My Lords, I am very grateful to all noble Lords who have chosen to speak this afternoon, and very much look forward to each of their contributions. I refer the House to my interests on the register, particularly that as founder and chair of 5Rights.
Fundamental to this debate is the fact that we invented a technology that assumes that all users are equal when, in fact, a third of users worldwide and a fifth of users in the UK are children. It has been 150 years since we pulled children out of the chimneys and put them into school. Since that time we have fought on their behalf for privileges, protections and inalienable rights that collectively constitute the concept of, and offer a legal framework, for, childhood.
Childhood is the journey from infancy to maturity, from dependence to autonomy. We design and mitigate for it in multiple ways across all aspects of society. We educate; we require doctors to obtain additional skills to practise paediatric medicine; we do not hold children to contractual obligations; we put pedestrian crossings near schools; we rate films according to age. Children have special protections around sexual activity. It is illegal for kids to smoke, drink and gamble. We even take steps to protect them in environments where adults smoke, drink and gamble.
In short, we provide a complex but widely understood and respected set of social norms, educational frameworks, regulatory interventions and national and international laws reflecting the global consensus that society as a whole must act in the best interests of the child, in the light of the vulnerabilities and immaturities associated with their age. The digital environment fails to reflect that consensus, and the cost of that failure is played out on the health and well-being of our children.
In setting out this afternoon’s debate, I shall concentrate on three areas: the nature of the digital environment, my concern about the way we conceive online harms and, finally, how we might support children to flourish. For children in the connected world, there is no off or on. Their lives are mediated by technological devices and services that capture infinitesimal detail about their activities, frame the choices available to them and make assumptions—not always accurate—about who they are. Theirs is not a world divided by real and virtual; it is a single lived experience augmented by technology. The vast majority of a child’s interactions are not deliberate decisions of a conscious mind but are predetermined. A child may consciously choose to play a game, but it is machine-engineered Pavlovian reward loops embedded in the game that keep them playing. A child may consciously opt to participate in a social group, but it is the stream of personalised alerts and the engineered measures of popularity that create the compulsive need to attend to that social group. A child may wish to look up a piece of information, but it is the nudge of promoted content and automated recommendation that largely determines what information they receive.
My Lords, I am extremely grateful to the noble Baroness for giving us the chance to have this debate. I enjoyed listening to her address very much. I do not join her in all things. My overall view on the large-scale effects of the association between adolescent well-being and digital technology use accords with that of Amy Orben, as published in Nature Human Behaviour at the beginning of this week, whose study of large-scale databases found that the overall average effect of digital technology use accounted for 0.4% of the overall well-being of the young people concerned—up there with a fondness for potatoes. In other words, it is extremely statistically insignificant and of no practical significance whatever. The same study pointed out that, on the evidence, the main positive effects on well-being were getting a good enough breakfast, enough sleep and vegetables; and, on the downside, drink, drugs and bullying. In other words, what we are dealing with is looked at on a large scale and on average is not something that children as a whole find it difficult to deal with. However, the fact that something is not a problem generally does not mean there are not specific problems. I thoroughly recommend to the Minister the NSPCC briefing for this debate. I line up behind all its recommendations.
It is important that we properly regulate the social media giants. When they started out, many of us might have believed that at their heart they were good and wonderful and intended nothing but delight and helpfulness to the rest of humanity. I think most of us now realise that they are exploitative and immoral, with no care for us in any particular way, just like the commercial behemoths before them. Under those circumstances the Government have a crucial role in mediating on our behalf, with the immense power that these organisations have. As the noble Baroness, Lady Kidron, pointed out, there are many things to be done. Some very good intentions have been expressed, and we very much hope that the Government will carry them through.
My Lords, I have always had the highest respect for the noble Baroness, Lady Kidron, and her opening speech this afternoon has just increased that respect. It has also almost disabled my ability to contribute to this debate, because I cannot think of a single thing she has said that I do not agree with or can usefully add to. But never mind; I will press on.
