The argument comes as Australia’s legislation restricting social media access for children under 16 takes effect. The policy is designed to reduce young people’s exposure to harmful content, addictive platform design, cyberbullying and social comparison. However, educators and child-development specialists warn that removing access does not automatically provide children with the social tools they need to manage future digital experiences. According to Nawana Parker, the period before children gain unrestricted access to social media represents a critical opportunity to strengthen the psychological systems that support healthy relationships.

At the foundation of her approach is emotional regulation, the capacity to recognise feelings, understand their causes and manage responses without being overwhelmed by them. This ability develops gradually through interactions with parents, teachers and peers. In practical terms, children learn emotional regulation when they negotiate a disagreement, cope with being excluded from a game, apologise after hurting someone or tolerate frustration without immediately reacting. These experiences help strengthen connections between emotional processing and higher-order cognitive functions involved in decision-making, impulse control and perspective taking.

“Delaying device use gives the brain more time to develop social skills,” Nawana Parker says. Her claim reflects a broader developmental concern: digital platforms can provide rapid social rewards before children have fully developed the capacity to interpret complex interpersonal situations. Likes, comments and follower counts create visible measures of approval, while algorithms continuously select content designed to maximise attention. For a child whose self-worth is still forming, this feedback can become disproportionately important, particularly when it is not balanced by secure relationships in the physical world.

Nawana Parker, chief executive of Positive Minds Australia, has worked in Australian schools for almost three decades. She argues that strong friendships can act as a psychological buffer when children eventually encounter online environments that are highly curated and sometimes hostile. Face-to-face relationships expose young people to subtle social signals that are difficult to reproduce through screens, including tone of voice, body language, hesitation and emotional expression. Learning to interpret these signals helps children distinguish between intention and impact, respond to ambiguity and recognise when a friend may need support.

The core abilities she identifies include self-awareness, communication, empathy, perspective taking, cooperation, inclusion and conflict resolution. These capacities are closely linked to emotional intelligence, a set of skills associated with recognising one’s own emotional state and responding appropriately to the emotions of others. Self-awareness allows a child to identify anger, embarrassment or jealousy before those feelings dictate behaviour. Empathy enables the child to consider another person’s experience, while communication and conflict-resolution skills provide ways to repair a relationship after a disagreement.

Childhood friendship conflicts, although painful, may therefore function as informal training for later relationships. A disagreement over a game, a period of exclusion or a sudden change in friendship dynamics can teach children how to negotiate competing needs and recover from social disappointment. With adult guidance, these events can become opportunities to practise listening, compromise and respectful disagreement. The goal is not to eliminate every upsetting experience, Nawana Parker explains, but to help children process those experiences safely and develop strategies for repairing trust.

This process may also influence how young people respond to social media pressures. A child who has learned to tolerate rejection and seek support from trusted friends may be less likely to interpret a lack of online engagement as evidence of personal failure. Conversely, children who have had limited opportunities to practise social problem-solving may find digitally amplified rejection, public criticism or comparison especially difficult to manage. Online platforms can transform a private moment of insecurity into an apparently measurable social judgement, making emotional resilience increasingly important.

Research cited in The Friendship Blueprint emphasises that peer relationships influence children’s values, behaviour and sense of belonging. Social connection is not simply a source of entertainment; it contributes to psychological development by giving children repeated opportunities to practise cooperation, emotional communication and social identity formation. Nawana Parker contrasts the superficial visibility of hundreds of online followers with the deeper security provided by a small number of friends who notice when something is wrong. Her central message is that connection should be measured by genuine care rather than by digital engagement statistics.

The book’s wider argument is that social and emotional learning should be treated as a basic component of childhood education, alongside academic development and digital safety. Restrictions may delay exposure to harmful online environments, but they cannot replace the real-world experiences through which children learn trust, boundaries and self-control. “It’s urgent that we act now to nurture our children’s social intelligence and protect their future,” Nawana Parker says. As governments debate the regulation of young people’s online lives, her work highlights a parallel question: whether children are being given enough opportunities to build the human relationships that make digital connection safer and more meaningful.

Web References:
https://www.routledge.com/The-Friendship-Blueprint-The-Power-of-Social-Connection-for-School-Family-and-Career-Success/NawanaParker/p/book/9781041020578
http://dx.doi.org/10.4324/9781003617570

References:
DOI: 10.4324/9781003617570

Keywords:
Children, young people, social media, friendship, emotional intelligence, emotional regulation, social development, developmental psychology, social relationships, social interaction, communication, behavioral psychology, education, psychological science, cognitive development, emotional development, social networks, society

China’s rapid socio-economic transformation over the past few decades has significantly influenced the mental health landscape. Persistently high population density, urbanization, and the competitive educational environment have emerged as stressors confronting today’s youth. The study highlights that the mental well-being of children is often submerged beneath the broader challenges of economic development, prompting a dire need for tailored mental health policies. Understanding these factors is essential to devise effective interventions meant to foster resilience and safeguard mental health among the young.

