On 21 January 2026, the House of Lords voted in favour of an amendment to the Children’s Wellbeing and Schools Bill that would ban under-16s from using social media, reflecting growing political attention on children’s digital wellbeing and online harms. Peers supported the measure by a majority of 261 to 150, increasing pressure on the Government to consider tighter age limits on social platforms similar to legislation already adopted in Australia.
Alongside the amendment, the government has announced a three-month consultation to examine a range of options — from raising the digital age of consent to implementing measures such as overnight curfews and restrictions on app features like “infinite scrolling.” Officials plan to report the outcome of this consultation in the summer.
The vote came after extensive debate in the Upper Chamber on the impacts of excessive social media use on young people’s mental health, attention, behaviour and safety, and followed public campaigning by figures including actor Hugh Grant and bereaved parents.
While the Lords’ amendment marks a significant step, it is not yet UK law: the Bill will now return to the House of Commons, where MPs may seek to revise or overturn parts of the Lords’ changes as it moves through the final stages of the legislative process.
How This Relates to Phone Use in Schools
The Lords vote reflects a broader societal focus on children’s relationship with screens and digital engagement. Whether or not a formal ban on social media for under-16s becomes law, the underlying concerns including distraction, wellbeing, focus and healthy engagement with technology, are also central to how schools think about mobile phones on site.
In the UK, many schools already operate phone-free policies during the school day, aligning with Department for Education guidance that encourages schools to prohibit mobile phone use in classrooms and during instructional time. Evidence from schools that have implemented such policies indicates they can contribute to fewer behaviour issues and improved classroom focus. When structured systems are used to support these policies — such as secure phone management solutions — schools report greater consistency and reduced conflict around enforcement.
The parliamentary debate highlights how policymakers, educators, parents and child wellbeing advocates are all grappling with the role of digital technology in young people’s lives. For schools considering phone management strategies, the discussion adds context to ongoing efforts to balance digital access with focus, safety and emotional wellbeing within educational settings.
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