A new study published in Nature Human Behaviour adds to the growing evidence that early social media use can harm children's academic performance. Researchers analysed more than 5,000 pupils from northern Italy, aged 7 to 16, combining survey data on digital habits with standardised test scores in Italian, mathematics and English from grades 2, 5, 8 and 10.
The findings show that students who joined social media at age 11 or 12 performed worse in Italian and maths by grade 8 (ages 13–14) compared to those who waited longer. By grade 10 (ages 15–16), the gap had widened, particularly in mathematics and for those who started before age 13.
Why English is different
Interestingly, the same negative association did not appear for English, which Italian students typically learn as a first foreign language. The authors suggest that the abundance of English-language content on social media may offer informal learning opportunities, offsetting some of the distraction costs.
The researchers attribute the negative impact largely to smartphone distractions during key moments of the day, such as homework time or in-class focus. They argue that these interruptions disrupt cognitive processes essential for learning.
The study aligns with a broader body of research on the effects of social media on school-aged children. Recent analyses have similarly found links between heavy social media use and lower educational and cognitive performance.
Policy implications
Based on their results, the authors call for digital literacy programmes in schools, tighter regulation of engagement mechanisms on platforms used by minors, and policies that delay social media access for children. They stop short of endorsing a blanket ban, instead favouring a 'safe by design' approach that places responsibility on platforms.
The study arrives at a sensitive moment in the European debate on children's social media use. Australia became the first country to ban under-16s from social media, and European countries are now considering similar measures. In France, lawmakers have approved a bill prohibiting access for children under 15, and Spain and the UK are discussing comparable restrictions.
At the EU level, European Commission President Ursula von der Leyen presented an expert report in July that highlighted the growing evidence for a minimum age for accessing these platforms. However, the report did not back an outright ban, instead emphasising the need for platforms to be 'safe by design'.
Italy, where the study was conducted, has been less central to the debate. Prime Minister Giorgia Meloni said in June that her government would not push for a ban, arguing that such measures can be easily circumvented.
The findings add weight to calls for a more nuanced approach to regulating children's digital lives. As the discussion moves forward, the focus may shift from simple bans to designing platforms that minimise harm while preserving potential benefits, such as informal language learning.
