classmates after the holiday period, making the beginning of the academic year an appropriate time to establish new routines.<\/p>

Teachers can encourage students to make the most of face-to-face opportunities.<\/p>

Classroom discussions, collaborative projects and extracurricular activities can all contribute to stronger interpersonal connections.<\/p>

For children who are anxious about losing online contact, these opportunities may help demonstrate that social relationships can continue without constant digital interaction.<\/p>

The adjustment could also influence how students spend their evenings.<\/p>

If social-media use declines, some children may have more time for homework, reading, family interaction or sleep.<\/p>

Improved sleep routines could have wider benefits for mood, concentration and academic performance.<\/p>

However, experts recognize that children may initially attempt to replace social media with other forms of screen entertainment.<\/p>

This is why the focus may need to be broader than simply restricting one category of platform.<\/p>

Parents and educators can encourage children to maintain a balanced daily schedule that includes study, exercise, hobbies, social interaction and adequate rest.<\/p>

Such a routine can help ensure that reduced social media access results in healthier habits rather than simply shifting screen time elsewhere.<\/p>

The role of schools is therefore likely to extend beyond enforcing or explaining the rules.<\/p>

Educators can help students develop the skills required to manage digital environments responsibly in the future.<\/p>

This includes emotional regulation, critical thinking, communication and awareness of online risks.<\/p>

These skills can remain valuable long after students eventually gain access to a wider range of social platforms.<\/p>

Scowen’s comments highlight the importance of supporting children throughout the adjustment.<\/p>

Young people should understand why the changes are being made and should feel that adults are available to listen to their concerns.<\/p>

A supportive approach may make the transition less disruptive.<\/p>

The goal should not simply be to remove access but to help children build healthier habits and stronger relationships.<\/p>

The new rules could ultimately provide schools and families with an opportunity to rethink the role of social media in children’s lives.<\/p>

Rather than viewing digital platforms as the primary way young people socialize, children could be encouraged to develop a wider range of interests and relationships.<\/p>

Face-to-face friendships, physical activity, creative pursuits and family time can all contribute to a more balanced childhood.<\/p>

The restrictions may also create an opportunity for schools to strengthen their mental health support systems.<\/p>

Counsellors and pastoral teams can help students who experience anxiety or social difficulties during the transition.<\/p>

Teachers can identify students who may need additional encouragement to participate in classroom and extracurricular activities.<\/p>

Parents can maintain regular conversations with children about how they are feeling.<\/p>

Together, these efforts can reduce the possibility that the change becomes a source of unnecessary stress.<\/p>

Ultimately, the effect of the new restrictions will depend partly on how children, parents and schools respond.<\/p>

If the measures are accompanied by education, communication and meaningful alternatives to online interaction, they could help younger students establish healthier relationships with technology.<\/p>

There may be an initial period of frustration for some children, particularly those who have relied heavily on social media to stay connected with friends.<\/p>

However, that adjustment could also encourage them to explore other ways of communicating and spending their free time.<\/p>

The return to school therefore represents more than the beginning of another academic year.<\/p>

It also marks an opportunity for students to develop new routines around technology, social interaction and personal wellbeing.<\/p>

As UAE schools adapt to the changing digital environment, educators and families will have an important role in ensuring that children understand the reasons behind the restrictions and receive the support they need.<\/p>

The broader objective is not simply to reduce children’s time on social platforms.<\/p>

It is to help them develop the confidence, communication skills and digital awareness needed to navigate an increasingly connected world.<\/p>

For some students, the immediate effect may be frustration or concern about missing out.<\/p>

For others, the changes could provide an opportunity to concentrate more effectively, spend additional time with friends in person, become physically active and establish healthier daily routines.<\/p>

The transition will likely vary from one child to another, making understanding and support particularly important.<\/p>

With cooperation between schools, families and mental health professionals, the new rules could become part of a broader effort to promote healthier digital habits among young people.<\/p>

Rather than treating the changes simply as restrictions, schools can use them as an opportunity to teach students how to build balanced relationships with technology.<\/p>

As children grow older and eventually gain greater independence online, those lessons could help them approach social media with greater awareness and responsibility.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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UAE experts explain how limiting social media could affect children\u2019s wellbeing and daily lives<\/h2>

Removing the constant interruptions created by social media may help some children concentrate better, participate more actively in school and become more engaged with the people and activities around them, according to education and child-safety experts.<\/p>

Claire Scowen, Vice President and Global Lead for Safeguarding and Child Protection at GEMS Education, said the effect of reducing social-media exposure should not be measured simply by looking at the number of hours children spend in front of screens.<\/p>

She pointed out that technology has become an established part of modern education. Students use computers, tablets and other digital tools for research, assignments, communication and classroom learning. Consequently, reducing social-media use should not be confused with eliminating technology from children’s lives.<\/p>

