{"id":47892,"date":"2026-09-10T04:49:45","date_gmt":"2026-09-10T04:49:45","guid":{"rendered":"https:\/\/insider18.com\/?p=47892"},"modified":"2026-09-10T05:19:37","modified_gmt":"2026-09-10T05:19:37","slug":"uae-schools-rethink-student-communication-as-under-15-social-media-regulations-take-effect","status":"publish","type":"post","link":"https:\/\/insider18.com\/index.php\/2026\/09\/10\/uae-schools-rethink-student-communication-as-under-15-social-media-regulations-take-effect\/","title":{"rendered":"UAE schools rethink student communication as under-15 social media regulations take effect."},"content":{"rendered":"\t\t
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Schools are placing greater emphasis on direct, in-person engagement while closely observing the impact of the new social media restrictions on students. Educators are also assessing changes in behaviour, social interaction and overall wellbeing to ensure children continue receiving appropriate support.<\/h3>\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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Schools across the UAE are reassessing how they communicate with students below the age of 15 following the introduction of new restrictions governing children’s access to social media. The changes are prompting education providers to examine whether their existing communication methods remain suitable and whether alternative channels are needed to ensure students continue receiving important school-related information.<\/p>

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For many young people, social media has become part of their everyday communication habits. Beyond entertainment, digital platforms can serve as spaces where students interact with friends, follow activities and maintain connections with their wider school community. As access to these platforms changes, educators are considering how the transition could affect students who have become accustomed to receiving information and maintaining social relationships through digital channels.<\/p>

While schools generally rely on official systems for important academic and administrative communication, the new restrictions could have a wider social impact. Some students may find it relatively easy to adjust because their schools already use dedicated education platforms, while others could experience a greater sense of separation from their peers.<\/p>

The response is therefore unlikely to be identical across all schools or among all students. Children have different communication habits and levels of dependence on social media, meaning the adjustment period could vary considerably.<\/p>

Claire Scowen, Vice President and Global Lead for Safeguarding and Child Protection at GEMS Education, said students would respond to the change in different ways. Some children may adapt quickly to the new arrangements, while others could initially feel that they are losing an important connection with their friends or school community.<\/p>

According to Scowen, schools need to recognise these differences rather than assuming that every student will experience the transition in the same manner. For some children, the change may have little noticeable effect, particularly if they already communicate through school-managed systems. For others, however, the removal or reduction of access to familiar social platforms could initially create uncertainty.<\/p>

The transition may also lead some young people to worry about being left out of conversations or activities. Social media can provide students with a sense of belonging by allowing them to communicate with friends and remain aware of what is happening within their social circles.<\/p>

Scowen emphasised that schools should continue engaging directly with students throughout the transition. Maintaining an open dialogue can help educators understand concerns as they arise and identify whether students are struggling to adapt to changes in the way they communicate.<\/p>

Listening to students is particularly important because concerns about social connection may not always be immediately visible. Some children may openly discuss their frustrations, while others could become quieter or less willing to participate in school activities.<\/p>

Schools and parents have therefore been encouraged to remain attentive to possible changes in behaviour. Signs that may warrant closer attention include withdrawal from usual activities, noticeable changes in mood, heightened anxiety, irritability or changes in friendship patterns.<\/p>

Children might also express concerns about being excluded from their social groups or say that they feel they are missing out on conversations and activities. Such comments can provide useful signals to parents and educators that a child may need additional support during the adjustment period.<\/p>

However, Scowen cautioned against automatically linking every behavioural change to reduced social media access. Young people can experience changes in mood or behaviour for many reasons, and it would be inappropriate to assume that a particular development is directly caused by the new restrictions.<\/p>

Understanding the wider circumstances surrounding a child is therefore essential. Parents and teachers should speak with students, ask questions and create opportunities for them to explain what they are experiencing.<\/p>

Open communication can help adults distinguish between ordinary adjustment and concerns that may require additional attention. Rather than immediately attributing a child’s behaviour to social media restrictions, families and schools can consider factors such as friendships, academic pressures, family circumstances and other aspects of a child’s daily life.<\/p>