I press on as, fundamentally, an analogue human in a digital world. I have had much to learn from the noble Baroness and from other people, for example, from your Lordships’ Communications Committee, with whom I have had the privilege to work. I do not want to enumerate the harms; that was done extensively and extremely powerfully by the noble Baroness in her opening speech. I want to put a little context around them and to talk a little about mitigation in one respect.
We must acknowledge what is unique and unprecedented about the challenges we face now, but we should remember that some of what we are looking at is old problems in new clothes. That is not to say they are not problems; I simply say let us not frighten ourselves by thinking that everything is new and we do not know anything. All adult generations fear the harms that may befall their children; that is their job. All innovation creates anxiety, and most new technologies have downsides as well as upsides. Alongside their brilliance and ingenuity, human beings have always had a capacity to turn what they have created to malign as well as benign ends. Then there is the unpalatable truth, but a truth none the less, that physically and intellectually mature humans have always seen immature humans—children—as a valuable resource, seeking to take advantage of their vulnerability for a variety of purposes, individual and corporate. These purposes have historically ranged from child labour, through child prostitution and other forms of sexual abuse, to the exploitation of child spending power and, latterly, data harvesting.
My Lords, I am grateful to the noble Baroness, Lady Kidron, for securing this debate. I sometimes wonder what the relationship is between digital technology and the health and well-being of adults, particularly when I hear my smartphone ping just as I am about to go to sleep or when an email alert pops up when I am trying to concentrate on an important speech. The focus of this debate, however, is very properly on children and young people, who comprise the first generation of digital natives.
In the Industrial Revolution, the impact on children and young people was significant, especially on those who worked in factories. Health and safety was very much an afterthought, if that. The digital revolution has been much faster and the impact much greater, with much greater penetration: at least 95% of children own or have access to a digital device. To minimise the bad effects of digital technology, action must be taken by central government, providers, advertisers, schools and of course parents.
I am afraid to say that successive Governments have not even attempted to regulate providers in any serious way. In 2017, the Green Paper promised to make Britain,
“The safest place in the world to be online”.
In May 2018, the Government’s response to that consultation recognised, not unsurprisingly:
“More and more people are concerned about safety online … there are no clear standards for behaviour and … social media companies are not taking responsibility for what happens on their platforms”.
On mental health, they acknowledged:
“While the evidence around the impact of social media and internet use is not yet conclusive, there are potential negative impacts. These include … social isolation, competitive pressures, increased vulnerability, increased exposure to abusive content, increased likelihood of cyberbullying and the risk of grooming for exploitation”.
My Lords, I thank the noble Baroness, Lady Kidron, for securing this timely debate on an important topic to society. I reiterate that I have little to add to her excellent speech. I refer the House to my interests as outlined in the register.
As other noble Lords have acknowledged, most children and young people use at least one form of technology on a daily basis. The majority of such use is positive. The internet enables us all to access up-to-date, relevant information which can be an invaluable aid for learning and for homework in particular. Children who live in villages in rural communities, as I do, have seen their opportunities to access information revolutionised with fast broadband, and it is vital that we remember how difficult it was for some young people to connect not only with information but with their families and friends prior to having access to the internet.
Smartphones facilitate us all in keeping in contact with family members and are now used by young people, “digital natives”, to assist with their health needs—the mobile app designed for adolescents to monitor their dietary intake if they have type 1 insulin-dependent diabetes being one example. Similarly, cognitive behavioural therapy for anxiety and depression provided by the internet is widely accessed by our young people, who find it a positive method for accepting delivery of mental health services at a time and place of their choosing. Conversely, we see young people seeking likes and perfection through platforms, such as Instagram, which seem to be linked to increasing anxiety and depression in vulnerable groups.
The excellent Library briefing for this debate outlines, however, that one in 10 children and one in five young teenagers have encountered something worrying or nasty in the past year, including pornography and violence on video-sharing websites. However, it is not possible to determine whether the internet has increased the overall risk to young people or whether it is merely an alternative location for risk experiences which have always been present in society.
My Lords, I, too, thank the noble Baroness, Lady Kidron, for raising this subject and for her outstanding introduction to this debate.