Central to the review are the historical traditions of mental health care within Chinese society, which often oscillate between a medical model and culturally specific understandings of well-being. Traditionally, mental illness was stigmatized, viewed less as a health issue and more as a moral failing. While modernization has spurred significant changes, many of these stereotypes linger, influencing the accessibility and acceptance of mental health services. The authors propose that a cultural reclamation of these narratives is essential for innovative policy-making that resonates with families and communities across China.

The developmental trajectory of CAMH policy in China has been relatively underreported. The authors detail several pivotal moments, tracing the increasing acknowledgment of mental health as a fundamental component of overall health since the late 20th century. They draw attention to the establishment of national mental health regulations that reflect an emerging consensus on the importance of catering to the psychological needs of the youth. Understanding this chronological progression helps frame the current landscape, allowing stakeholders to appreciate the importance of continuity in policy development.

Implementing policy changes, however, poses significant challenges. One critical barrier cited in the review is the shortage of mental health professionals relative to the vast population. Despite increasing awareness about the importance of mental health, many areas remain severely underserved with mental health professionals. The authors argue for enhanced training and resources that not only attract qualified individuals to the field but also prioritize training existing personnel in child and adolescent mental health strategies.

Further complicating the landscape is the divide between urban and rural access to mental health services. The review emphasizes that while urban areas have witnessed a growing array of mental health facilities, the same cannot be said for rural regions where resources are scarce, and misinformation prevails. This disparity highlights the need for policies to target not only mental health literacy but also accessibility, ensuring that every child, irrespective of geographical constraints, has access to adequate mental health support.

In the context of educational institutions, the review underscores the role schools play in mental health care for young individuals. Given that children spend a substantial portion of their time in school environments, they often become a crucial point of contact. The authors propose an integrated approach to mental health services that embed psychological support within school systems. This would require collaboration between educators and mental health professionals, fostering an environment conducive to detecting and addressing mental health concerns early.

Considering the growing prevalence of mental health issues among youth, it is paramount that CAMH policy evolves to reflect current realities. The authors emphasize the necessity of adopting evidence-based practices that resonate with youths’ experiences. By leveraging data from recent studies, policies can be strategically aligned with the needs and preferences of young populations, creating interventions that are not only scientifically validated but also culturally relevant.

An increasingly digital world presents both challenges and opportunities for mental health policy. The review discusses how technology can serve as an important tool for outreach and intervention but also cautions against over-reliance on digital solutions that may not suit every demographic. For instance, while teletherapy has gained popularity, issues surrounding accessibility and effectiveness remain contentious. Stakeholders must ensure that technological advancements enhance rather than replace traditional mental health services.

Future-oriented CAMH policy must also embrace a multidisciplinary approach. The review advocates for collaborations among various sectors, including education, health, and social services. By fostering these connections, policies can harness a wide network of support mechanisms, offering a holistic strategy to address the multifaceted nature of child and adolescent mental health. For example, integrating cultural, social, and familial elements could lead to more sustainable engagement and support for youths facing mental health challenges.

Additionally, the review advocates for heightened emphasis on research and data collection as essential components of effective policy-making. By fostering a culture of informed decision-making, authorities can better respond to emerging trends in youth mental health. Investing in research not only strengthens the policy framework but also ensures that resources are allocated where they are most needed. The authors call for institutions to prioritize funding for mental health research specific to children and adolescents, ensuring that it becomes a cornerstone of the policy agenda.

While illustrating the gaps and shortcomings of the current CAMH policy framework, the authors remain optimistic about the path ahead. The cultural shift toward destigmatizing mental health issues provides fertile ground for transformative policies. By recognizing the unique challenges confronted by children and adolescents, authorities can craft a future where mental health is prioritized, and young citizens are equipped with the coping mechanisms necessary for a robust and fulfilling life.

In conclusion, Tan and Shek’s review presents a critical and comprehensive evaluation of the evolving landscape of child and adolescent mental health policy in Mainland China. This work is not merely an academic exercise; it serves as a clarion call for stakeholders to take urgent action. With a collective commitment to enhancing mental health care, the possibility for a more supportive and responsive system is within reach—a system where the youth can thrive unimpeded by stigma and void of barriers to care.

Subject of Research: Child and Adolescent Mental Health Policy in Mainland China

Article Title: Review of Child and Adolescent Mental Health (CAMH) Policy in Mainland China

Article References:

Tan, L., Shek, D.T.L. Review of Child and Adolescent Mental Health (CAMH) Policy in Mainland China.
Applied Research Quality Life (2025). https://doi.org/10.1007/s11482-025-10480-8

Image Credits: AI Generated

DOI:

Keywords: Child mental health, adolescent mental health, mental health policy, China, CAMH, mental health services, evidence-based practice, educational institutions.