Scowen also stressed that reducing access to one digital platform should not simply result in children spending more time on another screen-based service. Replacing one form of digital engagement with another may not address the underlying concerns associated with excessive screen use.<\/p>

Instead, young people should be encouraged to maintain a healthy balance between online activities and other aspects of daily life. This includes getting sufficient sleep, taking part in physical activity, pursuing hobbies, spending time with family and maintaining opportunities for direct interaction with friends and others.<\/p>

Face-to-face engagement can be particularly valuable during a period when children’s online communication habits are changing. Activities that encourage students to interact directly can help preserve social connections while providing alternatives to social media-based interaction.<\/p>

Schools can support this transition by creating opportunities for students to participate in clubs, group activities, classroom discussions, sports and other programmes that encourage direct engagement.<\/p>

Such activities can provide students with opportunities to build and maintain relationships without relying on social networking platforms. They can also help strengthen the wider sense of belonging that students associate with their school environment.<\/p>

The experience at RAK Academy illustrates how the impact of the new rules can differ between institutions. The school has already relied primarily on school-managed communication systems rather than social media for formal communication with students and families.<\/p>

As a result, the change has been relatively limited for the academy’s existing communication structure. The school already has established channels through which important information can be distributed to parents and students.<\/p>

Leigh Watson, Head of Positive Engagement at RAK Academy, explained that the school uses a range of official platforms depending on the type of communication and the age group involved.<\/p>

For whole-academy announcements and information that needs to reach parents, the school uses email when necessary. This provides a direct and formal channel for communicating important updates to families.<\/p>

Secondary students receive information through their school email accounts as well as Google Classroom. These systems allow teachers and administrators to share academic updates, announcements and other relevant information through platforms managed by the school.<\/p>

For primary students and their families, the academy uses ClassDojo as one of its communication channels. The platform provides a way for schools and families to remain connected while keeping communication within a school-managed environment.<\/p>

The academy also relies on more traditional forms of communication. Teachers can provide information directly to students, while assemblies offer another opportunity to communicate announcements and discuss school activities.<\/p>

Email and Google Classroom are also used to inform students about events, clubs and other activities taking place across the school. This combination of digital and in-person communication means that students do not need to depend on social media to remain informed about school life.<\/p>

The approach demonstrates how schools can maintain communication with students even as children’s access to social networking platforms changes. By establishing dedicated channels in advance, schools can ensure that essential information continues to reach students and families.<\/p>

For institutions that already have comprehensive communication systems, the new social media restrictions may therefore have a limited effect on the distribution of official school information. However, schools may still need to consider the wider social dimension of the change.<\/p>

The distinction between formal communication and social connection is important. A school can successfully deliver timetables, announcements, academic information and event details through official platforms, but students may still need opportunities to maintain friendships and a sense of belonging outside those formal channels.<\/p>

This is where schools and families may have an important role to play. Providing opportunities for students to communicate directly with peers and participate in activities can help reduce the possibility of children feeling isolated as their digital routines change.<\/p>

Educators may also need to pay attention to how students use their time outside school. If children previously spent significant amounts of time communicating through social media, they may need support in developing alternative routines.<\/p>

Those alternatives do not necessarily have to be entirely digital. Sports, creative activities, reading, hobbies, family interaction and community involvement can all provide constructive ways for children to spend their time.<\/p>

Maintaining a healthy daily routine can also help students adjust. Adequate sleep, physical activity and time away from screens can contribute to overall wellbeing and provide a broader balance between online and offline experiences.<\/p>

For parents, the transition may also create an opportunity to have more meaningful conversations with children about digital habits. Instead of simply focusing on restrictions, families can discuss how children communicate, what they value about online platforms and how they can maintain friendships through other means.<\/p>

Schools can support these conversations by creating an environment where students feel comfortable discussing their concerns. If young people believe that teachers will listen to them without immediately judging their behaviour, they may be more willing to raise issues connected to friendship, exclusion or changes in their social lives.<\/p>

