Opinion: When we talk about children and tech, it's often more about block and banning than what children are actually entitled to in digital spaces
There's been growing calls lately to take phones away from children in schools, bedrooms and even entire communities. Some schools have already introduced full smartphone bans, and many parents are turning to apps that limit screen time or block certain websites. The logic feels straightforward: less tech, less risk.
But beneath the surface of this well-meaning wave of bans lies a more complicated question. When we talk about children and technology, the conversation often focuses on what to block or limit. What we talk about far less is what children are actually entitled to in digital spaces. Just like they have rights in the offline world to be safe, to learn, to be heard, children also have digital rights.
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From RTÉ Radio 1's Today with Claire Byrne, Dr. Victoria A Goodyear from the Institute for Mental Health at the University of Birmingham on how smartphone bans could leave kids ill-equipped
Are we protecting children or simply shutting them out of a world they have a right to be part of? While the instinct to shield children from digital harm is natural, the internet is not just a danger zone. It’s also where children learn, play, express themselves and connect with others. It’s where their rights to safety, education, expression, and participation increasingly play out. These rights are based on the UN Convention on the Rights of the Child (UNCRC) and apply whether a child is at home, in school or online.
Protection rights focus on keeping children safe from exploitation, abuse and harm online, much like we try to do offline. This means protecting children’s privacy, shielding them from inappropriate or violent content and ensuring their data isn’t harvested or misused. For instance, a 10-year-old watching videos on YouTube Kids has a right not to be targeted by disturbing ads or exposed to violent clips. The digital environment they use should be designed with their safety in mind, not just to hold their attention.
Provision rights are about ensuring children have what they need to thrive in a digital world including access to devices, affordable internet and high-quality digital learning. This might mean ensuring that a child in a rural area can attend virtual classes during a storm, or that children from low-income households are not excluded because they don’t have a tablet or wi-fi at home. Just as we make sure every child has access to books or school uniforms, digital access is increasingly becoming a fundamental part of educational equity.
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From RTÉ Radio 1's Drivetime, does banning smartphones from schools really fix the mental health problem?
Participation rights are perhaps the most overlooked. These are about giving children a voice in the digital world, the right to express their views, share their creativity and be heard in matters that affect them. Imagine a school developing a new digital homework platform. Instead of just choosing the system based on what’s easiest for them, the school holds a session which students test and give feedback on. By genuinely including their input, the school is listening to the children, making decisions in their best interests and creating something that actually works for them.
Of course, this doesn’t mean throwing open the internet and hoping for the best. Children still need boundaries and parents still play a crucial role. But it’s about striking a balance between safety and freedom, between guiding, trusting them and listening. The UNCRC makes this clear and, importantly, doesn’t exclude parents. Article 5 recognises the role of parents in guiding children to exercise their rights in a way that’s appropriate for their age and maturity. Instead of asking "how do I block this app?", we might also ask "how can I help my child make good decisions online?"
It’s important to understand that children’s digital rights are not just about giving children access to phones or tablets. These rights are about what happens once they’re in digital spaces, whether that’s a school laptop, a family computer or a voice assistant at home. There are some persistent myths that make this harder. One common belief is that the only thing kids need is less screen time. But that depends on what they’re doing with their screens. A child endlessly scrolling through short, repetitive videos for hours isn’t the same as one learning to code or making digital art. It’s not just about how long, it’s about how well.
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From RTÉ Radio 1's Today with Claire Byrne, UNESCO recommend smartphone ban in schools so could it work here?
Another myth is that children don’t know how to be safe online. What they often lack is support in developing good strategies, how to protect their privacy, manage peer pressure, or deal with online conflict. That’s where parents and educators can really help: not by controlling everything, but by coaching and connecting.
So what can parents actually do? Start with talking, not just lectures, but real conversations. Ask what your child enjoys online, what worries them and what they’ve seen lately that made them think. Play a game together. Watch something they love. Show that you care, not just about what they’re doing, but how they’re feeling.
Children's digital rights mean recognising children as active participants in a digital world, not just passive users to be monitored or problems to be solved
Rules matter too, but they work better when made with children rather than for them. Setting screen-time limits or device-free zones can help create balance, but these work best when they come from shared values, not just enforcement. As children grow, their need for independence grows too. That means giving them space to make mistakes and being there when they need help.
Children’s digital rights don’t mean removing all structure or control. They mean recognising children as active participants in a digital world, not just passive users to be monitored, or problems to be solved. When we centre children’s rights, we move from fear to confidence, from blocking to building, from control to collaboration. In the end, it’s not just about protecting children from the internet, but about preparing them to shape it with us, not despite us.
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The views expressed here are those of the author and do not represent or reflect the views of RTÉ