Instead, the emphasis should be on helping young people understand the difference between productive digital activity and recreational screen use.<\/p>

Educational technology can provide valuable learning opportunities, while social-media platforms can sometimes introduce distractions that make it more difficult for children to maintain their attention.<\/p>

For this reason, Scowen said the broader objective should be to help students develop a sensible and sustainable relationship with digital devices.<\/p>

Children need to learn when technology is useful, when it becomes distracting and when it is important to put devices aside altogether. Establishing these boundaries at an early age could help them make healthier decisions as they become more independent internet users.<\/p>

The change in social-media access may therefore provide schools with an opportunity to teach students about digital balance rather than treating every form of screen exposure as problematic.<\/p>

Moving away from online pressure<\/h3>

Carolyn Yaffe, a counsellor and cognitive behaviour therapist at Medcare Camali Clinic, said reducing children’s exposure to social media could have several potential advantages for their psychological and emotional health.<\/p>

One possible benefit is a reduction in the pressure young people can feel to portray an idealised version of themselves online.<\/p>

Social-media platforms frequently expose children to carefully selected photographs, videos and posts that may give the impression that other people’s lives are happier, more attractive or more successful than their own.<\/p>

For younger users who are still developing their sense of identity, repeated exposure to this type of content can encourage unhealthy comparisons.<\/p>

Children may begin comparing their appearance, clothing, friendships, possessions or lifestyles with what they see online.<\/p>

Yaffe said limiting this exposure could reduce some of that pressure and potentially help children develop stronger self-esteem.<\/p>

Another potential benefit involves cyberbullying.<\/p>

Online platforms can provide opportunities for communication and friendship, but they can also allow hurtful comments, rumours and harassment to spread quickly.<\/p>

Children who are repeatedly exposed to negative online interactions may find it difficult to escape them because social-media communication can continue outside school hours.<\/p>

Reducing access could therefore give some students a break from online conflicts and provide greater separation between their school, social and home lives.<\/p>

Young people may also benefit from spending less time monitoring reactions from others.<\/p>

The desire for likes, comments, views or approval can sometimes make social-media activity feel like a constant assessment of popularity.<\/p>

Without that continuous feedback, some children may have more opportunities to develop confidence based on their real-world abilities and relationships rather than online responses.<\/p>

However, Yaffe stressed that social media cannot simply be described as harmful.<\/p>

For many young people, digital platforms have become an important way to communicate with friends.<\/p>

Children may use them to stay connected after school, discuss shared interests, seek encouragement or express their feelings.<\/p>

Some young people may also find online communities where they feel understood and supported.<\/p>

Consequently, removing or restricting access could have an emotional effect on children who depend heavily on those platforms for social contact.<\/p>

Some students may feel disconnected from their peers or worry that important conversations are happening without them.<\/p>

Others could experience loneliness, anxiety or uncertainty about how they will maintain existing friendships.<\/p>

This is why Yaffe believes the transition needs to be accompanied by alternative opportunities for children to socialise.<\/p>

Instead of simply telling young people to spend less time online, parents and schools can help them discover other ways to interact.<\/p>

Sports can provide an important outlet.<\/p>

Team games and organised physical activities allow children to spend time with peers while developing cooperation, communication and confidence.<\/p>

Arts and creative programmes can serve a similar purpose.<\/p>

Music, drawing, drama, photography, crafts and other hobbies can give children opportunities to express themselves and develop new interests.<\/p>

After-school clubs can also provide a structured environment where students can meet friends and build relationships without depending on social-media platforms.<\/p>

For some children, discovering a new activity may make the transition considerably easier.<\/p>

A student who previously spent several hours scrolling through social platforms might gradually replace some of that time with football practice, music lessons, reading, art or another interest.<\/p>

These alternatives can provide both social and developmental benefits.<\/p>

Building healthier routines<\/h3>

Nashwa Tantawy, a psychologist and managing director of Nafsology Psychology Center in Dubai, also highlighted several possible psychological advantages associated with reduced social-media exposure.<\/p>

She said children could benefit from less comparison with others, fewer encounters with cyberbullying and reduced exposure to material that may not be appropriate for their age.<\/p>

A decrease in social-media use could also affect children’s daily routines in other ways.<\/p>

Young people may have more time for sleep, family interaction, hobbies, physical activity and face-to-face conversations.<\/p>

For students who frequently use their phones late into the evening, reducing social-media activity could make it easier to establish a more consistent bedtime routine.<\/p>

Better rest can, in turn, support concentration, mood and general wellbeing.<\/p>

Children could also have more opportunities to spend uninterrupted time with their families.<\/p>