The new rules therefore present schools with both a practical and a social consideration. On the practical side, institutions must ensure that students and parents continue receiving essential information through reliable channels. On the social side, educators need to consider how changes in online communication may affect students’ relationships and sense of belonging.<\/p>

The experience of schools that already use official communication platforms suggests that preparation can make the transition easier. Dedicated email systems, classroom platforms, teacher communication and assemblies can provide reliable alternatives to social media for school-related information.<\/p>

At the same time, these systems do not necessarily replace the social function of social media. Students may still need opportunities to interact with their peers, participate in shared activities and maintain connections outside formal academic communication.<\/p>

This makes face-to-face engagement an increasingly important part of the discussion. Schools can strengthen student connections by encouraging collaborative learning, extracurricular activities, sports and other forms of participation that bring young people together in person.<\/p>

Such activities can also provide educators with greater opportunities to observe how students are adapting. Changes in participation, mood or social interaction may be easier to notice when teachers regularly engage with students directly.<\/p>

However, any concerns should be approached carefully. A student becoming quieter or changing friendship groups does not automatically indicate that the social media restrictions are responsible. Teachers and parents need to consider the full context before drawing conclusions.<\/p>

Scowen’s advice highlights the importance of communication during this period. Rather than simply introducing new rules and expecting children to adjust immediately, adults can help by asking students how they are coping and giving them space to express their concerns.<\/p>

The transition may be straightforward for some students and more difficult for others. Differences in personality, friendship networks, existing communication habits and family circumstances can all influence how a child responds.<\/p>

For this reason, schools may benefit from taking a flexible approach. Rather than relying on a single communication method, they can use a combination of official digital platforms, classroom communication, direct interaction and school activities.<\/p>

RAK Academy’s existing model provides one example of this multi-channel approach. Parents can receive school-wide information by email, while secondary students have access to school email and Google Classroom. Primary families can communicate through ClassDojo, with teachers and assemblies providing additional opportunities to share information.<\/p>

This structure reduces the need for social media as an official source of school communication. Students can continue receiving updates about academic matters, events, clubs and other activities through channels that are directly connected to the school.<\/p>

The broader challenge is ensuring that students remain connected to school life even when their usual online routines change. Communication is not limited to the delivery of information; it also involves creating a sense of participation and belonging.<\/p>

Schools can contribute to that sense of belonging by ensuring that students know where to find information, who they can approach with concerns and how they can participate in activities with their peers.<\/p>

Parents also have a role in helping children establish healthy routines outside school. Encouraging physical activity, hobbies, family interaction and adequate rest can provide balance during a period of changing digital habits.<\/p>

The new restrictions may ultimately lead schools and families to reassess the role social media plays in children’s daily lives. While social platforms can provide convenient ways to communicate, children also benefit from direct relationships and activities that take place away from screens.<\/p>

For schools, the priority will be to ensure that the change does not disrupt the flow of essential information or leave students feeling disconnected from their communities. Establishing clear communication systems and maintaining regular contact with students can help achieve this.<\/p>

At the same time, educators will need to remain attentive to student wellbeing and recognise that the transition may affect children in different ways. Some may adapt with little difficulty, while others may need more reassurance and opportunities for direct social interaction.<\/p>

The UAE school sector is therefore entering a period in which communication strategies may become more diverse. Official digital platforms can continue to support academic and administrative needs, while face-to-face activities can play a greater role in maintaining relationships and community engagement.<\/p>

The experience of institutions such as RAK Academy shows that schools with established communication systems may be better positioned to adapt. Where schools already rely on dedicated platforms rather than social media, the practical impact of the new rules can be relatively limited.<\/p>

Nevertheless, the wider question of children’s wellbeing remains important. Schools and families will need to observe how students respond over time, maintain open conversations and avoid making assumptions about the causes of behavioural changes.<\/p>

The emphasis, ultimately, is on balance. Limiting access to social media does not mean children should be disconnected from their friends, schools or communities. Instead, educators and families can help young people develop alternative ways to communicate, participate and build relationships.<\/p>

