Several recent developments concerning school children have drawn attention to the state of school children’s mental and overall wellbeing in Sri Lanka, and both point to the urgent need for a balanced, informed and practical approach to children’s health. They highlight the complex connection between technology, mental health and social change in the case of school children.

Women and Child Affairs Minister Saroja Savithri Paulraj recently announced the Government plans to prohibit children below the age of 12 from owning or using smartphones. She was quoted as saying that this move is aimed at protecting children from the harms of excessive screen time and exposure to inappropriate online content, while promoting healthier social interaction and emotional development.

These are valid concerns. While important, the digital environment can also expose children to cyberbullying, online predators and harmful material, while many studies have linked the overuse of screens to issues such as sleep disturbances, attention problems and reduced physical activity. However, the proposed ban poses several concerns. Restricting the use of mobile phones in certain spaces such as classrooms, during examinations or study periods is common and reasonable across the world. But, a complete prohibition on ownership or use by all children Under-12 may be excessive and impractical. It also risks producing the opposite effect. A blanket ban could make children more curious or desperate to own a device, especially in an era where digital connectivity is deeply integrated into education and social life.

There is also uncertainty over whether the proposal is based on scientific evidence about phone use among Sri Lankan children. Effective policies should be based on research that considers both the harms and benefits of technology in local contexts. While smartphones can expose children to risks, they are also useful equipment as many children rely on them for online tuition, to contact parents in emergencies, or to access various useful and harmless content. To deny access entirely could therefore lead to negative impacts.

In this context, the challenge is not to isolate children from technology but to teach them to use it wisely. Digital literacy and responsibility should be the centre of the solution the authorities are seeking. Parents, educators and the authorities must work together to ensure that children understand both the benefits and dangers of the online world. Awareness campaigns, open communication between parents and children, and practical programmes can help create discipline in technology use. Encouraging outdoor play and social activities can also naturally reduce screen dependency without the burden of imposing a strict prohibition.

The past few days also saw an equally pressing concern in the education sector. Recent media reports quoting medical experts suggest that hospitals are seeing more cases of panic attacks among young girls and female school children. This trend is alarming not only because of its immediate health implications, but also because it draws attention to emotional pressures facing children and adolescents.

In many cases, mental health concerns among young people often go unnoticed, and addressing this crisis therefore demands a cultural shift that encourages young people to seek help openly and ensures that help is available and accessible. The authorities should take both preventive and responsive measures. Schools can play a pivotal role by training teachers and counsellors to recognise early signs of distress and provide immediate support. Existing school counsellors should be better trained, and more teachers could receive basic counselling training to create safe and supportive environments. Incorporating mental health education into school curricula would also help normalise conversations about stress, emotions and self-care.

At the same time, the causes of rising anxiety attacks must be studied carefully. Are these panic attacks linked to exam stress, family problems, social media pressures, or something broader are questions that we should ask. Understanding the root causes is crucial to designing effective interventions. The health and education authorities should collaborate on research, awareness campaigns and community programmes that reduce stigma and promote mental wellbeing among school children.

Both these issues ultimately point to the fact that children’s wellbeing cannot be safeguarded through bans or fear alone. It requires understanding, education and trust.