As children return to classrooms in the new academic year, schools in the United Arab Emirates are preparing to change students' digital habits, as new rules restricting access to social media for those under 15 are expected to affect their well-being, concentration ability, and social life.
Experts in education and mental health noted that these changes could bring benefits, such as reduced online distractions, decreased social comparison, and increased engagement in in-person activities. However, they warned that some children might initially experience frustration, isolation, or fear of missing out.
For educational institutions, the transition will likely involve not only limiting student access to social platforms. It is expected that teachers and parents will play a key role in helping children develop healthier digital habits and acquire skills for responsible social media use in the future.
Claire Scowen, Vice President of Risk and Global Head of Child Protection at GEMS Education, stated that children who closely link social media to their friendships may initially feel anxious or disappointed due to exclusion. Nevertheless, Scowen emphasized that reduced access can create more opportunities for face-to-face interaction, physical activity, and a healthier daily routine, while insisting that children understand the reasons for the changes and feel supported during adaptation.
Scowen added that eliminating social media-related distractions supports children's ability to concentrate and participate in lessons, noting that schools must differentiate between screen time and screen use. She also stressed that technology remains an important part of education, so the focus should be on developing 'healthy, balanced digital habits,' rather than uniformly judging all screen time.
Caroline Yaff, consultant and cognitive-behavioral therapy therapist at Medcare Camali Clinic, believes that restricting social media access can positively impact children's mental and emotional well-being. This can reduce pressure related to presenting an ideal image online, limit exposure to cyberbullying, and decrease social comparison, potentially supporting children's self-esteem and confidence.
However, Yaff cautioned that social media also serves as a way to communicate with friends, seek support, and express oneself. Therefore, its absence may cause some children to feel lonely, isolated, or anxious during the adjustment period. She advised parents and schools to facilitate the transition by encouraging in-person interaction through sports, arts, hobbies, and extracurricular activities.
After-school clubs, team sports, and opportunities to explore new interests can help children replace time spent on social media with activities that promote social, physical, and creative development.
Niswa Tantavi, a psychologist and managing director at Nafsology Psychology Center in Dubai, noted that the changes can bring significant psychological benefits, particularly through reducing social comparison, cyberbullying, and exposure to inappropriate content. She also pointed out that children can benefit from improved sleep, strengthened personal relationships, and greater involvement in family matters, hobbies, and other activities.
Nevertheless, Tantavi warned parents not to underestimate the emotional impact of removing something that has become part of a child's daily routine. Children may experience frustration, boredom, fear of exclusion, and a sense of missing out, especially if their peers continue to use social media. Describing this experience as a form of 'social grief' amid the new school year, she recommended that parents frame the restrictions as a lifestyle change, not a punishment, providing children space to express sadness, frustration, or anxiety about social isolation.
Tantavi advised preparing children for the transition in advance and, where appropriate, allowing them to preserve memories and say goodbye to online contacts while simultaneously creating alternative ways to maintain friendships through phone calls, in-person meetings, and walks. She also noted that parents should expect some resistance during the adaptation period, while validating children's emotions and maintaining clear boundaries and routines.
Experts also stated that reducing recreational social media use can affect classroom concentration. Yaff explained that social media platforms are designed to capture and repeatedly redirect attention, making it difficult for students to maintain focus for extended periods. With fewer distractions, children can delve deeper into lessons and gain a more meaningful learning experience. Less screen time can also contribute to a healthier routine and better sleep, which affects student participation in school.
Tantavi similarly stated that reducing recreational social media use can help children restore sustained attention by limiting rapid stimulation and frequent interruptions associated with social platforms. However, she emphasized that the broader issue is not just social media, but the balance between digital stimulation and developmentally important activities, including physical exercise, personal interaction, and creativity.
Scowen also highlighted the distinction between different forms of screen use, noting that technology remains an integral part of modern education. Experts stated that restricting access does not negate the need for digital literacy. Children still need to understand privacy, digital footprint, misinformation, online behavior, and how algorithms influence what they see.
Tantavi added that children must also learn to recognize manipulation and misinformation, understand how algorithms work, protect personal information, establish healthy online boundaries, show empathy, and develop emotional self-regulation. Yaff said that parents and teachers can help children develop these skills by teaching them how to use privacy settings, evaluate the credibility of information and sources, recognize disinformation, and behave respectfully online. Developing self-control and establishing clear technological rules will help children become more confident and responsible users when they eventually gain greater independence online.
Meanwhile, schools play a role in supporting in-person interaction, helping students regain concentration, and maintaining open communication with parents and children when problems arise. Experts concluded that the success of the new rules will depend not only on restricting access but also on what replaces social media in children's daily lives—be it friendship, sports, hobbies, classroom engagement, or opportunities for off-screen resilience development.