Instead of checking messages or scrolling through feeds during periods of downtime, they may become more involved in conversations, meals, outings and shared activities.<\/p>

The potential benefits extend to friendships as well.<\/p>

When children meet friends in person rather than communicating primarily through screens, they can develop interpersonal skills through direct interaction.<\/p>

They learn to communicate verbally, understand facial expressions, respond to body language and manage disagreements in real-world situations.<\/p>

These experiences can contribute to emotional development and social confidence.<\/p>

However, Tantawy warned that adults should not underestimate how difficult the adjustment may be for some children.<\/p>

Social media may have become deeply integrated into a child’s daily routine.<\/p>

Removing something that a young person uses regularly can create a sense of loss, particularly when the child believes their friends will continue using the platforms.<\/p>

The emotional reaction may not simply be frustration over losing access to an app.<\/p>

Children could worry that they will no longer know what their classmates are discussing, miss invitations to activities or become less familiar with current trends.<\/p>

They may fear being excluded from their friendship groups.<\/p>

Tantawy described this experience as a form of \u201csocial grief\u201d, reflecting the emotional response that can occur when children feel they are losing an important part of their social environment.<\/p>

The situation could be especially challenging during the beginning of a new school year.<\/p>

Returning to school already involves adjustments.<\/p>

Students may be meeting new classmates, entering different year groups, dealing with new teachers and adapting to fresh academic expectations.<\/p>

At the same time, changes to their digital routines could create another source of uncertainty.<\/p>

Parents may therefore need to provide additional reassurance during the early stages.<\/p>

Why communication matters<\/h3>

Experts believe the way parents explain the restrictions could influence how children respond.<\/p>

If the change is presented entirely as a punishment, children may become defensive or resentful.<\/p>

Instead, parents can explain that the objective is to support healthy development and encourage a more balanced lifestyle.<\/p>

Children should be given an opportunity to ask questions and explain what they are worried about.<\/p>

A child who says they are afraid of losing contact with friends may not simply be complaining about losing access to social media.<\/p>

They could be expressing a genuine concern about belonging and friendship.<\/p>

Parents can acknowledge those feelings while still maintaining the boundaries required by the new rules.<\/p>

Tantawy recommended preparing children before major changes take effect rather than expecting them to adjust immediately.<\/p>

Giving children time to understand what is happening can reduce the shock associated with suddenly changing an established routine.<\/p>

Families can discuss how children’s days might look different and identify alternative activities in advance.<\/p>

For example, parents could help children arrange regular opportunities to meet friends in person.<\/p>

Phone conversations, family outings, sports sessions and other age-appropriate activities can provide alternatives to online communication.<\/p>

The objective is not necessarily to recreate every function of social media.<\/p>

Instead, families can help children maintain the relationships that matter most through other forms of interaction.<\/p>

For some children, it may also be helpful to preserve memories associated with their online friendships before their access changes.<\/p>

Tantawy suggested that, where appropriate, children could have an opportunity to say goodbye to online contacts or preserve meaningful memories.<\/p>

This can give young people a sense of closure rather than making the change feel sudden and absolute.<\/p>

Expecting resistance<\/h3>

Parents should also be prepared for some resistance.<\/p>

Children who have become accustomed to checking social media every day may initially object strongly to the new limitations.<\/p>

They might complain about boredom, become frustrated or argue that they are missing important social experiences.<\/p>

These reactions do not necessarily mean that the restrictions are causing lasting psychological harm.<\/p>

They may simply represent the normal difficulty associated with changing a familiar habit.<\/p>

Parents can acknowledge that the transition is difficult without abandoning the boundaries.<\/p>

Tantawy emphasised the importance of validating children’s emotions while maintaining clear expectations.<\/p>

A parent can recognise that a child feels disappointed or lonely while still explaining why the rules must be followed.<\/p>

This combination of empathy and consistency can help children feel heard without creating confusion about boundaries.<\/p>

Predictable routines may also make the adjustment easier.<\/p>

Children can benefit from knowing when they will study, participate in activities, spend time with friends, use approved technology and prepare for sleep.<\/p>

A structured schedule can reduce the temptation to replace social media with excessive use of other digital entertainment.<\/p>

Creating alternatives instead of simply removing access<\/h3>

One of the strongest themes emerging from the experts’ comments is that reducing social-media access should be accompanied by meaningful alternatives.<\/p>

Simply taking away a phone or restricting an application may leave a large amount of unstructured time.<\/p>

If children do not know how to use that time, they may become bored and frustrated.<\/p>

Parents and schools can therefore encourage activities that offer genuine enjoyment and social connection.<\/p>

Sports clubs, school teams, music groups, art programmes and other extracurricular opportunities can help children develop interests outside the digital world.<\/p>

