IT has slowly dawned on me that perhaps it would be wise for the Malaysian government to reconsider its recent move to prohibit children aged 16 and below from having social media accounts.
The decision, driven by a familiar and understandable concern, is rooted in the need to ensure digital safety.
Cyberbullying, online predators, misinformation, harmful content and excessive screen time are real issues. For many parents, these risks feel overwhelming.
For policymakers, doing nothing is no longer an option. In that sense, the proposal reflects a genuine desire to protect children in an increasingly complex digital environment.
But in a world where much of life now unfolds online, a deeper question must be asked: will banning social media truly prepare our children for the future – or merely delay their encounter with it?
Today’s children are growing up in a reality fundamentally different from the one their parents knew. School projects are shared through messaging apps.
Friendships are maintained through group chats. Creativity finds its outlet on short videos, digital art platforms and online communities.
Even basic information – from news to homework help – is often just a search or a scroll away.
For many young people, social media is not merely entertainment. It is where they learn to express themselves, discover new ideas and connect with peers beyond the boundaries of their classroom, town or even country.
Through these platforms, a student in a rural school can follow scientists, artists, athletes and educators from across the globe. That exposure can be inspiring, motivating and, in some cases, life-changing.
This is not to deny the darker side of the digital world. The same platforms that enable connection can also amplify harm.
Unrealistic beauty standards, viral challenges, online shaming and the pressure to perform for “likes” can take a toll on young minds.
The question, however, is whether a blanket ban is the most effective way to address these problems.
Prohibition often assumes that absence equals safety. In practice, it can also lead to avoidance and secrecy.
Tech-savvy children may find ways around age restrictions, creating accounts without parental knowledge.
In doing so, they lose the very guidance and supervision that could help them navigate the online world responsibly.
There is also a broader issue of digital literacy. The future workplace – whether in business, media, education or technology – will demand not only technical skills but also an understanding of how information flows, how audiences engage and how digital platforms shape public opinion.
Shielding children entirely from these environments until a certain age may leave them unprepared when they eventually step into them.
Around the world, countries are grappling with the same dilemma. Some have chosen stricter regulations; others have focused on education-based approaches that emphasise digital citizenship, critical thinking and online ethics.
The common thread is an acknowledgement that social media is not a passing trend — it is now a permanent feature of modern life.
Perhaps the conversation should shift from “How do we keep children off social media?” to “How do we teach children to use social media well?”
This is where parents, schools and communities play a role just as important as the government.
Teaching children how to recognise harmful content, how to protect their privacy, how to behave respectfully online and how to balance screen time with offline activities builds resilience rather than dependence. These are life skills, not just internet skills.
There is also an opportunity for platforms themselves to be part of the solution. Stronger age-appropriate settings, clearer reporting mechanisms and more transparent content moderation can help create safer digital spaces for younger users.
At its heart, this debate reflects a larger challenge facing society: how to raise children in a world that is both more connected and more complicated than ever before.
Banning access may offer short-term comfort, but guidance, education and engagement offer long-term strength.
Our children will eventually enter the digital world – the only question is whether they do so alone, or with the tools, confidence and values to navigate it wisely.
As Malaysia considers this policy, it is worth pondering not only what we want to keep our children away from, but what we want to prepare them for.
Because the future they are growing into will not be offline. It will be deeply, undeniably digital.
The views expressed here are those of the writer and do not necessarily represent the views of Sarawak Tribune. The writer can be reached at drnagrace@gmail.com.
