Less Scrolling, More Reading? What a UK Social Media Ban Could Mean for Children

There has been growing discussion in the United Kingdom about restricting or banning social media access for children under the age of 16. While proposals are still being debated, the idea is no longer theoretical.

In Australia, age-based restrictions on social media have already been introduced, with new laws requiring platforms to prevent under-16s from accessing certain services. The move reflects increasing concern about the impact of social media on children’s attention, wellbeing, and development.

Much of the public conversation has focused on online safety and mental health. But there is another important question worth exploring:

If children under 16 spend less time on social media, what might replace it?

And could this shift create space for reading to re-emerge as a daily habit?

Social media and how children’s attention is shaped

Social media platforms are designed around speed and reward. Short videos, notifications, and infinite scrolling encourage constant engagement and quick feedback. For children, whose ability to regulate attention is still developing, this can make slower activities feel less appealing.

Reading, especially reading for pleasure, requires a very different kind of focus. It asks children to slow down, follow ideas over time, and stay with a story without immediate rewards.

This does not mean social media is inherently harmful, nor that it is the sole reason some children read less. But it does mean that reading often has to compete with digital experiences that are deliberately engineered to be more stimulating.

What Australia’s approach highlights

Australia’s decision to introduce age restrictions on social media has been framed as a protective measure, aimed at reducing exposure to harmful content and limiting addictive design features for younger users.

What it also highlights is a broader issue: reducing access does not automatically create better habits.

When one activity is removed, something else fills the space. Without support, children may simply shift their time to other fast-paced digital content such as gaming or video platforms.

The real opportunity lies not just in limiting social media, but in helping children develop alternatives that are positive, sustainable, and enjoyable.

Would less social media mean more reading?

Not on its own.

A ban can reduce distraction, but it does not teach children how to use their time differently. Reading only becomes a realistic alternative when it feels accessible and rewarding.

Children are more likely to choose reading when:

• It fits easily into their routine

• They can see progress over time

• Their effort is recognised

• They have choice and autonomy

Without these elements, reading risks being positioned as a replacement rule rather than a meaningful habit.

Reading as a habit, not a restriction

One of the challenges with reading is that it is often framed as something children should do. But habits are rarely built through obligation alone.

Strong habits form through consistency, positive reinforcement, and a sense of achievement. This applies just as much to reading as it does to sport, music, or any other skill.

If social media access for under-16s is reduced, there is an opportunity to help children associate reading with:

• Regularity rather than pressure

• Enjoyment rather than assessment

• Progress rather than performance

This shift matters. Reading thrives when it feels like part of everyday life, not an alternative punishment for screen time.

A reset moment for families and schools

Changes to social media access could act as a reset point. Not a solution in themselves, but a chance to rethink how children’s time and attention are supported.

For families, this might involve:

• Short, consistent reading sessions rather than long expectations

• Letting children choose what they read without judgement

• Celebrating effort and routine rather than volume

For schools, it could mean:

• Prioritising motivation alongside monitoring

• Supporting reading habits beyond the classroom

• Encouraging reading as a shared culture rather than a target

When reading is visible and valued, children are more likely to engage with it willingly.

Looking ahead

Australia’s approach shows that governments are willing to intervene when concerns about children’s digital wellbeing grow. If similar restrictions are introduced in the UK, they will create change, but not clarity on their own.

Reading will not automatically fill the gap left by social media. But with the right support, structure, and encouragement, it can reclaim space in children’s daily lives.

Moments of change create opportunities. Used well, they can help children rediscover reading not as something they are told to do, but as something they choose to do.

Where ReadingSpace fits into this shift

ReadingSpace was built around the idea that children are more likely to read when reading feels rewarding and achievable.

Rather than focusing on testing comprehension or enforcing targets, ReadingSpace supports the habit itself. Children track their reading, build consistency, and see their effort recognised through progress and rewards.

In a context where social media access for under-16s may be reduced, ReadingSpace helps by:

• Making reading engaging without relying on overstimulation

• Encouraging small, regular reading wins

• Supporting families and schools during changes in digital habits

It is not about replacing one screen with another, but about using technology thoughtfully to support positive behaviour.

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