These activities can also provide opportunities to form new friendships.<\/p>

For schools, this could mean strengthening after-school programmes and encouraging students to participate in clubs.<\/p>

Teachers can identify children who appear isolated and help them find activities that match their interests.<\/p>

A student who enjoys science might benefit from a science club, while another who enjoys performance could explore drama or music.<\/p>

The important point is to provide options rather than assuming that every child will enjoy the same activity.<\/p>

The importance of digital balance<\/h3>

The experts’ comments also highlight why the conversation should not become a simple debate about whether technology is good or bad.<\/p>

Digital tools are now deeply embedded in education and everyday life.<\/p>

Students need technology to research topics, complete assignments and develop skills that will be important in future education and employment.<\/p>

Consequently, the aim should be to teach children how to use technology appropriately.<\/p>

A healthy digital routine allows children to benefit from technology without allowing it to interfere with sleep, education, relationships or physical activity.<\/p>

This distinction is particularly important for parents who may be tempted to impose blanket restrictions on all screen use.<\/p>

Watching an educational video, completing a school assignment and scrolling through social-media content are very different activities, even though all involve a screen.<\/p>

Children can gradually learn to recognise those differences.<\/p>

Schools can reinforce this understanding by incorporating digital wellbeing into broader education.<\/p>

Students can be taught about online privacy, cyberbullying, misinformation, appropriate communication and the emotional effects of excessive social comparison.<\/p>

These lessons can prepare them for the future when they have greater independence online.<\/p>

Supporting children’s emotional adjustment<\/h3>

The transition may be easier when children know that adults are willing to listen.<\/p>

Parents should create opportunities for conversations without immediately dismissing concerns.<\/p>

If a child says they are worried about missing out, adults can explore what specifically concerns them.<\/p>

Perhaps they fear missing an invitation, losing contact with a close friend or becoming unfamiliar with conversations among classmates.<\/p>

Once the underlying concern is understood, families can look for alternative solutions.<\/p>

If the issue is maintaining friendships, parents could arrange face-to-face meetings.<\/p>

If the concern is missing information about school activities, families can identify appropriate official communication channels.<\/p>

If boredom is the problem, parents can help children explore new interests.<\/p>

This approach addresses the reason behind the frustration rather than simply telling the child to accept the change.<\/p>

Schools can provide similar support.<\/p>

Teachers can encourage students to communicate directly and participate in group activities.<\/p>

Counsellors can help children who experience anxiety or social difficulties.<\/p>

School communities can also ensure that students do not feel excluded simply because their digital habits are changing.<\/p>

A chance to reset children’s relationship with social media<\/h3>

The new restrictions could ultimately provide an opportunity for families and schools to reconsider how much influence social media has over children’s daily lives.<\/p>

The goal does not have to be complete rejection of technology.<\/p>

Instead, children can be encouraged to develop a lifestyle in which digital platforms are only one part of a much broader routine.<\/p>

Time spent with family, friendships, exercise, hobbies, education and rest can all have a place alongside appropriate technology use.<\/p>

For some children, the adjustment may initially be uncomfortable.<\/p>

They may feel that something important has been taken away from them.<\/p>

With patience and consistent support, however, those feelings may gradually diminish as new routines become familiar.<\/p>

The process could also help children discover that meaningful relationships do not depend entirely on being constantly connected online.<\/p>

Meeting friends face-to-face, joining a team, learning a skill or participating in a shared hobby can provide forms of connection that social media cannot completely replace.<\/p>

Looking beyond the initial transition<\/h3>

The impact of the restrictions should therefore be considered over the longer term rather than judged solely by children’s immediate reactions.<\/p>

The first few weeks may involve resistance, frustration or uncertainty.<\/p>

That does not necessarily determine how children will feel after they have established new routines.<\/p>

As students become accustomed to spending less time on social platforms, they may begin to experience some of the potential benefits identified by experts, including greater concentration, more direct social interaction and additional time for hobbies and family.<\/p>

At the same time, parents and educators should remain alert to children who continue to experience loneliness or anxiety.<\/p>

Not every student will adjust at the same speed.<\/p>

Some may need more encouragement and additional opportunities to connect with peers.<\/p>

The transition will therefore require patience.<\/p>

Parents can provide emotional reassurance while maintaining clear boundaries, while schools can create supportive environments where students have plenty of opportunities to socialise and participate.<\/p>

The broader lesson is that restricting social-media access alone is unlikely to create healthy digital behaviour.<\/p>

Children also need education, guidance and alternatives.<\/p>

They need to understand why boundaries exist and how to manage their emotions when routines change.<\/p>

They need opportunities to build friendships away from screens and develop confidence in real-world environments.<\/p>

