Beyond the Hashtag: Protecting Young Minds in the Age of Social Media

Credit By: DR KAMRAN ASLAM

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• 21 Apr 2026

As Kashmiri children spend more of their lives online, society must build a healthier digital culture at home, in schools, and on the platforms themselves

Social media has become an everyday reality for children and teenagers across Kashmir and the world. From short videos to constant messaging, it shapes how young people see themselves, relate to others, and understand the wider society. While these platforms offer spaces for creativity and connection, they also bring serious risks that families, schools, and policymakers cannot ignore.

Social media changes the way children experience friendship. In earlier generations, relationships were built mainly through face‑to‑face interactions at school, in neighbourhoods, and within extended families. Now, a large part of social life happens on screens. Children stay in touch with classmates, join interest‑based groups, and sometimes build friendships across regions and countries. For young people in Kashmir, where movement and public life have often been disrupted, these digital spaces can provide a sense of normalcy and connection.

However, the same platforms can create new forms of exclusion and anxiety. Many children measure their self‑worth in likes, views, and followers. A photo that does not receive enough engagement can feel like a personal rejection. Constant comparisons with carefully edited images of peers and influencers can harm self‑esteem and body image. Research from around the world increasingly links heavy social media use with higher levels of anxiety, depression, and sleep problems among adolescents. While local data for Kashmir is limited, there is no reason to assume our children are protected from these global trends.

Another concern is exposure to harmful or misleading content. Algorithms are designed to keep users online for as long as possible, not to protect their well-being. A child who begins by watching harmless entertainment can quickly be guided towards extreme, sensational, or inappropriate material. This may include violent videos, hateful speech, disinformation, or unrealistic portrayals of wealth and success. In a conflict‑affected society, there is an added risk of children encountering polarising narratives that deepen divisions and fears.

At the same time, social media is not simply a danger to be feared. It also offers tools that can empower young people. Many students use online platforms to follow educational channels, learn new skills, and stay informed about global issues. Young Kashmiris share their art, poetry, photography, and opinions with audiences far beyond the Valley. Some use these platforms to raise awareness about environmental concerns, mental health, or local cultural heritage. In this sense, social media can give children a voice and a sense of agency that traditional institutions do not always provide.

The central question, then, is not whether children should use social media, but how they can use it in ways that support rather than undermine their development. This requires responsibility at several levels.

Parents and teachers play the most immediate role. Many feel overwhelmed by technology they did not grow up with, but complete withdrawal is neither realistic nor helpful. Instead, families need open conversations about what children are doing online. Setting age‑appropriate limits on screen time, keeping devices out of bedrooms at night, and occasionally exploring apps together can all make a difference. What matters most is not strict control, but trust and guidance. Children who feel they can speak honestly about their online experiences are more likely to seek help when they encounter problems.

Schools also have a crucial part to play. Digital literacy should no longer be treated as an optional extra. Alongside reading and writing, students must learn how algorithms work, how to check the reliability of online information, and how to behave responsibly on public platforms. Lessons on bullying, consent, and respect now need to include the online dimension. Teachers themselves require training and support, especially in regions where resources are limited.

Policymakers and technology companies share wider responsibilities. Laws on data protection, advertising to minors, and content moderation should reflect the realities of children’s lives today. Social media platforms must be pushed to design safer experiences for younger users—by default, not as an optional setting hidden in menus. In places like Kashmir, where connectivity has at times been restricted, digital policy must balance security concerns with the rights of children to information, education, and participation.

Finally, society as a whole needs to reflect on the example set by adults. Children observe how their parents, teachers, and community leaders use phones and social media. If adults are constantly distracted by screens, spread rumours online, or engage in public hostility, it becomes harder to preach restraint to the young. A healthier digital culture for children begins with a healthier digital culture for everyone.

Social media and children is not a simple story of good versus bad. It is a complex terrain of risks and opportunities that we are all still learning to navigate. For families in Kashmir, the challenge is to ensure that these powerful tools help our children grow into informed, compassionate, and resilient citizens, rather than leaving them isolated, anxious, or misled. That goal will not be reached through fear or nostalgia for a pre‑digital past, but through thoughtful engagement, shared responsibility, and continuous dialogue between generations.

(The Author is an assistant professor working in HED and is a columnist)