Fifty-five thousand children in this country are classified as problem gamblers. The Gambling Commission’s report, Young People and Gambling, published in November, shows that gambling participation has risen, with 14% of 11 to 16 year-olds having spent their own money on gambling. That is a greater proportion of young people than have drunk alcohol, smoked cigarettes or taken illegal drugs.
Today’s children are being conditioned to think that the normal way to enjoy sport is to bet on it—as opposed to what I was brought up with, where you simply enjoyed seeing people competing with one another. They face a barrage of adverts during sports broadcasts. Young people today see an average of 3.8 gambling adverts daily, and 66% of children have seen gambling adverts on TV—a product of the £1.2 billion spent by the industry on advertising. The wild west of the online world is compounding the problems among young people. These digital natives, who are wonderfully adept with technology, are most at risk from the digital switch that the gambling industry is currently undergoing. The many millions of children and young people on social media sites have the option to follow accounts created by the gambling lobby, which often floods the very same sites with adverts, all without any need for age verification.
Yet, more than this, the very nature of gambling is changed by being online. No longer are people limited by how long a bookie stays open and no longer are people easily prevented from gambling if they are underage. Dr Henrietta Bowden-Jones of Imperial College has highlighted how young people can disengage from previously rewarding activities and relationships in the real world and move towards using screens excessively. This is the very seedbed in which gambling disorders can easily take root. The report refers to what any parent already knows: children’s predilection to seek immediate gratification makes them particularly susceptible to habit-forming rewards. Take away time limits or age verification on phone and online games, and they can all too easily become addictive.
My Lords, I join other noble Lords in congratulating the noble Baroness on securing this debate. Whenever we discuss this enormous issue, I am reminded of the words of Bismarck, who would no doubt have had a thing or two to say about recent events, who once said that people cannot create or divert the stream of time; they can only travel on it and steer with more or less experience and skill. For all of us in 2019, that stream of time is to be found in the transformative power of digital technology, which is sweeping all before it.
This awesome industrial revolution—for that is what it is—is having its greatest impact on young people. Every aspect of their lives and their careers is being shaped by it. A survey for Ofcom last year showed that one-fifth of young people aged 16 to 24 are so addicted to smartphones that they spend more than seven hours a day online, which is equivalent to more than two full 24-hour days per week. For a generation born at the millennium, smartphones are now an indispensable part of life.
We know what the damaging consequences of digital technology on the lives and well-being of young people can be. Social isolation, cyberbullying, radicalisation and an increased propensity to depression are all very real problems but, used properly, with comprehensive safeguards and with parents and teachers playing an active role in informing children about potential dangers, digital technology can be a fantastic enabler, with a central role to play in educating healthy, happy and well-informed students, making them more literate and developing critical thinking skills. Indeed, perhaps instead of focusing quite so much on the dangers of technology, those involved in the development of public policy should also understand the opportunities and benefits it provides, or we will risk restricting its positive impact on creativity, education and well-being.
One area which demonstrates this positive impact extremely well is music education, and here I declare my interest as chairman of the Royal College of Music. Studying music has a profoundly positive impact on young people. It increases cognitive ability, improves attainment in maths and English, boosts employability and helps maintain good physical and mental well-being. So learning music at school is absolutely crucial for the way that children develop, although, shockingly, too many people are currently denied that.
My Lords, I thank the noble Baroness, Lady Kidron, for securing this important debate, and for her excellent speech.
Last month we debated the Online Pornography (Commercial Basis) Regulations 2018, which will see commercial pornographic websites placed behind age verification. I very much welcome that decision and ask the Minister to give the House an update on its “go live” day.
I fear, however, that significant problems remain in relation to child access to adult content, as a number of concerns have been raised about the exclusion of social media from the scope of the regulations. Indeed, in November the noble Baroness, Lady Kidron, noted that the Digital Economy Act 2017, while seeking,
“to restrict children’s access to pornography based on scale … failed to bring platforms such as Twitter within scope, despite 500,000 pornographic images being posted daily”.—[Official Report, 12/11/18; col 1766.]
Clearly this is a subject that needs to be kept under review, and I hope that the Government will address it in the online harms White Paper.
