White working-class girls are now the demographic most likely to overuse social media, with 40 percent spending six or more hours per week on these platforms, according to recent polling.
The data, compiled by Public First, revealed that 20 percent of this group reported spending more than 10 hours weekly on social media. In comparison, 36 percent of white middle-class girls reported spending over six hours, with 14 percent exceeding 10 hours. The group spending the least time on social media was identified as middle-class non-white boys, with only 23 percent reporting more than six hours of use.
These findings were released in conjunction with an independent inquiry into the educational outcomes of white working-class children, which highlighted significant underperformance in this demographic. One contributing factor suggested for extended phone usage is that disadvantaged children may lack access to affordable enrichment activities like sports and clubs.
Education Secretary Bridget Phillipson commented on the survey, stating that social media is central to the changing nature of childhood and that its negative impact on children's lives is increasingly evident. She highlighted government initiatives aimed at supporting youth clubs and enrichment programs, as well as a ban on social media for individuals under 16, emphasizing the importance of protecting childhood beyond the classroom.
The polling of 2,000 children aged nine to 18 also indicated that 22 percent of white working-class children spent no time reading at home, while 30 percent dedicated less than an hour per week to reading. This contrasts with only 4 percent of non-white middle-class children who reported never reading.
The survey results emerge as the government's new policy restricting phone access in schools comes into effect, prohibiting pupils from using phones throughout the school day. Additionally, an 'Australia Plus' scheme announced earlier this month prohibits social media use for those under 16.
The Department for Education has also introduced new benchmarks to encourage schools to provide enrichment activities in areas such as arts, sport, nature, civic life, and life skills. The inquiry into white working-class educational outcomes found that the education system is not adequately serving this group, citing issues with severe absence, academic performance, and a diminished sense of belonging.
Historically, only half of white working-class five-year-olds 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 noted that while many white working-class families do not associate academic success with good job prospects or financial security, the identified disadvantage gaps are not attributable to low aspirations or lack of effort. Instead, they are deeply rooted in long-term economic changes, place-based inequalities, and a weakening of trust in institutions.