The Education Select Committee recently opened an inquiry into how screen time can support and impact children’s developmental and educational outcomes.
Lizzie Reeves and Ali Bissoondath from Internet Matters respond to the inquiry below.
Why has the Education Select Committee opened this inquiry?
The Education Select Committee recently opened an inquiry into how screen time can support and impact children’s developmental and educational outcomes. Committee Chair, Robin Walker MP said the Committee hopes the inquiry will lead to recommendations on best harnessing the benefits that can support children.
They also said the inquiry will explore “the potential ways that screen time can impact children’s mental health and wellbeing.” The Committee hopes to find ways to reduce the negative impacts through education and safeguarding.
What is Internet Matters’ response?
Our response draws on insights from our annual ‘Children’s Wellbeing in a Digital World Index’ as well as our twice-yearly, nationally-representative ‘Digital tracker’ survey. It sets out our vision for shaping the notion of screen time.
Key insights from our response
- While the quantity of screen time matters to some degree, so too does the quality of children’s time spent online. The term ‘screen time’ can oversimplify this concept.
- Parents play a key role in keeping children safe online, serving as the primary source for information and support when issues come up. However, parents require more support themselves and cannot bear this responsibility alone.
- While it’s worth noting that platforms, government entities and Ofcom have respective roles to play in making services safe by design, the focus of our response does not include these aspects. Instead, our current discussion centres on the inadequacy of online safety education in schools, which remains fragmented. Currently, it lacks clear definition of responsibilities between schools and parents, as well as among DSIT, Ofcom and DfE.