They also need to know that technology itself is not the enemy.<\/p>

The objective is to ensure that digital tools remain useful parts of their lives without becoming the centre of their social and emotional worlds.<\/p>

As UAE schools enter a new academic year, the changes surrounding younger children’s social-media access could therefore become an opportunity for a wider conversation about digital wellbeing.<\/p>

Education experts, psychologists, parents and students all have a role to play in that process.<\/p>

For some children, the transition may bring immediate challenges, particularly around friendship, belonging and fear of missing out.<\/p>

For others, it could provide a welcome break from online pressure and constant digital distractions.<\/p>

With supportive parenting, thoughtful school policies and access to meaningful activities, children can gradually build routines that balance technology with face-to-face relationships, physical activity, creativity, learning and family time.<\/p>

Ultimately, the success of the transition will depend not only on limiting social-media access but also on what replaces it.<\/p>

If children are given opportunities to connect, explore interests, remain active and express their feelings, the adjustment may become a valuable step towards healthier and more balanced digital habits.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Could limiting recreational social media help students concentrate better?<\/strong><\/h3>

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As schools across the UAE begin adapting to the new environment surrounding social-media access for younger students, education and mental health specialists are examining what the changes could mean inside classrooms.<\/p>

One area receiving particular attention is students\u2019 ability to concentrate.<\/p>

Experts said reducing recreational social-media activity could potentially help some children spend more time focused on lessons without the constant interruptions associated with notifications, messages, short-form videos and rapidly changing online content.<\/p>

Social-media platforms are often built around continuous engagement. Users can move quickly from one piece of content to another, with new posts, videos and notifications encouraging them to return repeatedly.<\/p>

Carolyn Yaffe, a counsellor and cognitive behaviour therapist at Medcare Camali Clinic, said this constant movement between different forms of content can make sustained attention more difficult for some young people.<\/p>

Children who become accustomed to receiving frequent bursts of digital stimulation may find activities requiring prolonged concentration less immediately engaging.<\/p>

Classroom learning, however, often requires students to listen carefully, read for extended periods, complete detailed tasks and remain focused on a single subject.<\/p>

Reducing recreational social-media exposure could therefore give some students more opportunity to practise maintaining attention without frequent digital interruptions.<\/p>

Yaffe said fewer distractions may allow children to become more involved in classroom discussions and lessons.<\/p>

Instead of repeatedly checking a device or thinking about what is happening on social platforms, students could potentially devote more attention to the material being taught.<\/p>

This could contribute to deeper engagement with their studies.<\/p>

A child who is able to remain focused for longer periods may have more time to understand a concept, ask questions, participate in discussions and complete assignments carefully.<\/p>

The potential impact could extend beyond academic performance.<\/p>

Developing the ability to concentrate for longer periods is an important skill that can benefit children in many areas of life.<\/p>

Reading a book, learning an instrument, practising a sport, completing an art project or working on a complicated school assignment all require sustained attention.<\/p>

By reducing some of the constant digital stimulation children encounter during their free time, they may have greater opportunities to develop that ability.<\/p>

Sleep and school participation<\/strong><\/h3>

Experts also pointed to the connection between digital habits and daily routines.<\/p>

Children who spend significant amounts of time on social platforms, particularly during the evening, may have less time available for sleep or may find it harder to maintain a consistent bedtime routine.<\/p>

A reduction in recreational screen activity could potentially create more space for rest.<\/p>

Adequate sleep is important for children’s ability to remain alert, participate in lessons and manage their emotions during the school day.<\/p>

When students arrive at school tired, they may find it more difficult to concentrate, remember information or participate actively.<\/p>

A healthier daily routine could therefore support classroom engagement indirectly, even if the change in social-media use does not immediately alter a child’s academic abilities.<\/p>

Yaffe said spending less time on screens may contribute to healthier routines, including better sleep and greater participation in activities outside the digital environment.<\/p>

The potential benefit is therefore not limited to what happens inside the classroom.<\/p>

It could involve a wider change in how children organise their time after school.<\/p>

Instead of spending long periods scrolling through social platforms, students may have more opportunities to read, exercise, spend time with family, complete homework or participate in hobbies.<\/p>

These activities can contribute to a more balanced routine.<\/p>

Rebuilding the ability to focus<\/strong><\/h3>

Nashwa Tantawy, a psychologist and managing director of Nafsology Psychology Center in Dubai, also highlighted the possible effect of reducing recreational social-media exposure on children’s attention.<\/p>

She said limiting rapid digital stimulation could give young people an opportunity to rebuild their ability to concentrate for longer periods.<\/p>

Social platforms can expose users to a continuous stream of short, visually stimulating pieces of content.<\/p>

A person may watch one video for a few seconds before immediately moving to another.<\/p>

