Members of Generation Z, those born between 1997 and 2012, have navigated adolescence immersed in digital connectivity, shaping their experiences in ways distinct from previous generations. As the Canadian government prepares to introduce restrictions on social media use for individuals under 16, young people in this cohort share insights into the role of online platforms in their lives.
For many Gen Z individuals, social media became central during the COVID-19 pandemic, when traditional social and educational activities were disrupted. Eighteen-year-old Areej Chaudhry recalled beginning to use social media apps around age 13 and increasingly relying on them during lockdowns, when alternatives for engagement were limited. Similarly, 17-year-old Leena Khan reported heavy Instagram use from middle school onward, recognizing its distracting impact on her focus and study habits. Some youths, like Khan, have turned to digital tools to moderate their time on these platforms.
Early education and regulation regarding social media were often minimal or inconsistent. Twenty-one-year-old Tanay Suresh described his generation as “guinea pigs,” noting that while basic warnings about stranger danger were common, more complex issues such as catfishing and digital manipulation received little attention. Discussions about online bullying were more prevalent in school settings, but topics related to emotional challenges, such as isolation and insecurity, were less addressed.
Social media continues to serve diverse functions for Gen Z users. Calvin Tan, 16, highlighted its usefulness in sharing creative work such as photography and raising awareness of social issues, citing the Alberta teachers' strike as an example. In contrast, Suresh pointed out the exposure social media provides to a wide range of communities and ideas, from queer spaces to more controversial groups, illustrating both the benefits and risks inherent in digital platforms.
The impact of social media on mental health emerged as a significant concern among respondents. Tan discussed the dual nature of these platforms as sources of both positivity and negativity, citing experiences with anonymous online harassment, including racist and misogynistic content. He also referenced incidents involving inappropriate sexual images that circulated among students, exacerbating social tensions. Seventeen-year-old Sofiane NshinaThoo described feelings of isolation linked to heavy online engagement and stressed how social media fosters unrealistic expectations, influencing young people’s self-perception during critical developmental periods.
When reflecting on the proposed ban on social media for those under 16, opinions among Gen Z are divided. Khan expressed support, believing a ban could have benefited her youth. Suresh endorsed the measure, citing the difficulty young users have in critically evaluating content and algorithms. Conversely, Chaudhry opposed outright restrictions, arguing that banning access might increase desire and that attempts to revert to pre-social media norms ignore current realities. NshinaThoo emphasized education over prohibition, advocating for teaching responsible and empowering social media use.
Overall, these firsthand accounts highlight Gen Z’s complex relationship with digital technology. As Tan cautioned, social media is part of an attention economy where time is finite, and users should be conscious of balancing online engagement with meaningful real-world interactions. These perspectives underscore the challenges and opportunities of growing up connected in an increasingly digital world.