By combining reliable school communication channels with meaningful in-person activities and attentive support, schools can help students navigate the changes while continuing to protect their academic engagement, social connections and overall wellbeing.<\/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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Schools Expand Communication and In-Person Engagement<\/h3>
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Leigh Watson said RAK Academy\u2019s existing communication system allows students to stay informed about school activities without depending on individual social media accounts. Because information about events, clubs and other opportunities can be shared directly through school-managed channels, students can remain connected to what is happening on campus without having to access social networking platforms.<\/p>

The approach gives teachers a direct way to inform students about opportunities available to them. Announcements can be shared through established school systems, while teachers can also speak with students directly when activities or programmes are being introduced.<\/p>

This model has become particularly relevant as schools adjust to changes surrounding social media access for younger students. Rather than relying on platforms that students may no longer be able to use, schools can strengthen communication through channels that are already part of the education environment.<\/p>

At RAK Academy, this includes a combination of school email, Google Classroom, teacher communication and assemblies. These methods allow important information to reach students without requiring them to maintain or monitor personal social media profiles.<\/p>

The school is also placing greater emphasis on activities that encourage students to interact with one another in person. As children’s use of social media changes, educators are looking at ways to ensure that students continue to have opportunities to build friendships, participate in school life and develop interests outside the digital environment.<\/p>

Sports programmes are one of the ways the school is encouraging direct interaction. Team-based sporting activities can give students an opportunity to communicate, cooperate and form relationships while taking part in physical exercise.<\/p>

Clubs and enrichment programmes provide another avenue for engagement. Such activities allow students to explore interests beyond the classroom while spending time with their peers in a structured environment.<\/p>

Student-led initiatives are also being encouraged as part of this broader approach. Giving students opportunities to organise, participate in or take responsibility for activities can help strengthen their confidence and sense of involvement within the school community.<\/p>

These forms of engagement can be particularly valuable when students are spending less time on social media. Instead of allowing a reduction in online interaction to result in fewer social opportunities, schools can provide alternative settings where young people can communicate and participate.<\/p>

The emphasis on direct interaction does not mean that digital communication is being removed from school life. Technology continues to play an important role in education, particularly for academic work, assignments, announcements and access to learning resources.<\/p>

The distinction is that schools are increasingly relying on controlled, education-focused platforms for communication rather than expecting students to use personal social media accounts to remain connected to school activities.<\/p>

Credence High School follows a similar approach. Communication between the school, students and parents has traditionally been handled through official channels, helping ensure that important information can be delivered without depending on personal social networking accounts.<\/p>

The school uses a dedicated parent portal and application to communicate with families. These systems provide parents with a central point through which they can access relevant school information and remain updated about matters concerning their children.<\/p>

For students, Google Classroom is used as part of the learning environment. Teachers can use the platform to distribute assignments, provide project-related information and share educational materials.<\/p>

This established structure means that students already have access to formal communication and learning channels. As a result, the transition away from social media does not necessarily require schools to create entirely new systems.<\/p>

Instead, existing platforms can take on greater importance as students adjust to changes in their digital routines.<\/p>

Deepika Thapar Singh, CEO-Principal of Credence High School, said adults should remain alert to changes in children’s behaviour as they adapt to the new environment.<\/p>

According to Singh, educators and parents should pay attention if a child begins to become noticeably more withdrawn or quieter when discussing friendships. A student who previously participated actively in school activities but suddenly becomes reluctant to join may also warrant closer attention.<\/p>

Such changes should not automatically be interpreted as evidence that a child is struggling because of reduced social media access. Children can become withdrawn or change their behaviour for many different reasons.<\/p>

However, observing these developments can give parents and educators an opportunity to start a conversation. Speaking openly with children can help adults understand whether they are experiencing difficulties with friendships, school participation or other aspects of their lives.<\/p>

The emphasis on communication is therefore not limited to passing information from schools to students. It also involves ensuring that students have opportunities to express how they feel about changes in their daily routines.<\/p>

