Today, School Counsellor Paula Kolivas explores how we can help support student wellbeing in a digital world.
In this editorial Paula Kolivas, one of our School Counsellors, provides some insights into Supporting Student Wellbeing in a Digital World.
Whilst lengthy, Paula covers many areas including research about the relationship between social media and adolescent wellbeing, the impact of Australia’s Social Media Ban, other health and wellbeing considerations as well as our School’s partnership with the Cyber Safety Project.
You may also be aware of the recent guidance issued by the eSafety Commissioner regarding the public sharing of student images online. We are currently considering this guidance, together with broader sector developments, and will keep our community informed as our review progresses.
I hope you find this editorial useful.
With best wishes,
Debbie Dunwoody
Principal
For today’s adolescents, social media is woven into everyday life. It is where they connect with friends, explore interests, learn new skills and express themselves. For many teenage girls, online spaces offer opportunities for creativity, belonging and support. However, alongside these benefits come challenges that can affect wellbeing, relationships and safety.
As parents and educators, we share a responsibility to help our adolescents navigate the online world safely and confidently.
What is Child Safe Standard 9?
Child Safe Standard 9, part of Victoria’s Ministerial Order 1359, focuses on promoting child safety and wellbeing in both physical and online environments. The Standard recognises that digital spaces are now an important part of students’ lives and requires schools to actively identify and minimise online risks while supporting positive digital engagement.
Importantly, this is not about limiting access to technology or social connection. Rather, it is about creating safe, supportive online environments where students can enjoy the benefits of technology while being protected from potential harm.
To meet this standard, schools are required to:
What Does the Research Tell Us?
Recent Australian research has provided valuable insights into the relationship between social media and adolescent wellbeing. A major study led by the Murdoch Children’s Research Institute and published in the Medical Journal of Australia followed almost 1,200 Melbourne children over ten years.
The findings suggest that children aged 12 to 13 may be particularly vulnerable to the negative impacts of heavy social media use. Researchers found that significant social media exposure during this developmental stage was associated with declines in psychological wellbeing after only one year, with the risks appearing especially for girls who spent more than two hours a day on social media.
Importantly, researchers emphasise that social media itself is not solely responsible for the rising rates of adolescent mental health concerns. Factors such as developmental stage, personality, existing vulnerabilities and the nature of online interactions, all influence whether social media becomes a positive or negative force in a adolescent’s life.
The study also highlighted an important opportunity for early intervention. Families and schools may reduce the risk of longer-term mental health difficulties and strengthen students’ resilience in their online environments by supporting healthy digital habits during the early teenage years.
Australia’s Social Media Ban:
Australia became the first country in the world to introduce a ban on social media accounts for children under the age of 16. Since December 2025, young people under 16 have been prohibited from holding accounts on many popular platforms, including TikTok, X, Facebook, Instagram, YouTube and Snapchat.
While the legislation has sparked important national conversations about children’s online safety, early evidence suggests that its impact has been limited among adolescents who were already active social media users. Reports indicate that approximately 70 to 80 per cent of teenagers who had social media accounts before the ban, continue to access these platforms through alternative accounts or by bypassing age-verification measures.
Researchers suggest that the policy may be more effective in preventing or delaying social media access among younger children, than in restricting access for older adolescents who are already established users.
Importantly, the government’s position is that the legislation has value beyond compliance rates. By placing online safety firmly on the national agenda, the ban has helped shift the cultural conversation around young people’s use of social media and reinforced the shared responsibility of families, schools, technology companies and policymakers to promote safe digital environments.
For parents, these findings reinforce an important message: technology restrictions alone are unlikely to fully protect young people. Meaningful conversations, ongoing guidance and the development of critical digital literacy skills remain essential components of online safety.
Looking Beyond Screen Time:
Current evidence suggests that simply counting hours spent online may not provide the full picture.
Two adolescents may spend the same amount of time on social media but have very different experiences. One student may be maintaining friendships, sharing creative interests and accessing positive support networks, while another may be experiencing cyberbullying, social exclusion, harmful content or unhealthy social comparison.
The quality of online engagement matters just as much, if not more, than the quantity.
Research has identified several areas where social media can negatively affect wellbeing, including:
At the same time, online spaces can provide meaningful benefits, including connection, creativity, access to information and opportunities to find supportive communities.
The Importance of Parent Conversations:
One of the strongest protective factors for young people is maintaining open and ongoing conversations with trusted adults.
Research consistently shows that teenagers benefit when parents take an active interest in their online lives. Rather than focusing solely on monitoring or restricting access, experts increasingly recommend a collaborative approach that helps young people develop critical thinking skills, self-awareness and self-regulation.
Simple questions, such as the following, can create valuable opportunities for reflection and discussion:
How Camberwell Girls Grammar Supports Digital Wellbeing:
Alongside a range of system-level protections, the School partners with the Cyber Safety Project to strengthen digital literacy and online safety across our community. Junior School teachers and secondary form teachers deliver Cyber Safety Project curriculum content within our Foundation to Year 8 wellbeing programs, helping students develop the skills needed to participate safely, responsibly and confidently online. These discussions also occur with the more senior students during their pastoral care programs.
The School also provides access to professional learning opportunities for both parents and staff, recognising that digital platforms evolve rapidly and that ongoing education is essential. Cyber Safety Project programs also feature in Upskill, further supporting students’ understanding of online safety, responsible technology use and digital citizenship.
In addition, CGGS utilises an AI-powered online safety solution that assists in identifying potential student wellbeing concerns within digital environments. Alerts are reviewed by the School’s wellbeing team, enabling timely support when students may need additional care or assistance.
Working Together:
Child Safe Standard 9 reminds us that online safety is everyone’s responsibility. Strong legislation and platform accountability are important, but they cannot replace the influence of informed adults and supportive relationships. As recent research and policy developments demonstrate, helping young people develop healthy digital habits and critical thinking skills is likely to have a greater long-term impact than restrictions alone.
By combining strong school practices, proactive education and open communication between home and school, we can help our students enjoy the many benefits of technology while protecting their wellbeing.
Together, we can empower students to become thoughtful, responsible and resilient digital citizens who are equipped to thrive both online and offline.
Paula Kolivas
References:
Cunningham, M 2026. Young teens risk mental health harm after one year of social media use. The Age.(online) 12 June
Mental Health Academy, 2026. Teen social media use and mental health: A clinical guide beyond the noise. Mental Health Academy Newsletter, [online] 16 July
https://www.mentalhealthacademy.com.au/blog/teen-social-media-and-mental-health-a-clinical-guide-beyond-the-noise
Today, School Counsellor Paula Kolivas explores how we can help support student wellbeing in a digital world.
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