Should Children Be Banned From Social Media?
By Mumeenah Oyindamola Abdulrahman,
A few days ago, one of the notable headlines in the tech world caught my attention: “Turkey Bans Social Media Use for Children Under 15.”
Following the announcement, it published regulations prohibiting social media platforms from providing services to children under 15, with the restrictions scheduled to take effect on November 1. The rules require platforms to implement age-verification systems using government-issued digital tokens. They also introduce additional restrictions for teenage users aged 15 to 17.
Turkey’s decision reflects a growing global debate about children’s safety in the digital world, as countries introduce or consider stricter age restrictions. But beyond the headlines, this development raises a question worth discussing: Is restricting children’s access to social media the best way to protect them, or could it also limit their opportunities to learn, connect and grow in an increasingly digital world?
The Turkish government may view age restrictions as a practical way to protect children from the dangers of social media. The internet can be a rabbit hole that is easy to enter but difficult to leave. Its risks include cyberbullying, exposure to inappropriate content, manipulation by predatory adults, misinformation, online scams and the commercial exploitation of children’s personal data. Excessive screen time and platform features designed to encourage prolonged engagement are additional concerns.
Although adults can also experience many of these risks, children may be less equipped to recognise manipulation, assess the credibility of information or understand the long-term consequences of sharing personal information online. Governments, parents and technology companies therefore have a responsibility to make digital spaces safer for young users.
Let us bring this discussion closer to home. Research into Nigerian teenagers’ digital lives has found that 63.7% of surveyed teenagers, mostly aged 14 to 18 in urban and peri-urban areas, owned their own mobile phones. For many Nigerians, smartphones and mobile data are the main gateways to the internet, particularly where computers, tablets and reliable broadband are less accessible. Social media has also evolved beyond sharing pictures and following trends. It can connect people across geographical boundaries and provide access to educational resources, technology communities, scholarships and career opportunities.
As a computer science student exploring cybersecurity, I recognise the value of digital learning opportunities. Online platforms can help students discover technical concepts, follow developments in the industry and connect with like-minded people who share their interests.
Imagine a young Nigerian who discovers programming through an online video or learns about cybersecurity through a technology community. Restricting access to social media could also restrict one of the pathways through which that student discovers a future career.
Nigeria’s digital infrastructure and technology ecosystem continue to develop, but access to devices, reliable internet and digital education remains uneven. Before adopting a similar restriction, Nigeria would need to consider how it could be implemented fairly and how it might affect children who depend on online resources for learning.
I find it difficult to view social media as entirely good or entirely bad. The same internet that exposes people to scams can teach them how to recognise phishing attempts. The same platforms that encourage distraction can provide access to educational content.
This contradiction is especially relevant to cybersecurity. We cannot expect young people to become digitally responsible without teaching them to recognise online risks and respond to them. Avoiding every online threat is not the same as knowing how to navigate the digital world safely.
A blanket restriction might reduce some children’s exposure to social media, but it does not automatically develop digital literacy. Children still need guidance on privacy, online conduct, misinformation and protecting personal information. Restriction alone cannot replace education.
Turkey’s approach also raises important technical questions. How can platforms verify a user’s age without collecting unnecessary personal information? Could age-verification systems create new privacy and security risks if poorly implemented? And who should be accountable if personal data is exposed or misused?
Government-issued tokens may allow platforms to verify whether a user meets an age threshold without receiving their full identity details. However, the privacy benefits depend on how the system is designed, secured and monitored.
Technology companies could also introduce safer default settings for younger users, stronger parental controls, limits on disruptive notifications and more effective reporting systems. Schools and families can complement these measures by teaching children how to navigate digital spaces responsibly.
These approaches will not eliminate every risk, but they could improve online safety without automatically excluding young people from valuable digital resources.
I support protecting children online, but I am not convinced that a blanket ban should be the default solution for every country. Nigeria needs to consider its educational needs, digital infrastructure and the realities of young people who depend on mobile internet for learning and opportunity.
The goal should not simply be to keep children away from technology, but to create an environment where they can benefit from it without being unnecessarily exposed to harm. This requires cooperation between governments, technology companies, parents, schools and young people themselves.
Ultimately, the question is bigger than whether children should be allowed on social media. It is about the kind of digital future we want to build for them.
If technology is becoming an essential part of education, communication and work, shouldn’t we focus just as much on teaching children to use it safely as we do on deciding when they can access it?