I have been a consistent supporter of parental filters for online services. We discussed this subject in detail during the passage of the Digital Economy Bill in 2017, but I would be grateful if the Minister updated the House on what both large and, crucially, small ISPs are doing about online filtering. The most recent Ofcom report on children’s and parents’ media use and attitudes, published in 2017, says that 39% of three and four year-olds use home network-level filters, as do 37% of five to 15 year-olds. Although this is an increase on previous years, it is still surprising to me that more parents do not use that option. Does the Minister have any new data on the use of filters?
As I said last month, I remain concerned about online gambling. We know that, notwithstanding the Gambling Act, young people gamble online. I very much welcome the Gambling Commission’s efforts to ensure stricter age-verification checks for those seeking to gamble online or who play free-to-play online gambling games. I very much hope that the new licensing conditions proposed in the recent consultation on proposals to strengthen age and identity verification for online gambling will come into effect soon.
20 of 49 shown
Those predetermined systems are predicated on a business model that profiles users for commercial purposes, yet businesses that sell devices and services in the digital environment deliver them to children with impunity—even though we know that screens eradicate the boredom and capacity for free play that very young children require to develop language, motor skills and imagination; even though we know that a single tired child, kept awake through the night by the hooks and notifications of a sector competing for their attention, affects the educational attainment of the entire class; and even though we know that for teenagers, the feedback loops of social validation and competition intrinsic to social media play an overwhelming role in their state of mind and ability to make safe choices.
The children we work with at 5Rights make the case that it is simply not possible to act your age online. As one young boy said, “Online, I am not a kid but an underage adult”. His Royal Highness the Duke of Cambridge said about the tech sector:
“Their self-image is so grounded in their positive power for good that they seem unable to engage in constructive discussion about the social problems that they are creating”,
including,
“fake news, extremism, polarisation, hate speech, trolling, mental health, privacy and bullying”.
Last year, I was in Africa when a young girl was auctioned as a bride on Facebook. I have sat with the parents of a child bullied to death online. I have been with a young girl at the devastating moment in which she realised that she had been taping sexual acts for a group, not just for the man with whom she thought she was in a relationship. I have been witness to scores of children who have ruined their family life, educational opportunities, reputation and self-esteem through overuse, misuse, misunderstandings and straightforward commercial abuse. An individual child does not, and should not be expected to, have the maturity to meet the social, sexual, political and commercial currency of the adult world.
In December, the Nurture Network, a multidisciplinary group of academics, mental health workers and child development experts, agreed that the three existing agencies of socialisation—family, friends and school—have now been joined by a fourth: the digital environment, an environment of socialisation in which the status of children is not recognised. In an interconnected world, the erosion of the privileges, protections and rights of childhood in one environment results in an erosion of childhood itself.
That brings me to my concerns about how we conceive harms. I will briefly raise three issues. First, our public discourse focuses on a narrow set of extreme harms of a violent or sexual nature. Ignoring so-called “lesser harms” misunderstands that for a child, harms are often cumulative. It fails to deal with the fact that one child will react violently to an interaction that does not harm another, or that vulnerable groups of children might merit specific and particular protection. Crucially, it ignores the fact that for most children, it is the quotidian that lowers their self-esteem, creates anxiety, and inflicts an opportunity cost in which education, relationships and physical and personal development are denuded, rendering children—or, should I say, “underage adults”?—exposed and unprotected. Children’s rights are deliberately conceived as non-hierarchical. We must take all harms seriously.
Secondly, it is not adequate to define children’s experience of the digital environment in terms of an absence of harm. As long ago as 1946, the World Health Organization declared that well-being was,
“not merely the absence of disease or infirmity”.
The NHS defines it as a feeling of “physical, emotional and psychological” well-being. We must set our sights not on the absence of harm but on a child’s right to well-being and human flourishing.