For some young people, social media may have been an important part of their social lives. Removing or limiting access could therefore require an adjustment, particularly for students who previously used online platforms to communicate frequently with friends.<\/p>

Schools can help by providing alternative opportunities for social engagement. Clubs, sports, creative programmes and other extracurricular activities can create environments where students can interact naturally without relying on social networking applications.<\/p>

Singh has also cautioned against addressing the reduction in social media use simply by encouraging children to spend more time on other screens.<\/p>

Replacing one digital habit with another may not necessarily provide the balance that children need. Instead, families and schools can encourage activities that take place away from screens and provide opportunities for children to develop different skills and interests.<\/p>

Reading is one possible alternative. Encouraging children to spend time with books can provide a quiet activity that supports learning while also giving them a break from digital devices.<\/p>

Performing arts can offer another avenue for engagement. Activities such as theatre, music and related programmes can encourage creativity, confidence and collaboration while giving students opportunities to interact with others.<\/p>

Visual arts can similarly provide children with a constructive way to spend their time. Drawing, painting, design and other creative activities can allow students to explore their interests without depending on online social platforms.<\/p>

Sports remain another important option. Physical activities can support healthier routines while also giving children opportunities to develop teamwork, communication and interpersonal skills.<\/p>

The broader objective is to help children establish a healthy balance between digital and offline activities. Social media may be only one part of a child’s daily routine, and reducing its role creates an opportunity to strengthen other forms of engagement.<\/p>

Schools are consequently considering how their responsibilities extend beyond simply delivering academic information. They also need to think about how students participate in school life and how they maintain relationships with classmates.<\/p>

The change in social media access has therefore encouraged educators to look more closely at the different ways students receive information. Academic and administrative messages need to reach children reliably, but schools must also ensure that students know about clubs, events, competitions and other opportunities.<\/p>

Official communication platforms can meet many of these practical needs. School emails, learning-management systems, parent applications and classroom platforms can provide structured ways of distributing information.<\/p>

At the same time, face-to-face communication remains important. Teachers can speak directly with students, assemblies can be used for wider announcements and extracurricular activities can create additional opportunities for interaction.<\/p>

This combination of digital and in-person communication allows schools to maintain connectivity without making personal social media use a requirement for participation in school life.<\/p>

For parents, the shift may also require greater awareness of how their children communicate and spend their free time. Families can encourage children to develop interests that do not depend entirely on smartphones or social networking platforms.<\/p>

Parents can also create opportunities for direct interaction through family activities, hobbies, sports and community involvement. Such activities can complement the communication systems already provided by schools.<\/p>

The approach adopted by RAK Academy and Credence High School demonstrates that schools can use established education-focused systems to maintain communication with students and parents.<\/p>

At RAK Academy, teachers and school platforms provide students with information about activities and opportunities. Sports, clubs, enrichment programmes and student-led initiatives provide additional ways for children to remain actively involved.<\/p>

At Credence High School, the parent portal and application provide communication with families, while Google Classroom supports assignments, projects and learning materials.<\/p>

These systems help separate academic communication from personal social networking. Students can continue to receive school-related information through dedicated channels even as their access to social media changes.<\/p>

However, maintaining communication is only one part of the challenge. Schools also need to consider the social impact of changes in online interaction.<\/p>

Young people may use social platforms not only to exchange messages but also to follow events, maintain friendships and feel connected to a wider group. If that form of interaction becomes less available, alternative opportunities for connection may become increasingly important.<\/p>

This is where extracurricular programmes can play a valuable role. Schools can create spaces where students meet regularly, collaborate on projects, participate in competitions and pursue shared interests.<\/p>

Student-led programmes can be particularly useful because they give young people a greater role in shaping their own school experience. Taking responsibility for an activity can help students develop leadership skills while also encouraging interaction with their peers.<\/p>

The emphasis on direct engagement can also benefit teachers. When students spend more time participating in school-based activities, educators may have greater opportunities to understand how they are adapting socially.<\/p>

