Research from the eSafety Commissioner shows that in 2025, seven in 10 young people reported encountering harmful content online, ranging from misogynistic posts and violent videos to eating disorder material and suicide-related content.
Worryingly, three-quarters of those who participated in the eSafety survey said they came across this material directly on social media platforms, raising concerns among educators, parents and policymakers about the impact of social media on youth wellbeing.
For its part, Brigidine College St Ives will host a national symposium on 15 May bringing together educators, policymakers and technology experts to answer the question: what role should schools play in protecting young people’s wellbeing in today’s digital world?
Clinical psychologist Dr Danielle Einstein will headline the event, unpacking the latest research on youth anxiety and the psychological impact of technology, alongside practical strategies schools can implement now.
Below, The Educator speaks to Dr Einstein about the growing impact of digital technology on youth mental health, the changing policy landscape around device use, and the practical strategies schools can adopt to support student wellbeing and drive healthier online habits.
TE: What does the latest research say about child and adolescent mental health in the digital age?
Over the past 25 years, we have experienced a digital revolution, with an explosion of technologies promising to solve daily problems. While this has been exciting, a growing body of research shows that digital technology can easily become an unhealthy coping strategy for young minds, undermining emotional regulation. In many ways - it is simply "too easy". Our most recent article outlined how addictive patterns of use develop, explaining the underlying issue. A myriad of harms ripple across communities, shaping personality traits and eroding trust and social cohesion.
TE: Drawing from your role as a leading voice in Australia on youth anxiety and the psychological impact of technology, what are some practical strategies that Principals use for navigating social media, technology use and wellbeing in their schools?
Australia is not alone. Last week, the UK government made a binding commitment to Parliament to raise the social media age in some form. In March, I presented Austraia's case for change in 10 presentations across the UK. I found many leaders held mistaken beliefs about the benefits, with perceived mental health gains acting as a key barrier to reform. The community is ready for initiatives led by staff, students and parents. The 15 May symposium hosted by Brigidine College St Ives will ensure these begin on solid ground, making this a timely opportunity to explore, plan and trial evidence-informed steps. Whole school approaches are needed to drive culture change.
TE: How would you describe the current policy landscape around device use and regulation, and what are the most important things school leaders should know about how this is evolving?
There are significant policy shifts underway that school leaders should note. The latest draft of the child's online privacy code suggests schools will need to clearly demonstrate the educational value of digital tools before seeking consent, placing greater scrutiny on platform use. Practices such as bundled consent are likely to be challenged, requiring more transparent decision-making. At the same time, growing recognition of the risks of excessive screen use is increasing expectations around student wellbeing. This signals greater accountability, but also opportunity. Schools that take a proactive, evidence-informed approach, and work collaboratively with staff, students and families, can strengthen trust while maintaining the benefits technology brings to learning.
TE: What are some helpful ideas from your keynote address at the Symposium that school leaders can take back and introduce immediately to their school community?
School leaders can take several practical steps immediately. First, identify the source of mixed messages around technology use and respond with clear, consistent expectations. Establish school-wide practices that support healthy device discipline, grounded in an understanding of the persuasive and often addictive design of digital platforms. Work alongside students to guide values-aligned cultural change, strengthening ownership and engagement. Harness the commitment of staff and parents to trial targeted, age-appropriate initiatives. Finally, collaborate with neighbouring schools to share insights, compare approaches and build a stronger, unified response to the challenges of technology use and student wellbeing.