For children, repeated exposure to this type of fast-moving content may make slower activities feel less stimulating by comparison.<\/p>

School lessons generally operate at a different pace.<\/p>

Students may be expected to listen to an explanation, work through a problem or read several pages before receiving a new stimulus.<\/p>

The adjustment between these environments can be challenging for some young people.<\/p>

Reducing recreational exposure to rapid online content could give children more opportunities to become comfortable with activities that require patience.<\/p>

This does not mean that every child who uses social media will automatically develop concentration problems.<\/p>

Children differ considerably in their habits, personalities and responses to technology.<\/p>

The important issue, according to Tantawy, is the balance between digital stimulation and other activities that contribute to healthy development.<\/p>

The importance of activities away from screens<\/strong><\/h3>

Physical exercise, face-to-face communication and creative activities all provide experiences that are difficult to replicate through social-media platforms.<\/p>

Sports require children to move, cooperate and respond to changing situations.<\/p>

Face-to-face conversations allow them to interpret tone, facial expressions and body language.<\/p>

Creative activities such as drawing, music, writing and drama provide opportunities for expression and problem-solving.<\/p>

These experiences can complement academic learning and support children’s broader development.<\/p>

Tantawy therefore stressed that the conversation should not focus exclusively on eliminating social media.<\/p>

Instead, families and schools should consider how children’s time is distributed across different activities.<\/p>

A child who spends less time on social media but replaces it with another form of passive screen entertainment may not experience the same benefits as a child who uses the additional time for exercise, hobbies, reading or social interaction.<\/p>

The quality of the activity matters.<\/p>

This is why schools could play an important role in providing alternatives.<\/p>

After-school clubs, sports programmes, creative workshops and group activities can give students structured ways to spend their time.<\/p>

These programmes can also strengthen friendships and help children discover interests that might continue into adolescence and adulthood.<\/p>

Technology still has an important place in education<\/strong><\/h3>

Claire Scowen, Vice President and Global Lead for Safeguarding and Child Protection at GEMS Education, emphasised that reducing recreational social-media use should not be interpreted as a rejection of technology.<\/p>

Digital tools are now an essential part of education.<\/p>

Students use technology to research information, complete assignments, communicate with teachers and access learning resources.<\/p>

Some classroom activities depend entirely on digital platforms.<\/p>

For this reason, schools need to distinguish between different types of screen use.<\/p>

Using a computer to complete a research project is fundamentally different from spending an hour scrolling through entertainment content.<\/p>

Likewise, participating in an online educational activity is not the same as repeatedly checking social-media notifications.<\/p>

The objective should therefore be to establish healthy digital habits rather than treating every form of screen exposure as harmful.<\/p>

Children need to understand that technology can be extremely useful when used with a clear purpose.<\/p>

At the same time, they should learn when it is appropriate to disconnect.<\/p>

This ability to make conscious choices about technology may become increasingly important as children grow older.<\/p>

Digital education remains essential<\/strong><\/h3>

Experts also stressed that restricting access to social-media platforms does not eliminate the need to teach children about the online world.<\/p>

In fact, digital education may become even more important.<\/p>

Children will eventually gain greater independence online, and they need to be prepared for that stage.<\/p>

Scowen said students should continue learning about subjects such as online privacy, digital footprints, misinformation and appropriate behaviour on the internet.<\/p>

A temporary reduction in access does not mean children can avoid learning how digital platforms operate.<\/p>

Instead, it gives schools an opportunity to prepare them before they become more independent users.<\/p>

One important area is privacy.<\/p>

Children need to understand that personal information should not automatically be shared online.<\/p>

They should know why passwords need to be protected, why private information should be handled carefully and why photographs or other personal content can have long-term consequences once they are posted.<\/p>

Digital footprints are another important consideration.<\/p>

Young people may not always realise that online activity can remain accessible or be copied by others.<\/p>

Teaching them to think carefully before posting can help prevent problems later.<\/p>

Understanding misinformation<\/strong><\/h3>

Misinformation is another area that children need to understand.<\/p>

Social-media platforms can expose users to enormous amounts of information, but not everything they encounter is accurate.<\/p>

Children should learn how to question claims, identify reliable sources and distinguish evidence-based information from rumours or misleading content.<\/p>

Nashwa Tantawy said children should develop the ability to identify manipulation and misinformation.<\/p>

This involves more than simply asking whether something appears believable.<\/p>

Students can learn to consider who created the information, why it was produced, whether reliable evidence supports the claim and whether other trustworthy sources report the same information.<\/p>

These skills are increasingly important in a digital environment where information can spread rapidly.<\/p>

Algorithms can also influence what users see.<\/p>

Tantawy said children should understand that online platforms use algorithms to determine which content is presented to them.<\/p>

This means two people can search for similar subjects but receive very different recommendations.<\/p>

