The Organisation for Economic Co-operation and Development (OECD) has published a new report addressing the experiences of children in the digital age. While it recognizes that digital transformation presents valuable opportunities for learning, play, and social interaction, the report also highlights potential negative impacts on children's development and mental health due to excessive digital engagement. Concerns include disruptions to sleep patterns, physical health issues, and an increase in anxiety and depression. However, the degree to which children and adolescents are affected varies significantly based on individual factors such as educational background, guidance in their digital usage, and specific engagement profiles.

The OECD emphasizes the need for additional robust studies, as current research presents substantial uncertainties regarding effective measures to mitigate risks and improve overall wellbeing among children in the digital environment. Despite these gaps, the report offers some significant findings and recommendations for educators, parents, and policymakers.

Role of Educators and Smartphone Restrictions

According to the OECD, teachers and educational systems play a crucial role in equipping children with digital skills and social responsibility. They can help students understand digital risks and navigate problematic online situations. Additionally, educators are instrumental in raising awareness among parents about the dangers of excessive screen time, video games, and intensive social media use, which is particularly important for children lacking sufficient support at home. Therefore, it is essential for teachers to receive proper training to close their knowledge gaps regarding digital tools and resources.

Schools also face challenges in managing mobile phone use during lessons. Implementing smartphone bans can help reduce distractions and enhance concentration; however, enforcing these bans outside the classroom remains problematic. The report notes that findings regarding the impact of smartphone bans on academic performance and student wellbeing are inconsistent. Some studies suggest that limiting smartphone usage could improve performance, especially among disadvantaged students, while others indicate no benefits or even negative effects due to heightened anxiety levels linked to device restrictions. The variability in these findings stems from the limited number of studies, which are necessary to determine the most effective strategies to promote the wellbeing of students and address the needs of children across different age groups.

Parental Involvement and Legislative Demands

The report asserts that the role of parents is critical; however, not all parents possess the experience, knowledge, or time required to consistently guide their children in their digital activities. Younger children require strict rules and supervision, whereas teenagers may benefit from more flexible guidelines and open discussions. Parents are encouraged to model healthy habits.

While age-appropriate parental control features provided by manufacturers can assist in setting boundaries and directing children's online activities, these tools may also foster a false sense of security, lead to excessive control, or promote avoidance of responsibility. Comprehensive family media plans that encompass both parents and children can facilitate reflection on media use and enhance self-regulation. When media usage plans involve the entire family rather than focusing solely on children, they are more likely to be accepted and respected by young users.

Call for Evidence-Based Policies

The report underscores the necessity for evidence-based regulations and cross-sector governmental initiatives in response to the widespread use of digital media by children. Effective measures are needed to protect young people in digital and educational settings, ensuring that the responsibility for safeguarding and promoting healthy digital practices does not overly burden parents and children. Additionally, clear guidelines should be established to assist educators, parents, and caregivers in helping children manage their interaction with digital technologies, develop digital competencies, set appropriate boundaries, and address children's explicit desires for protection and support without excluding them from essential aspects of the digital landscape, such as social media.

Findings on Digital Access and Usage

• The prevalence of internet access has significantly increased since 2005, rising from approximately 50% of households in OECD countries to 92% by 2023.
• By the age of ten, around 70% of children own a smartphone, with substantial variations between countries.
• Children are introduced to screens at a young age, and their screen time escalates as they grow older. A European survey estimates that children typically begin interacting with digital technology around the age of two.
• In France, a 2024 survey found that average screen time for 7- to 12-year-olds is 2 hours and 3 minutes per day, increasing to nearly 5 hours and 10 minutes for 16- to 19-year-olds.
• In many OECD countries, at least 50% of 15-year-olds spend 30 hours or more per week on digital devices.

Overall, the OECD report emphasizes the importance of further research to understand the complex relationship between children's digital engagement and their wellbeing. It advocates for collaborative efforts among educators, parents, and policymakers to navigate the challenges posed by the digital age while maximizing opportunities for positive experiences.