Children’s Wellbeing and Schools Bill

Baroness Benjamin Excerpts

Monday 20th April 2026 Lords Chamber

Over a six-month period, the LLMs that drive products such as ChatGPT and Claude will become twice as powerful, have access to twice as much data and run at half the cost. We have to play catch-up much faster. It was clear from the shocking evidence discovered in the American trials that there are people of conscience in social media companies, but they were suppressed. It would be morally irresponsible of us to allow this to happen in this country and I urge noble Lords to vote for my Motion.

[Baroness Benjamin (LD)]

My Lords, during the short time we have been debating a ban on social media for under-16s, several countries have brought in or are discussing such a ban. Even China is due to bring in restrictions on the use of mobile phones and social media. Those who argue that our children will be at a disadvantage for not accessing social media should realise, that most children will be in the same boat: they will not be at a disadvantage. That is why I am supporting the Motion from the noble Lord, Lord Nash.

[Baroness Fox of Buckley (Non-Afl)]

My Lords, I think we have all agreed that there are troubling aspects of social media usage among young people, which are taken very seriously. It is very appropriate for parents, teachers and policymakers to be concerned and to discuss how best to help children navigate the digital world. From previous contributions, people will know that I am not sympathetic to the banning approach. I am not going to rehearse that, but I want to make a couple of points.

First, I am still very concerned about the Government’s proposed Henry VIII powers. I appreciate the sunset clause from the noble Lord, Lord Nash, but I tend to go along with the way that the noble Lord, Lord Mohammed of Tinsley, has explained it, because we cannot just keep handing over power to the Executive and saying, “We trust you to get on with it”. I am not convinced that that trust is merited.

In general, however, I appreciate that the Government have been more open about consulting on this difficult issue. I hope that continues and I encourage the Minister, and the Government in general, to consider new evidence as it comes in. The experiment in Australia shows things not just about social media or the big tech companies, but about the way that children have got around the ban and are now using unregulated sites, with some danger to themselves. If the Government are still open, that is very important, because there are enough experts—scientists and other people working in this field—who really are concerned that the pressure for a drastic policy such as this, with social media harms becoming a go-to explanation and bans becoming a go-to solution for a wide range of the cultural and political challenges facing young people, is something we need to be careful of. Oxford psychologist Lucy Foulkes describes it as a “neat explanation”. She says that

“social media makes a nice bogeyman, but the claim is just not backed up by the data”.

Can the Minister clarify, in terms of the consultation and the gathering of information to inform policy, whether there will also be discussions about weighing up the pros and cons of bans and so on, with the unintended consequences for vital democratic freedoms? Could age-gating, for example, lead to a form of digital verification for adults, which would be illiberal? There is also the impact on socialising the young. I know we have heard that, if everyone is banning it, that is okay; I am not convinced that China banning anything is something I want to be excited about, personally. We have to weigh up whether putting an emphasis on safetyism outweighs the potential benefits of teaching young people how to negotiate the digital world, rather than just taking them off it.

On the Motion from the noble Lord, Lord Nash, there are a couple of things that I am not sure about and need clarification on. In the phrasing

“are likely to cause, encourage or facilitate compulsive, obsessive, addictive or other unhealthy behaviours”,

“are likely to cause” seems to me to be the opposite of evidence-based. How does that decision get taken on board?

On the use of “addictive” and the allegation that these are addictive apps and so on, should we just uncritically accept that? I know that it is being used in the law courts in America, but accepting the “addiction” label medicalises bad habits and relieves the young of any responsibility for their own behaviour. Is there a danger here of teaching the young that they have no control and peddling a myth of powerlessness in relation to technology and young people’s own desire in just wanting to do things? You can imagine that, “It’s not my fault; it’s the algorithm what done it”—always blaming someone else—is a danger that undermines the lessons that young people should learn about self-discipline in order to grow up as independent moral agents.

Finally, on teaching lessons—maybe I misunderstood this—in Motion A2, under the heading,

“Supporting children’s understanding of user-to-user services”,


which sounds very educational, and obviously we are discussing a schools Bill, it seems to me that there is a danger in the curriculum of overintervention. It is one thing teaching business models and implications of online collection of children’s data. The Minister explained the issues around digital literacy well and I am all for that; it is a positive thing. But adding to primary legislation such centralised, specific demands, as they seem to be, that the national curriculum

“should contain age-appropriate material to explain the reasons for children under the age of 16 being prevented from accessing different kinds of regulated user-to-user services”

just feels to me like PR for the Bill. I am not entirely sure that it is helpful for children. It sounds far too much like politicising the agenda rather than making it open-minded.

I am involved in a schools sixth-form debating competition called Debating Matters. We have a motion that is for or against the ban on social media for under-16s. There are two sides to this debate and, even if there is law change, I would not want the curriculum to teach only one side of the debate as though it is the truth and the final word, because that would be manipulative and not right.