Seven in ten children using social media and messaging apps reported feeling pressure to be popular online, the latest figures from Ofcom’s 2026 Children’s Media Literacy Report show.
This comes amid the UK government’s announcement of introducing new restrictions on social media access for under-16s from early 2027.
Girls were found to be more likely than boys to experience this pressure, with 38% reporting they experience this “all or most of the time” compared with 29% of boys.
The percentage difference between the two genders provides an insight into the lives of many young people and how social media is no longer simply a space to communicate with friends, but one where appearance, popularity and social status are constantly being assessed.
One Year 7 pupil said: “If my hair is nice and my skin is clear, I think I should post that day.”
Another explained: “I just edit my photos to make sure I look nice.”
Several children also described comparing themselves to influencers and celebrities online.
One pupil said: “Some girls on Instagram are very pretty and some girls might compare themselves to them because they are not as pretty.”
These pressures do not exist in isolation, with wider evidence suggesting that understanding of online risks and rules among parents may also play a role in how effectively children’s social media use is guided.
Ofcom’s recent report highlights significant gaps between parental awareness and understanding of social media age restrictions.
Analysis of the data shows that over the last year 83% of parents said they were aware that most platforms have minimum age requirements but, only 38% correctly identified the minimum age as 13.
This 45-percentage-point gap between general awareness and accurate knowledge of the rules, suggests that many parents recognise restrictions exist without fully understanding what they are.
Wandsworth secondary school teacher, Sarah Paul said social media has intensified children’s awareness of popularity and social status.
She said: “The idea of wanting to fit in is not just dependent on what they see on social media. It’s also who are the popular children at school, can I fit in with them, and so on.”
Paul added that adults can sometimes underestimate the “drawing power of influencers” and the strength of children’s desire to belong.
With the new social media ban looming, data suggests that enforcement of existing age rules is already inconsistent at household level. There is a distinct disconnect between awareness and enforcement.
While 62% of parents said they would not allow their child to use social media before the minimum age, 25% said they would still permit underage access.
That’s a ratio of around 2.5 to 1 – for every one parent who allows underage access, about 2.5 parents enforce the rules.
Ofcom’s findings suggest that awareness of rules does not always translate into understanding or action. Many parents know restrictions exist, but a significant minority either misunderstand them or choose to ignore them.
This decisive first step by Prime Minister, Keir Starmer has garnered support from the public.
The ban will follow the same model currently set in Australia and will include platforms such as Snapchat, TikTok, Youtube, Instagram, Facebook and X.
However, as it stands, WhatsApp will not be included in the ban.
To ensure protection reaches the scale of online activities attracted to children, the government will further place a blanket ban on livestreaming and stranger communications.
According to research from Bournemouth University many parents welcome these restrictions arguing that social media companies have failed to create safe environments for children.
Yet this dataset adds to ongoing debate in which policymakers are asking how far regulation can realistically shape children’s online experiences.
Although age restrictions are designed to limit early exposure, enforcement remains dependent on both platform compliance and parental understanding.
Ofcom’s data suggests that gaps in knowledge and enforcement may undermine the effectiveness of these measures in practice.
This raises questions on whether regulation alone can address social pressures driving online behaviour or if greater emphasis is needed on education and digital literacy at home and in schools.
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