Thirdly, whether we are tackling the problems of live streaming, child sexual abuse, gaming addiction or thinking towards a new world order in which the fridge knows more about your child’s dietary tastes than you do and can exploit that fact, we must not wait until harm has been done but consider in advance the risks that children face. Technology changes fast, but the risks consistently fall into four categories: content risks, both unsuitable and illegal; contact risks, often, but not always, involving an adult; conduct risks, involving risky behaviour or social humiliation; and contract risks, such as exploitative contractual relationships, gambling, aggressive marketing, unfair terms and conditions, discriminatory profiling and so on. Most experts, including many in the enforcement community, consider that upstream prevention based on militating against risk rather than waiting for the manifestation of harm is by far the most effective approach.
There is much we can do. The Minister knows that I am not short of suggestions, but I will finish with a modest list. The digital environment is now indivisible from other environments in which our legal and regulatory arrangements embody our values. Parity of protection has been called for by the NSPCC. It was the approach taken in the Law Commission’s Abusive and Offensive Online Communications: A Scoping Report, and was articulated by the noble Lord, Lord Stevenson, in establishing that the Health and Safety at Work Act 1974 applies equally to artificial intelligence. What plans do the Government have to bring clarity to how our laws apply to the digital environment? Specifically, will the Government bring forward a harmonisation Bill to create an obligation to interpret legislation in a manner that offers parity of protection and redress online and offline, in a similar manner to Section 3 of the Human Rights Act?
Designing out known risk, often referred to as safety by design, is standard across other sectors. We like our brakes to work, our food to be free of poisons and our contracts to be fair in law. The Secretary of State has said that he is minded to introduce a duty of care on the sector. That is very welcome—but to be effective, it must be accompanied by impact assessments, design standards, transparency reporting, robust oversight and a regulator with the full toolkit of persuasion and penalty. Can the Minister confirm that the Government are planning this full suite of provisions?
The age-appropriate design code introduced by this House demands that companies anticipate the presence of children and meet their development needs in the area of data protection. I hope that the Minister will confirm the Government’s determination to produce a robust code across all areas of design agreed during the passage of the Data Protection Act. The code’s safety by design approach could and should be an exemplar of the codes and standards that must eventually form part of an online safety Bill.
Finally, companies make many promises in their published guidelines that set age limits, content rules and standards of behaviour, but then they do not uphold them. It is ludicrous that 61% of 12 year-olds have a social media account in spite of a joining age of 13, that Facebook says that it cannot work to its own definition of hate speech or that Twitter can have half a million pornographic images posted on it daily and still be characterised as a news app. Subjecting routine failure to uphold published terms to regulatory penalty would prevent companies entering into commercial contracts with underage children, drive services to categorise themselves accurately and ensure that companies say what they do, do what they said and are held to account if they fail to do it. I would be grateful if the Minister could confirm that this measure will be included in the upcoming White Paper.
Technology is often said to be neutral, and when we criticise the sector we are told that we are endangering its promise to cure cancer, educate the world and have us experience space travel without leaving our home, or threatening the future prosperity of the nation. Technology is indeed neutral, but we must ask to what end it is being deployed. It could in the future fulfil the hope of its founders and offer the beneficial outcomes for society that we all long for—but not if the price is the privileges, protections and inalienable rights of childhood. A child is a child until they reach maturity, not until the moment they reach for their smartphone.
At local level, schools and parents have to take many decisions concerning social media. We need to encourage sensible, locally decided practice. We want our children to have a life beyond social media—to do homework and to succeed at school. I very much commend to the House the work done by Katharine Birbalsingh at Michaela, where she has an absolute ban on mobile phones in school. That works for her. That is not to say it should be everywhere, but we as a Government should look at good practice, understand what works and tell people about it. We should support parents in making good decisions, as we do in many other aspects of health and family, through good public information. I very much hope that my noble friend will commit to that.
The point I really want to make is this. It has long been the job of legislators, working with the institutions of civil society, to articulate where at any time boundaries must be drawn and, where necessary, to regulate and enforce those boundaries. As the noble Baroness, Lady Kidron, said, the idea of childhood as a protected space is relatively recent and, as legislators, we need to recognise that it is under threat from tech companies that do not properly distinguish between children and adults, as the noble Baroness so forcefully described.
