White working-class girls have emerged as the largest demographic group overusing social media, with 40 percent reporting they spend six or more hours per week on these platforms, according to recent polling. This figure includes 20 percent who indicated spending more than 10 hours weekly on social media.
In comparison, 36 percent of white middle-class girls reported spending more than six hours on social media weekly, with 14 percent exceeding 10 hours. The demographic spending the least amount of time on social media were middle-class non-white boys, with only 23 percent spending over six hours weekly and nine percent exceeding 10 hours.
These findings were released alongside the independent Inquiry into White Working Class Educational Outcomes, which highlighted significant underperformance within this group. Researchers suggest that disadvantaged children may be more susceptible to extended periods on devices if affordable enrichment activities like sports and clubs are inaccessible.
Education Secretary Bridget Phillipson commented on the findings, stating that childhood has dramatically changed, with social media at its core and causing increasing damage. She noted government initiatives to fund youth clubs and enrichment programs, aiming to rebuild community spaces and ban social media for those under 16. "Protecting childhood means more than just what happens in the classroom," Phillipson said.
The poll of 2,000 children aged nine to 18 also revealed that 22 percent of white working-class children reported spending no time reading at home, while 30 percent read for less than an hour per week. This contrasts with only four percent of non-white middle-class children who reported never reading.
The survey's release coincides with the government's new law mandating a phone ban in schools, prohibiting pupils from accessing phones throughout the school day, with most schools expected to store them in secure lockers. Additionally, social media is being outlawed for individuals under 16 as part of an initiative announced earlier this month.
The Department for Education has also introduced new benchmarks to encourage schools to offer enrichment activities across arts, sports, nature, civic life, and life skills. The inquiry into white working-class educational outcomes found that the education system is not adequately serving these children and their families, noting worse outcomes in severe absence, academic performance, and a sense of belonging.
By age five, only half of white working-class children met the expected standard of development, compared to three-quarters of middle-class children. By age 16, just one-third achieved at least a pass in English and maths GCSEs. The inquiry report stated that many white working-class families do not perceive academic success as a direct pathway to good jobs and financial security. However, the authors emphasized that the identified disadvantage gaps are deeply rooted in long-term economic changes, place-based inequalities, and declining trust in institutions, rather than low aspiration or lack of effort.