Teachers can observe participation levels, interaction with classmates and general engagement with school life. If concerns emerge, they can then speak with students or communicate with parents where appropriate.<\/p>

Nevertheless, educators need to avoid making assumptions. A child who becomes quieter, changes friendship groups or participates less may be responding to a variety of circumstances.<\/p>

The most useful response is therefore likely to involve conversation and observation rather than immediate conclusions. Parents and teachers can work together to understand what may be affecting a student’s behaviour.<\/p>

The changing role of social media also provides schools with an opportunity to reinforce the value of communication outside digital platforms. Students can be encouraged to develop relationships through shared activities, classroom collaboration and direct interaction.<\/p>

This does not mean technology will disappear from education. Digital platforms remain important tools for teaching and learning, and students will continue to use technology in many aspects of their academic lives.<\/p>

Instead, the emphasis is on ensuring that digital tools serve educational purposes while students retain opportunities to engage in offline activities.<\/p>

The transition could ultimately encourage a more balanced approach to student communication. Schools can continue using technology where it provides clear educational benefits while simultaneously expanding opportunities for physical activity, creative expression and face-to-face social engagement.<\/p>

For younger students in particular, maintaining a range of experiences can help prevent their social lives from becoming overly dependent on digital platforms.<\/p>

The role of schools is therefore evolving alongside changes in children’s digital habits. Institutions must ensure that essential information remains accessible while also considering the broader experience of students as members of a school community.<\/p>

The examples from RAK Academy and Credence High School show how official communication systems can provide continuity. Parents can receive information through dedicated platforms, students can access learning resources online and teachers can communicate important updates without relying on personal social media accounts.<\/p>

At the same time, schools can strengthen the social side of education by expanding clubs, sports, enrichment activities, creative programmes and opportunities for student leadership.<\/p>

For families, the same principle of balance can be applied at home. Children can be encouraged to read, take part in physical activities, explore creative interests and spend meaningful time with family and friends.<\/p>

These activities can help ensure that reduced social media use does not simply lead to increased consumption of other digital content.<\/p>

Ultimately, the new rules are prompting schools to think more broadly about communication. The issue is not simply how to replace social media as a channel for announcements, but how to ensure that students remain informed, involved and socially connected.<\/p>

Education providers are therefore looking at a combination of official digital platforms and direct interaction to support students through the transition.<\/p>

The experience of schools that already operate structured communication systems suggests that academic and administrative information can continue to be delivered effectively without relying on personal social networking accounts.<\/p>

The more significant consideration may be the social dimension. Schools will need to ensure that students have enough opportunities to interact, participate and form connections through activities that take place within the school environment.<\/p>

By combining reliable communication systems with sports, clubs, enrichment programmes, creative activities and student-led initiatives, schools can provide students with alternatives that support both participation and wellbeing.<\/p>

The adjustment to new social media rules is consequently becoming part of a wider conversation about how children communicate, learn and spend their time. Schools and parents have an opportunity to guide students towards a more balanced routine in which technology remains useful but does not become the sole source of information, entertainment or social connection.<\/p><\/div><\/section>\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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Schools across the UAE are updating the ways they communicate with students and parents following the introduction of new social media regulations affecting children below the age of 15, prompting education providers to review existing digital communication practices and channels.<\/p>\n","protected":false},"author":1,"featured_media":40752,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"pmpro_default_level":"","footnotes":""},"categories":[84,9],"tags":[],"post_template":[],"top_category":[],"class_list":["post-47892","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","category-uae","pmpro-has-access"],"acf":[],"_links":{"self":[{"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/posts\/47892","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/comments?post=47892"}],"version-history":[{"count":4,"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/posts\/47892\/revisions"}],"predecessor-version":[{"id":47897,"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/posts\/47892\/revisions\/47897"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/media\/40752"}],"wp:attachment":[{"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/media?parent=47892"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/categories?post=47892"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/tags?post=47892"},{"taxonomy":"post_template","embeddable":true,"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/post_template?post=47892"},{"taxonomy":"top_category","embeddable":true,"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/top_category?post=47892"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}