The question of how new boundaries are to be set is a matter not only for the Government but for everyone. We genuinely are all in this together. However, it is for the Government to set the tone, and education is one of their most important tools. However, as the 5Rights report Towards an Internet Safety Strategy says, education is,
“frequently used to demand that users, particularly children, be resilient to a system that does not respect or protect their safety and security”.
It notes the increasing involvement of tech companies, including Facebook and Google, in education provision. For example, the report points out Google’s educational programmes, widely deployed here and in the US, which present Google as “impartial and trustworthy”, even though the programmes do not address risks associated with how companies like Google operate. Putting foxes in charge of the chicken coop comes to mind.
We cannot reasonably add yet another set of directives and associated sanctions to the duties of hard-pressed schools and teachers without providing significant new resources to help them deal imaginatively with the challenge. By this I mean both a revised curriculum and proper investment in teacher training, both initially and through continuing professional development. There is also a growing need for consistent practical messages from government to parents and other adults, free of commercial bias.
Finally, I want to say what I always say about the value of creative, arts-based education in developing the critical thinking and reflective skills which, in conjunction with other initiatives, our children need more than ever to help them participate fully in the digital future, able to seize the opportunities while understanding the risks. We owe them that. I support everything that the noble Baroness, Lady Kidron, has said and recommended. I hope the Government will confirm that they do too.
The Government talked about a “digital charter”. If you will excuse the pun, there is as yet little evidence that the Government are getting their finger out. Where is the promised White Paper? Having talked the talk for years, the Government are just beginning to walk the walk. They are considering—only considering—new policy areas,
“on safety that have been identified during the consultation process that warrant further work, including: … age verification … policies aimed at improving children and young people’s mental health … tackling issues related to live-streaming; and, … further work to define harmful content”.
One example of where the Government’s abject failure has made matters worse is their taking the responsibility for the rating of video games away from the British Board of Film Classification and giving it to the Video Standards Council. It has refused a classification for only one game, and games are littered with violence, sexuality and rape.
Every parent and every adult has a duty to campaign to minimise the damage that digital technology may cause to the health and well-being of children and young people. The NHS 10-year strategy devoted a whole section to coping with the mental health problems of children and young people. Perhaps if we did a little more about prevention, there would be less distress for young people and their families and less pressure on expensive cures. It is incumbent on the Government to do all that they can to regulate at least the worst excesses of the industry, and to provide the resources to schools to ensure that children and young people can become resilient.
One immediate step the Government could take is to finally make up their mind about personal, social and health education. When are the Government going to agree that this should be taught in all schools and provide the resources and the training—and, if they are short of money, make Google and Facebook pay more than a fraction of their dues in corporation tax? That would provide enough for a decent programme.
We know that the Children’s Society has highlighted the negative impact of cyberbullying and Public Health England contends that longitudinal research has identified the causal relationship between experiencing bullying and poorer health outcomes. We have enough evidence to be certain that there is a relationship between exposure to bullying and mental health problems experienced by young people. Therefore, as we also know bullying occurs both on and offline, we must somehow reduce exposure to it.
Some research indicates that the amount of time that young people spend on the internet may be adversely related to their health and well-being but there remains the need for further research in this area, as outlined in the recent report from the Royal College of Paediatrics and Child Health on the impacts of screen time on young people’s health. This guidance suggests there is no one size fits all, with parents needing to balance the risks and benefits in their family.
Yet parents need guidance free of commercial involvement, as highlighted by the noble Baroness, Lady McIntosh. The one strong recommendation in that report is that young people have at least an hour off-screen prior to going to bed as there is a strong correlation between sleep pattern interference and screen use in the golden hour before sleep. We also have clear evidence that sleep is essential for well-being and good health.
This leads me to two questions for the Minister. If we want to make Britain the safest place in the world to be online, what is the Government’s safeguarding role in terms of monitoring and controlling content that can be accessed by young people, including advertising? Secondly, if, as the NSPCC states in its briefing document for this debate, self-regulation has failed to protect children sufficiently to date, will the Government use their power to introduce a regulatory model that holds social network providers to account to improve the safety of the internet for young people?
