The almost magical age of 16 will be the focus in a few days when the government’s contentious social media ban enters into force. Recently, we have come to recognise an additional reason the age of 16 is so significant. One of the authors of this opinion piece phoned a teenager, the son of a family friend, to congratulate him on his 15th birthday. When the teenager acknowledged the congratulations on him becoming 15, he said sadly that next year he will need to acquire a job when he turns 16.

Why was the teenager so certain that he would become a participant in Australia’s thriving teenage economy? Curiously, teenagers between the ages of 16 and 18 feel that, prior to going to college or university, they have no alternative but to find a paying part-time or casual job. Peer pressure and parental expectations for teens to work and support the family appear to drive this trend. There is evidence that a sizeable cohort of parents even require their children to contribute to the payment of the rent or mortgage.

State laws in Australia regulate the number of hours teenagers are permitted to work, as well as the minimum age for entering the workforce. But there are substantial differences between the states regarding the minimum age: it is a veritable smorgasbord of regulations which defy attempts to create a national legislative framework. Nevertheless, these regulations are based on, or inspired by, the International Labour Organisation’s Minimum Age Convention of 1973. (No. 138), ratified by Australia on 13 June 2023.

Article 3 of the Convention states:

1. The minimum age for admission to any type of employment or work which by its nature or the circumstances in which it is carried out is likely to jeopardise the health, safety, or morals of young persons shall not be less than 18 years.

[…]

3. Notwithstanding the provisions of paragraph 1 of this Article, national laws or regulations or the competent authority may, after consultation with the organisations of employers and workers concerned, where such exist, authorise employment or work as from the age of 16 years on condition that the health, safety, and morals of the young persons concerned are fully protected and that the young persons have received adequate specific instruction or vocational training in the relevant branch of activity.

Article 3 is compatible with Article 1 of the United Nations Convention on the Rights of the Child which describes a ‘child’ as a person under the age of 18: ‘For the purposes of the present Convention, a child means every human being below the age of 18 years unless under the law applicable to the child, majority is attained earlier.’

The Australian teenage economy statistics are revealing.

As of January 2025, more than 850,000 teenagers, a staggering 54.4 per cent were participating in this economy. Sometimes, these teenagers – mainly employed in hospitality, accommodation, food, and construction – work more than 30 hours per week. Commenting on the participation of teenagers in the workplace, an informative article in the Sydney Morning Herald states that, ‘Young people bear the brunt of the cost-of-living crisis, and they generally bear the brunt of exploitative work practices in this country.’ In this context, commentator Michael Bennett refers to a survey by the American Psychological Association, according to which ‘34 per cent of teens report feeling overwhelmed or stressed due to their work schedule.’

Teenagers’ participation in the teenage economy is a troubling, yet unrecognised, development, considering that they still must juggle their high school studies, and later college or university studies, with work commitments.

We argue in our latest book, The Battle for the Soul of Western Civilisation, that during the last few decades there has been a consistent and persistent dumbing down trend, evidenced by many students’ inability to read and write properly. Consequently, it can no longer be assumed that students who attend university already possess a modicum of critical thinking skills which enable them to profit from, and contribute to, the function of universities, so beautifully described in John Henry Newman’s The Idea of a University as the ‘education of the intellect’. But, as there is compelling statistical evidence that many students are unable to read and write properly when admitted to a higher education institution, universities offer remedial training that really should be happening in Australia’s high schools. The decline in students’ reading, writing, and critical thinking ability also affects their ability to analyse, evaluate, and respond to social developments.

Common sense suggests that there is a link between the teenage economy, which pressurises teenagers into employment, and a lack of preparation for higher education studies. This is because the work conducted by teenagers may be tiring, even exhausting. Hence, teenagers may not have the energy to devote sufficient time to their studies. Certainly, working long hours deprives them of the joy of reading the classics and being well-versed in literature and history. Their interest in scholarly endeavours is conversely related to the time spent contributing to the teenage economy.

When we were university students – unfortunately, a long time ago – there was no expectation to work during our studies. In fact, we do not recall any colleague who combined work and studies. We never considered this to be an issue. Instead, we read voraciously, studied languages, and concentrated on our studies. We often socialised in pubs, discussing world issues and preparing for active citizenship. In other words, we enjoyed a student life, something that the present generation of Millennials are missing.

We therefore contend that our arguments are thus also apposite for university students. Students who focus excessively on achieving financial independence often sacrifice the unique experiences of student life, which cannot be reclaimed in the future. Instead, in our opinion, they should be aware that a harried lifestyle is incompatible with a satisfying student experience.

If the claim that teenagers’ involvement in the teenage economy results in, or contributes to, a constantly declining quality of education is compelling and proven, it follows that any pressure on teenagers to work, either by parents or peers, constitutes an example of child abuse. Although this is not currently a contentious issue in Australia, it deserves close attention due to its potential negative impact on the long-term educational benefits that students seek during their university experience. and on their later performance in the job market.

Of course, the proponents of the teenage economy would point to the need for teenagers to become independent, to assume responsibility, to be accountable for their actions, and to learn skills. Assuming these goals are achievable is unwise, given that the evidence points to the contrary. Although these goals are admirable, there are concerns that achieving them might negatively impact the valuable societal advantages of a strong classical liberal education.

We also acknowledge that one of the factors delaying young people’s entry into tertiary education is the sorry state of Australian universities. It is indeed a sad reality when some parents reasonably fear seeing their children contaminated by the Woke virus infecting our academic environments. As academics, we can testify that much of what passes for ‘education’ in our universities is nothing more than indoctrination of the worst kind. In this way, many young students are being unprepared for a successful and productive life. As the great philosopher Confucius once said, worse than lack of education is miseducation. The phrase, ‘Learning without thought is pointless; thought without learning is dangerous…’ originates from Book 2 of The Analects by Confucius.

Naturally, there are ways in which the assumed benefits of child employment could be achieved without inflicting the nefarious consequences associated with the practice. Increasingly, teenagers work full-time for a year after high school before attending university. This approach can help them gain independence, offer valuable experience, teach financial literacy, boost self-esteem and confidence, and provide greater satisfaction before they embark on their education full-time. This short-term work experience, after completing high school, can assist young people acquire more satisfactory levels of collegiality, maturity, personal responsibility, and work ethic, prior to being thrown into a woke academic environment that may well compromise many of these values conducive to a better and more fulfilling life.

Yet, subject to the validity of our arguments, it is possible to conclude that the teenage economy nurtures a climate that tolerates, and even facilitates, child abuse. Eventually, society will need to decide: does it want a truly educated workforce, or does it want a shaky economy propped up by teenage workers?

Gabriël A. Moens AM is an emeritus professor of law at the University of Queensland and served as pro vice-chancellor and dean at Murdoch University

Augusto Zimmermann is foundation dean and professor of law at Alphacrucis University College. He served as associate dean at Murdoch University. He is also a former commissioner with the Law Reform Commission of Western Australia.

Moens & Zimmermann are the authors of The Battle for the Soul of Western Civilisation (Connor Court Publishing, 2026).