Understanding this process can help children realise that their online feeds are not necessarily a complete or neutral picture of the world.<\/p>

Learning how algorithms shape online experiences<\/strong><\/h3>

Algorithms are designed to identify patterns in user behaviour and recommend content that is likely to attract attention.<\/p>

If a child repeatedly watches a particular type of video, the platform may show more content of a similar nature.<\/p>

Over time, this can create a highly personalised online environment.<\/p>

Children may not realise that the material they see has been selected based partly on their previous activity.<\/p>

Teaching them about this process can help them become more critical consumers of digital content.<\/p>

It can also help them understand why spending a long time online can lead to increasingly narrow or repetitive content.<\/p>

Digital literacy should therefore include an understanding of how technology influences attention.<\/p>

Students can learn that platforms are designed to encourage continued engagement and that they have the ability to make deliberate choices about when to stop.<\/p>

Developing emotional self-control<\/strong><\/h3>

Tantawy also highlighted the importance of emotional regulation.<\/p>

Online interactions can produce strong emotional reactions.<\/p>

A negative comment, disagreement, embarrassing photograph or exclusion from an online conversation can cause children to feel upset.<\/p>

Young people need strategies for dealing with those emotions without reacting impulsively.<\/p>

Teaching emotional self-regulation can help children pause before responding to something upsetting.<\/p>

They can learn when to step away from a conversation, when to seek help and when an issue should be reported to a trusted adult.<\/p>

These skills can become increasingly important as children gain greater independence online.<\/p>

Building respectful online behaviour<\/strong><\/h3>

Yaffe said parents and teachers can also help children understand what responsible digital behaviour looks like.<\/p>

Students should learn to communicate respectfully even when interacting through a screen.<\/p>

The distance created by digital communication can sometimes make people say things they might not say in person.<\/p>

Children need to understand that online comments can have real emotional consequences.<\/p>

Lessons about empathy can therefore be valuable.<\/p>

Students can be encouraged to consider how another person might feel before posting a message or sharing content.<\/p>

They should also understand that forwarding harmful material can contribute to bullying even if they did not create the original content.<\/p>

Parents and schools working together<\/strong><\/h3>

Parents and educators have complementary roles in helping children develop these skills.<\/p>

Schools can provide structured lessons about online safety, misinformation and responsible technology use.<\/p>

Parents can reinforce those lessons through conversations and everyday routines at home.<\/p>

Consistency between home and school can make expectations easier for children to understand.<\/p>

Parents may also want to establish clear rules around device use.<\/p>

These could include designated periods when phones are put away, technology-free family meals or limits on recreational screen use before bedtime.<\/p>

The exact approach will vary between families.<\/p>

What matters is that children understand the reason behind the rules.<\/p>

Rules are more likely to become sustainable habits when children know that they are designed to protect sleep, concentration, relationships and wellbeing rather than simply restrict their freedom.<\/p>

Preparing children for greater independence<\/strong><\/h3>

The ultimate objective is to prepare children for a future in which they will have increasing control over their digital lives.<\/p>

Restrictions during childhood cannot permanently shield young people from social media.<\/p>

Eventually, they will encounter these platforms and make their own decisions about how to use them.<\/p>

The skills developed during the restricted period can therefore be more important than the restriction itself.<\/p>

Children who learn how to manage their attention, protect personal information, identify unreliable content and respond appropriately to online pressure may be better prepared for greater independence.<\/p>

Self-control will also be important.<\/p>

A child who understands when to put a phone away is better positioned to maintain a healthy relationship with technology than someone who relies entirely on external restrictions.<\/p>

Creating stronger offline connections<\/strong><\/h3>

Schools also have a responsibility to ensure that students have meaningful opportunities to interact without screens.<\/p>

The classroom can provide an important setting for this.<\/p>

Group assignments, classroom discussions and collaborative projects allow children to develop communication and teamwork skills.<\/p>

Sports and extracurricular activities provide additional opportunities for social connection.<\/p>

These experiences can be particularly valuable for students who previously depended heavily on social media to communicate with friends.<\/p>

The objective is not to make children disconnected from their peers.<\/p>

Instead, it is to help them maintain relationships through multiple forms of communication.<\/p>

A healthy social life can include conversations at school, meetings with friends, family activities, sports and appropriate digital communication.<\/p>

Maintaining communication with families<\/strong><\/h3>

Open communication will also be important as schools adjust to the new environment.<\/p>

Students may have questions or concerns about how the restrictions affect their friendships.<\/p>

Parents may be uncertain about how much technology children should continue using for education and entertainment.<\/p>

Teachers and school leaders can help by providing clear information and creating opportunities for families to raise concerns.<\/p>

