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Title page 1

Contents 7

Foreword 4

Editorial 6

Executive Summary 10

1. Introduction and main findings 12

1.1. How children use digital devices 15

1.2. How digital activities impact child well-being 16

1.3. How to enhance child well-being in the digital age 19

Implementing effective regulatory frameworks and developing technologies and services that prioritise child safety 21

Promoting digital literacy and skills among children, with schools and teachers playing a crucial role in empowering them 22

Providing guidance to parents and caregivers to help them understand and manage the benefits and risks of children's digital device use 22

Ensuring that children's views and experiences are reflected in the design of digital policies 23

Expanding the evidence base on children's digital activities and its association with well-being 24

References 26

Notes 28

2. A comprehensive approach to child digital well-being 31

2.1. What does child digital well-being encompass? 32

2.2. Measuring what matters 35

2.3. International data for monitoring child digital well-being 38

References 42

Notes 44

3. How children use digital media 46

3.1. What digital devices are part of children's daily lives? 47

3.2. How much time do adolescents spend on digital devices? 51

3.3. How do adolescents spend their time online? 54

3.4. What risks do adolescents encounter online? 55

Content risks 55

Contact risks 58

Conduct risks 61

Consumer risks 65

Privacy risks 65

References 67

Notes 70

4. The impact of digital activities on children's lives 72

4.1. Children's physical health 76

4.2. Children's cognitive development and learning 79

Digital technologies and early language and cognitive development 80

Digital devices and attention deficits 83

Digital resources for learning inside and outside school 85

Digital technologies and the development of soft skills 89

4.3. Children's social and emotional well-being and mental health 91

Global impact of the digital world on social and emotional well-being 92

Digital technologies as a driver of social connectedness? 95

Intensive and problematic digital habits 97

References 108

Notes 125

5. Enhancing child well-being in the digital age: A four pillar policy 129

5.1. Pillar 1: The legal and policy governance framework 133

5.2. Pillar 2: Teachers, schools and education systems 140

5.3. Pillar 3: Parents, carers and guardians 143

5.4. Pillar 4: Incorporate children's views 150

References 151

Notes 157

6. Monitoring child digital well-being cross-nationally: The way forward 158

6.1. What can we learn about child digital well-being from international data? 159

Cross-country comparison 163

Evaluating individual country performance 167

6.2. Main data and evidence gaps and options to fill them 168

Diversifying vehicles of data collection 170

References 172

Notes 174

Tables 8

Table 2.1. Information on adolescent digital well-being in the 2022 PISA survey 40

Table 4.1. Opportunities and risks of the digital environment on children's physical health 78

Table 4.2. Opportunities and risks of the digital environment on children's cognitive development and learning 79

Table 4.3. Opportunities and risks of the digital environment on children's emotional, psychological and social well-being 91

Table 6.1. Indicators available for monitoring child digital well-being 161

Table 6.2. Traffic light table comparing countries' performance to the OECD average 164

Figures 8

Figure 2.1. The embedded nature of child digital well-being 33

Figure 3.1. 15-year-olds have access to a wide range of digital devices 48

Figure 3.2. Most children have their own smartphone by age 10 50

Figure 3.3. Most adolescents spend more than 30 hours per week on digital devices 51

Figure 3.4. A majority of 15-year-olds spend two hours or more on digital devices for leisure per day 53

Figure 3.5. What adolescents use digital devices for varies across OECD countries 54

Figure 3.6. Girls are more likely than boys to have gotten upset the last time they encountered negative content online 57

Figure 3.7. Cyberbullying rates have increased in nearly all OECD countries 59

Figure 3.8. Cyberbullying starts already in primary school 60

Figure 3.9. Boys with lower socio-economic status are more likely to share inaccurate information 62

Figure 3.10. Around one in ten children partook in cyberbullying in the past few months 64

Figure 3.11. Only half of 15-year-olds can easily change the settings of a device or app to protect their data and privacy 65

Figure 3.12. Nearly four in ten adolescents were upset the last time information about them was shared online without their consent 66

Figure 4.1. Most adolescents use digital devices for learning, especially girls and those from high socio-economic backgrounds 86

Figure 4.2. 15-year-olds with higher socioeconomic status are more likely to search for information online 88

Figure 4.3. Most 15-year-olds create their own digital content, especially children with a migrant background 90

Figure 4.4. Four in ten children have regular online contact with friends they met online 95

Figure 4.5. Being constantly in contact friends is frequent, especially for older adolescents and girls 98

Figure 4.6. Around one in six 15-year-olds feels nervous without their digital devices on hand 99

Figure 4.7. Boys and adolescents from low socio-economic backgrounds are more likely to spend excessive amounts of time video gaming 102

Figure 4.8. Problematic social media use varies across age groups but is a bigger issue for girls 105

Figure 5.1. Nearly half of 15-year-olds keep notifications active on digital devices during class 141

Figure 5.2. Nearly half of 15-year-olds keep notifications active on digital devices before going to sleep 145

Figure 6.1. Child digital well-being in Denmark 167

Boxes 9

Box 2.1. Exploring digital technology, play and child well-being 37

Box 2.2. The Global (EU) Kids Online survey 38

Box 3.1. Cyberbullying: What does the PIRLS and TIMSS data tell us? 60

Box 4.1. How will artificial intelligence and virtual reality affect children? 74

Box 4.2. Screen time and sleep among children and adolescents: what does the literature say? 78

Box 4.3. What's the impact of exposure to digital technology on early childhood neurodevelopment? 80

Box 4.4. Does digital technology affect children's attention and cognitive control? 84

Box 4.5. Digital tech and adolescent mental health: What do evidence reviews say? 93

Box 4.6. Are video games and screens a source of addiction? 103

Box 5.1. National policy plans on children and the digital environment 132

Box 5.2. Online safety measures to protect children in Australia, France, Ireland, and the United Kingdom 136

Box 5.3. Protecting children from risks of Artificial Intelligence and Virtual Reality 138

Box 5.4. Selected examples of guidelines for managing screen time for children 147

Box 6.1. SMART indicators in monitoring and evaluation 163

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