The discussions taking place in Parliament, in the media, and within the safeguarding community have felt very close to home, echoing the same questions we explore daily here at The Pilgrims’ School.

On 10 March, Parliament rejected a proposal for an immediate, blanket ban on social media use for children under 16. Instead, MPs signalled support for a more measured and flexible approach, focusing on restricting harmful or addictive features such as autoplay and algorithm-driven content rather than removing access entirely. At the same time, leading child trauma specialists have called for more urgent action, arguing that vulnerable young people (particularly those who have already experienced trauma or adversity) are at heightened risk of anxiety, depression, and exploitation online. Their advice to policymakers this week was clear: many children need stronger, more immediate protections.

Alongside these debates, the Government has opened a wide-ranging consultation exploring potential safeguards across social media, gaming platforms, and AI chatbots. This process, launched on 2 March, invites contributions from families, schools, and young people themselves, and considers proposals ranging from age restrictions and curfews to stronger regulation of persuasive technologies. Its aim is to create a more compassionate, practical, and future‑focused framework for children’s digital wellbeing.

Taken together, these developments reflect what we already see so clearly in school: children’s online and offline lives are deeply intertwined. Their digital interactions shape friendships, learning, identity and, in many cases, their emotional world. The joys of connection, creativity, and discovery coexist with moments of pressure, confusion, or self-doubt. It is no wonder that digital wellbeing has become a national topic of concern.

At Pilgrims’, we know that the foundation for navigating this landscape is always relationship and belonging. This year’s Children’s Mental Health Week theme, “This Is My Place”, beautifully captured the idea that when children feel anchored; valued, understood, and safe, they are far better equipped to handle the more challenging parts of their digital lives. That sense of belonging is something we work hard to cultivate every day, not only through pastoral care but through the rhythms of school life, our shared values, and the warmth of our community.

Just as importantly, children benefit from open conversations about the online world-conversations where they feel genuinely listened to. When they are encouraged to reflect aloud on what they encounter online, whether amusing, exciting, confusing, or worrying, they gain the reassurance that adults around them can help them make sense of it. They also learn, through our example as much as our guidance, what balanced and healthy digital habits look like. Even simple actions such as taking device‑free moments, prioritising sleep, or modelling when to step away from screens send powerful messages about choice and control.

Digital literacy, too, has become a key wellbeing skill. Helping children recognise persuasive platform design, understand their own emotional responses, and knowing when and how to seek help, equips them with confidence, a kind of inner compass, rather than leaving them feeling swept along by forces they can’t quite see.

What stands out to me in all of this is that the conversation about digital wellbeing is, at its heart, a conversation about humanity. Technology may be constantly evolving, but children’s needs remain fundamentally the same: connection, guidance, clear boundaries, and communities who know them well enough to notice when something feels off‑balance.

As these national discussions continue to unfold, please remember that we are here to support the Pilgrims’ community. If you would like to talk about your child’s online experiences, find guidance, or access helpful resources, we are more than happy to have a conversation.

Craig Cuyler
Designated Safeguarding Lead/Director of Wellbeing/
Head of PSHEe/Assistant Housemaster (Main School)