Changes to Social Media Access for Young People in Australia

From Wednesday 10 December 2025, new legislation will mean that young people under the age of 16 years will not be allowed to create or hold accounts on certain social media platforms, including Facebook, Instagram, Snapchat, TikTok, X (formerly Twitter), and YouTube.

This is not a ban on accessing the internet or viewing online content, but rather a delay in allowing young people to create personal accounts on these platforms.

It is important to note that the ban does not extend to popular gaming sites such as Roblox, which has open access Chat forums and has been linked to cyberbullying, exposure to inappropriate content and predatory behaviour by adults impersonating teens. Below are some important articles about the dangers inherent in Roblox:

• The Guardian – Kids’ Safety Parental Controls
• ABC News – Roblox – Child targeted by predator

Why the Change?

The aim of this legislation is to give our young people more time to build digital literacy and resilience before engaging fully with social media. Research shows that having a social media account can increase exposure to pressures and risks, such as excessive screen time and harmful content. By delaying account access, the hope is that young people can develop healthier online habits and there is greater protection for their wellbeing.

How Will It Work?

The responsibility for enforcing these age restrictions lies with the social media platforms themselves. They are required to find and deactivate accounts held by under-16s and prevent new accounts from being created by this age group. Importantly, there are no penalties for young people, parents, or carers if an under-16-year-old accesses a restricted platform. Online gaming and standalone messaging apps are not included in these restrictions.

Our School’s Commitment: Digital Literacy, Wellbeing, and Partnership

At MLC School, we see these changes as an opportunity to reinforce our shared commitment to digital safety and wellbeing. We have a comprehensive approach to supporting our students and families in the digital age:

• Digital Literacy and Cyber Safety Education
  • Our curriculum integrates digital literacy and responsible online practices from Kindergarten through to Year 12. Students learn about personal information protection, cyberbullying, digital footprints, and ethical online behaviour at age-appropriate stages.
  • We offer hands-on lessons supported by our Director of e-Learning, interactive workshops, and regular sessions with external experts ensuring students are equipped to navigate the online world safely and confidently.

• Wellbeing and Pastoral Care
  • Wellbeing is at the heart of our School. Our pastoral care programs include evidence-informed interventions, regular check-ins, and dedicated lessons on resilience, empathy, and positive relationships.
  • We have introduced digital tools such as the My Mind Check wellbeing app for Senior School students, and we use data from wellbeing surveys to tailor support and interventions for all students.
  • Our Positive Behaviour for Learning framework ensures that all students are explicitly taught about safe, respectful, and responsible behaviour, both online and offline.

• Family Engagement and Community Partnership
  • We believe that supporting our students online is a partnership between School and home. We regularly provide resources and guidance to parents, including information sessions, newsletters, and access to the URStrong family portal.
  • Our Parents and Friends Association (P&F) hosts forums on topical issues, including digital citizenship and online safety, to help families navigate the evolving digital landscape together.
  • We encourage open conversations at home about technology use, boundaries, and digital wellbeing, and we are always available to support families with advice and resources.

• Safe and Secure Digital Environment
  • Our IT systems are designed to protect students, including monitoring for VPN use and blocking access to unsafe sites during the school day. We provide step-by-step guides for families to help manage devices at home.
  • Multi-factor authentication and regular cybersecurity training for staff and students further strengthen our commitment to digital safety.

A note about YouTube

After careful consideration and discussion, the School has asked all staff to avoid using YouTube for homework activities from Year 7 to Year 10. While we recognise its potential as a resource, given the new legislation taking force in December, we believe it would be best practice to start adapting to this new realm, sooner rather than later.

That said, YouTube remains a valuable tool for in-class learning. Staff are able to use it during lessons to support curriculum delivery, provided it is integrated meaningfully and aligns with our pedagogical goals. Individual students should not use YouTube on their own devices in class to ensure focus and consistency across learning environments.

How Parents Can Support Their Children

As we navigate these changes together, your role as parents and carers is more important than ever. Here are some ways you can support your child:

• Open Conversations: Talk regularly with your child about their online experiences, the reasons behind the new age restrictions, and the benefits of waiting before joining social media platforms.
• Set Clear Boundaries: Establish family rules around device use, screen time, and appropriate online behaviour. Consistency helps children understand expectations and feel secure.
• Model Positive Digital Habits: Demonstrate healthy technology use yourself, show how to balance online and offline activities, and discuss how you manage your own digital wellbeing.
• Encourage Digital Literacy: Take advantage of the resources and workshops offered by the School. Engage with your child in learning about online safety, privacy, and respectful communication.
• Stay Informed: Keep up to date with the latest guidance from the School and trusted organisations such as the eSafety Commissioner. Don’t hesitate to reach out to the School for advice or support.
• Support Social Connections: Help your child maintain friendships and social connections through safe, offline activities and encourage participation in school and community events.

Remember, you are not alone on this journey. We are here to partner with you, providing resources, guidance, and support every step of the way.

What Other Schools Are Doing

Some schools have introduced ‘dumb phones’ (basic call-and-text devices) to limit distractions and social media use. The rationale is to reduce screen time and prevent misuse of smartphones during school hours.

MLC School’s Position

MLC School takes a different approach, grounded in its educational philosophy and pastoral care principles:

• Education Over Restriction
  Rather than banning technology outright, MLC School focuses on teaching responsible use. The Student Code of Conduct and Parent Information Handbook emphasise digital citizenship, respectful online behaviour, and understanding consequences for misuse.

• Device-Free Experiences Where Appropriate
  For immersive activities such as camps and exchanges, devices (including phones, laptops, and smartwatches) are prohibited to encourage engagement and wellbeing. This shows a balanced approach – structured limits in certain contexts, but not blanket bans.

• Alignment with Strategic Goals
  The MLC School Strategy 2025–2027 prioritises empowering girls through learning and teaching, pastoral care, and wellbeing. The focus is on equipping students with skills to navigate technology responsibly, rather than shielding them from it.

• Values-Based Education
  We consistently highlight our Values – in this realm specifically those of courage, respect, and growth – encouraging students to make informed choices and develop resilience in a digital world.

Why This Matters

Issuing ‘dumb phones’ may solve short-term issues, but our view is that it doesn’t teach our students how to manage technology in real life. MLC School’s approach aims to prepare students for adulthood by fostering critical thinking, self-regulation, and ethical behaviour online. We want our graduates to demonstrate key attributes including being self-reliant, adaptive, and capable of navigating change. Our stance on educating rather than banning is part of how we will develop those attributes.

– Lisa Moloney
Principal