The online world has changed dramatically since the Gambling Act 2005. Nowadays many in-app games are promoted by popular TV personalities. Before 2005, words such as “loot boxes” and “skins” would have been met with blank stares—indeed, I suspect they still may be from many people in this Chamber—yet they are now commonplace language among young people. It is not simply my opinion that loot boxes function as gambling in everything but name; the Belgian Parliament has outlawed them because of its worries.
This debate is centred on the challenges facing young people. I believe we need urgently to monitor the use of online games that use skins and loot boxes. We need to adopt the precautionary principle in limiting, or preferably banning, online gambling adverts. Therefore I hope the Minister will set out the steps that Her Majesty’s Government are taking to monitor and respond to this worrying aspect of the digital world.
Where children are lucky enough to have access to music education, digital technology can assist extremely effectively, although I must underline that it is an enabler, not a substitute, for proper academic learning. The UK music industry is leading the way in developing the technology to support it and to ensure that a musical experience is accessible to all. Key to that is seeing digital devices as musical instruments, allowing teachers to involve everyone in a class.
One teacher I know from the Royal College of Music told me how he used technology in his classroom to enable a performance in public for every year 9 pupil in the school, playing Pachelbel’s “Canon” on iPads. That technology allows pupils to write and rehearse compositions, to provide context for film music, which allows them to see their compositions combined with film, and to learn new instruments at their own pace. Those are fantastic achievements and point the way to the future. A growing number of digital services and websites are being developed to deliver this essential support, including Tido, Charanga and the innovative daveconservatoire.org, which is used by 3 million people around the world and by schools on every continent.
Digital music technology, safely and intelligently deployed, enables all children to learn the vital skills of collaboration and public performance, and to practise discipline, self-direction and the development of an independent creative voice. Those skills are transferable across a whole range of activities and career choices later in life, which is why they are so important.
Of course, we must be alive to the dangers posed by digital technology. We must keep under review the case for greater regulatory safeguards, as we have heard in a number of speeches; ensure that parents and teachers play an active role in educating children on how to use technology as a balanced part of their lives; and make accessible and affordable high-quality educational resources available online—an area where government has a key role to play. If we do that, it is absolutely right that technology should now be at the heart of every child’s education. Our country’s creative economy and the future of music, which are very much in jeopardy, will be all the stronger for it.
I am very concerned to note that in last year’s report on young people’s gambling, 13% of 11 to 16 year-olds had played gambling-like games online, for free and without prizes. Some 40% of those who played online gambling-style games played these before gambling for money. I also note with great concern that information about gambling is easily accessed by young people: 59% have seen gambling advertisements on social media, more than one in 10 follow gambling companies on social media, and they are three times more likely to spend money on gambling. Of those who have ever played online gambling-style games, 24% follow gambling companies online. We are surrounding our young people with messages about gambling from a young age. If we are serious about living up to the licensing conditions in Section 1 of the Gambling Act, I do not believe it appropriate to passively accept this situation.
Lastly, I am concerned that 31% of 11 to 16 year-olds have bought so-called loot boxes, which, as has already been mentioned, allow for in-game purchases. In the 2017 Ofcom report, 30% of parents of five to 15 year-olds were concerned about the pressure on their child to make in-game purchases, and they were right to be so. There is a particular concern about loot boxes, also known as mystery boxes because the purchaser does not know what is in the box—it is an act of chance. A recent academic paper states that,
“loot-box systems share important structural and psychological similarities with gambling”.
The Gambling Commission itself has acknowledged that there is a blurring around the edges of gaming and gambling.
In this context, and again mindful of our obligations under Section 1 of the Gambling Act, I believe that the time has come for the Government to take robust steps to protect children and young people from loot boxes. The DCMS Select Committee in the other place is looking into this issue. I shall read its report with interest, and I sincerely hope we are going to hear more from the Gambling Commission about how many young people are betting on e-sports—that is, competitive video gaming—and whether they are betting with cash or with items won or purchased while playing video games. Above all, we need to ensure that young people do not get drawn into gambling unwittingly.