Internet addiction rates among children and adolescents have nearly doubled since the pandemic, with the phenomenon now appearing even in primary school children. In this context, the debate over restricting or banning access to social media for children under 15 is gaining momentum again, with experts warning that legislation can set boundaries, but is not sufficient on its own.

Artemis Tsitsika, Professor and National Representative of the UNESCO Chair on Global Health and Education, Associate Professor of Pediatrics – Adolescent Medicine at the National and Kapodistrian University of Athens (NKUA), and Scientific Director of the Adolescent Health Unit at the “P. & A. Kyriakou” Children’s Hospital, explains to protothema that internet addiction operates through mechanisms similar to those of other addictions.

“Although no specific substance enters the body, neuroendocrine substances are produced in the brain that create pleasure and alertness. The dopamine and serotonin systems, cortisol, noradrenaline and the reward cycle are affected, leading to dependency,” she notes.

The symptoms observed in children and adolescents resemble those of other forms of addiction. Sleep schedules change, with children staying up late and becoming exhausted. Eating habits and daily routines are disrupted, as are relationships and activities — and, of course, school. Academic performance declines, and in some cases, school dropout is even observed.

The impact on nutrition includes either increased food consumption or, conversely, restriction, while physical activity and movement decrease. Many children abandon activities, friendships, social interactions and natural flirting. At a later stage, consequences extend to personal care and overall health.

Post-pandemic data are particularly concerning. According to research from the postgraduate program “Developmental and Adolescent Health Strategy” of the NKUA Medical School, directed by Ms. Tsitsika, before the pandemic approximately 8% of children showed severe internet addiction, while rates of mild to moderate addiction reached up to 40%.

“After the pandemic, these rates nearly doubled,” she emphasizes, adding that a significant increase in childhood obesity was recorded during the same period.

Adolescence remains the most vulnerable period, with the highest rates of internet addiction recorded after the age of 14, as this is a stage characterized by experimentation, impulsivity and vulnerability to addictions. As she explains, adolescents at this age are particularly susceptible to short-term threats.

However, the phenomenon is no longer limited to teenagers. “We are seeing more and more cases, even in Primary Education,” she stresses.

A child’s personality and comorbidity play a decisive role. Children with attention deficit hyperactivity disorder (ADHD), those on the autism spectrum, or those with reduced social skills show increased vulnerability. At the same time, environmental burdens from home or school, dysfunctional family relationships, lack of communication, and the broader social and cultural environment of a country significantly influence the extent of the phenomenon.

Ms. Tsitsika also highlights the growing role of artificial intelligence. As she explains, many children turn to digital tools to express concerns and receive immediate answers, since they are available 24/7 and offer a sense of confidentiality. However, this can reinforce isolation and distancing from real social dialogue.

The expert speaks clearly of a phenomenon of “digital minority.” “Just as children are not able to manage alcohol or smoking, they are not always able to manage the unfiltered stimuli of social media,” she notes.

In this context, legislation setting an age limit under 15 can function protectively. “Legislation can help, but it certainly needs a broader framework,” she stresses. “We need a deeper understanding of children’s real needs, strengthening of the family, and reinforcement of the school’s role.”

Ms. Tsitsika points out that one of the most common mistakes parents make is underestimating the difficulty of their role. “Parenting requires constant effort and there is no instruction manual! It requires instinct, information, continuous vigilance and presence,” she says.

As she emphasizes, parents must first and foremost act as role models. “Children imitate what they experience. If parents do not express the best version of themselves, they cannot expect something different from their children,” she notes.

“Schools, too, should not be limited solely to covering examinable material, but should contribute to shaping life skills and values through discussion, philosophical dialogue, goal-setting and a critical approach to the digital world and influencers,” she adds.

She also makes special reference to the role of the media. Responsible information can act preventively and supportively for parents and children, opening a meaningful public dialogue.

Speaking also in her capacity as National Representative of UNESCO, Ms. Tsitsika underlines the need for cooperation among all institutions. As the popular saying goes, “it takes a village to raise a child and an entire community to support an adolescent,” she notes.

Adolescent wellness centers, school prevention programs, parent academies, social and emotional empowerment, and the active participation of children are key tools. “Institutions and stakeholders are called upon to collaborate. Let us lay the foundations for a functional, healthy and happy generation,” she concludes.

The discussion about an age limit on social media, as Ms. Tsitsika emphasizes, is not only about prohibition, but about how an entire society chooses to protect and support its children in the digital age.

In the same context, in the coming days the 16th Digital Literacy Event – Proper Use of Technology by Children and Young People, titled “Ariadne’s Journey Continues…”, as well as the 9th Panhellenic School Competition “Hackathon SELMA” of the Ministry of Education, Religious Affairs and Sports, will take place. The events are held under the auspices of the Ministry and UNESCO (GHE & ITE) and will be hosted at NKUA, followed by the signing of a Memorandum of Cooperation, highlighting the importance of institutional collaboration to strengthen digital literacy and the psychosocial empowerment of children and adolescents.