This can prevent misunderstandings and help schools identify students who are having difficulty adjusting.<\/p>

Mental health professionals can also provide support where necessary.<\/p>

If a child experiences persistent anxiety, loneliness or emotional distress, families should take those concerns seriously and seek appropriate professional guidance.<\/p>

What replaces social media may matter most<\/strong><\/h3>

Ultimately, experts suggest that the success of the new approach will depend on more than simply reducing access to social-media platforms.<\/p>

What children do with the time that becomes available could be equally important.<\/p>

If reduced social-media use creates more opportunities for sleep, exercise, hobbies, reading, family interaction and face-to-face friendships, the overall effect could be positive.<\/p>

If children simply move from one form of passive digital entertainment to another, the benefits may be less significant.<\/p>

Schools therefore have an opportunity to help students discover alternatives.<\/p>

A child who finds a new sport, develops an interest in music or joins a school club may gain more than simply fewer hours online.<\/p>

They may develop confidence, friendships and skills that remain valuable for years.<\/p>

The transition could also encourage children to become more comfortable with boredom.<\/p>

Constant digital entertainment can make quiet periods feel uncomfortable.<\/p>

Learning to spend time without continuous stimulation can encourage creativity and independent thinking.<\/p>

Children may begin inventing games, reading, drawing, talking with family members or exploring hobbies when they are no longer able to fill every spare moment by scrolling.<\/p>

A broader approach to digital wellbeing<\/strong><\/h3>

The new rules can therefore be viewed as one element of a larger conversation about children’s relationship with technology.<\/p>

Digital wellbeing is not simply about the number of hours a child spends looking at a screen.<\/p>

It also involves what they are doing online, why they are using technology, how it affects their emotions and whether digital activity interferes with important areas of life.<\/p>

A child may spend time online for schoolwork, creative projects or communication with family.<\/p>

Another may spend the same amount of time consuming highly stimulating entertainment content.<\/p>

The impact can be very different.<\/p>

That is why experts continue to emphasise balance.<\/p>

Children need technology skills, but they also need opportunities to develop physically, socially and emotionally away from screens.<\/p>

The transition will take time<\/strong><\/h3>

As UAE schools begin adapting to the new social-media environment, students may not immediately change their habits.<\/p>

Some could experience frustration or resistance.<\/p>

Others may adjust quickly.<\/p>

The experience is likely to differ depending on age, personality, existing technology habits and social circumstances.<\/p>

Schools and parents may therefore need to allow time for new routines to become established.<\/p>

The first stage should focus on communication, reassurance and practical alternatives.<\/p>

Over time, children may become more comfortable with spending parts of their day away from social platforms.<\/p>

They may also discover that concentration, friendship and entertainment do not have to depend on constant online access.<\/p>

Building resilience beyond the classroom<\/strong><\/h3>

The longer-term objective extends beyond improving classroom attention.<\/p>

Children who learn to manage distractions, regulate emotions and maintain relationships offline may become more resilient in other areas of life.<\/p>

They may be better prepared to deal with disappointment, social pressure and online challenges when they eventually gain greater independence.<\/p>

Schools can support this development by teaching children how to solve problems, communicate openly and manage difficult emotions.<\/p>

Parents can reinforce these lessons at home by encouraging independence while maintaining appropriate boundaries.<\/p>

Together, these efforts can help children develop skills that remain relevant regardless of which social-media platforms are popular in the future.<\/p>

A balanced digital future<\/strong><\/h3>

The UAE’s approach to children’s social-media use has therefore opened a wider discussion about how young people should interact with technology.<\/p>

The objective is not necessarily to keep children away from digital platforms forever.<\/p>

Instead, the focus is on ensuring that they develop the maturity and skills needed to use technology safely and responsibly.<\/p>

For schools, this means continuing to use technology where it improves education while helping students recognise when digital activity becomes distracting.<\/p>

For parents, it means setting sensible boundaries while listening to children’s concerns.<\/p>

For students, it means gradually learning to make responsible choices about their own digital behaviour.<\/p>

If the transition is supported effectively, reducing recreational social-media use could give children more opportunities to concentrate, sleep well, exercise, communicate directly with friends and explore creative interests.<\/p>

At the same time, digital education can ensure they remain prepared for a future in which online platforms will continue to play an important role.<\/p>

Ultimately, the success of the new rules may depend less on how much social media children lose and more on what they gain in return.<\/p>

More focused classroom participation, stronger face-to-face relationships, healthier routines, creative pursuits, physical activity and greater emotional resilience could all become part of that balance.<\/p>

By combining reasonable digital boundaries with education, communication and meaningful offline opportunities, UAE schools and families can help children prepare not only for the current restrictions but also for a future in which they will need to navigate the digital world with confidence and responsibility.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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