By OECD
A link to the full report can be found here.
Abstract
Today’s children are growing up in a rapidly evolving digital world, where digital media play an important role in their daily lives. Digital services offer opportunities for learning, entertainment, accessing information, discovering new things, and connecting with other peers and community members. However, they also pose risks, including problematic or excessive use of digital media, exposure to inappropriate content, harmful conducts, and other online safety concerns.
The report How’s Life for Children in the Digital Age? provides an overview of the current state of children’s lives in the digital environment across OECD countries, based on the latest cross-national data. It explores the challenges of ensuring that children are both protected and empowered to use digital media in a beneficial way while managing potential risks. The report highlights the need for a whole-of-society, multi-sectoral policy approach, engaging digital service providers, health professionals, educators, experts, parents, and children to protect, empower, and support children, while also addressing offline vulnerabilities, with the ultimate aim of enhancing their well-being and future outcomes. Additionally, it calls for strengthening countries’ capacities to assess the impact of digital media on children’s lives and to monitor rapidly evolving challenges.
Executive Summary
Today’s children are growing up in an era of rapid digitalisation, which significantly impacts their development and daily lives. They are introduced to digital media at a fairly young age: by around age 10, 93% had an Internet connection in 2021, according to data from the Progress in International Reading Literacy Surveys, compared with 85% a decade earlier; and on average approximately 70% of 10-year-olds already own a smartphone.
Among older children, digital device usage is even more widespread. In 2022, access to digital devices was nearly universal. According to PISA 2022 data, an average of 96% of 15-year-olds in OECD countries had access to a desktop computer, laptop, or tablet at home, while 98% had a smartphone with an Internet connection. Additionally, in almost all countries, at least 50% of 15-year-olds spent 30 or more hours per week on digital devices, with a notable minority – ranging from 10% in Japan to 43% in Latvia – reported spending 60 or more hours online.
This report examines both the opportunities and risks associated with children’s increasing engagement in the digital world, providing a cross-national overview of their digital experiences across OECD countries. It explores strategies to enhance child well-being, ensuring that children are both protected and empowered to use digital media positively while managing potential risks. The report calls for holistic, rights-based, and multi-sectoral approaches to support children’s well-being both online and offline. Additionally, it emphasises the need to improve data collection and monitoring capacities to better understand and mitigate risks.
Seizing opportunities, mitigating risks: The growing challenges of the digital age for children
Digital devices offer children valuable opportunities for learning, creativity, and social connection but also raise concerns about potential negative effects on their well-being. Risks include reduced face-to-face interactions, exposure to harmful content and behaviours, online abuse, and negative impacts on sleep, physical activity, and overall physical and mental health. However, not all digital media engagement poses the same risks and because of data limitations, most of the existing research is still correlational rather than causal. In general, many adolescents experience neutral or positive effects but a vulnerable minority struggles with problematic digital media use, which is associated with negative well-being outcomes. These findings are supported by firsthand accounts from practitioners in the field, including teachers, doctors, and social workers.
Problematic digital media use occurs when children struggle to manage their time online, feeling compelled to continue even when it disrupts daily responsibilities or well-being. In some cases, this can lead to excessive use or addiction-like behaviours. Research suggests that such usage increases the risk of depression, anxiety, loneliness, academic struggles, body image concerns, and poor sleep, with girls often being more affected. Additionally, certain factors heighten the risk of harm in the digital environment, including intensified social comparison, exposure to idealised images, and cyberbullying. Chapter 4 of this report explores the relationship between digital media use and child well-being, distinguishing findings based on the type of digital activity (e.g., social media, video games), technology design features, and the role of passive versus active engagement, as well as interactions with parents, peers, or other adults. It also examines the influence of contextual factors related to children’s personal lives and family environment.
Various personal and environmental factors in the non-digital world can make children more vulnerable to problematic digital media use. These include low interest in physical activity, behavioural issues, weak social connections, family adversity (e.g., maltreatment, parental conflict, poor parenting), and low psychological well-being. Additionally, problematic digital media use and well-being can influence each other, worsening pre-existing vulnerabilities. A key conclusion of this report is the need to better understand how offline factors contribute to or protect against problematic digital media use and its impact on well-being, through additional data and analysis.
Emerging technologies like artificial intelligence (AI) and virtual reality (VR) present both opportunities and challenges for children’s well-being. AI can enhance learning, improve medical data analysis, and increase access to knowledge but also poses risks such as bias, privacy erosion, fraud, and exposure to harmful content. Similarly, VR provides benefits in education, pain management, and child psychiatry but also presents risks, including motion sickness, eye strain, and the potential to blur the line between reality and virtual experiences for young children, which may impact cognitive development. To reduce these risks, it is essential to implement safe technological design, establish time limits and breaks, and ensure adult supervision.
A whole-of-society approach is needed to address the challenges faced by children in the digital age
OECD countries are developing policies to safeguard children online, advance digital education, and mitigate risks such as cyberbullying, misinformation, and data privacy concerns. To enhance their effectiveness, a comprehensive, whole-of-society and whole-of-government approach is essential — one that harnesses diverse expertise, aligns policies with children’s needs and expectations, and ensures coordinated efforts among key stakeholders, including governments, service providers, educators, and families. Chapter 5 of this report examines the challenges associated with four key pillars of this holistic policy approach:
- Establishing effective regulatory frameworks and fostering the development of technologies and services that prioritise child safety.
- Enhancing digital literacy and skills among children, with schools and teachers playing a crucial role in empowering them.
- Providing guidance for parents and caregivers to help them navigate the benefits and risks of children’s digital engagement.
- Incorporating children’s perspectives and experiences into policy design to ensure their needs are accurately understood and that support measures are effectively implemented.
A stronger evidence base on children’s digital activities and their impact on well-being is needed to guide policy decisions
Expanding the evidence base on children’s digital activities and their impact on well-being is essential for guiding effective action and ensuring that policies keep pace with evolving technological changes, digital practices, and related well-being concerns. To this end, strengthening efforts to collect data on screen time, digital activities, and their content is crucial. It is also important to assess the impact of screen exposure and usage on children of all ages and to conduct longitudinal studies to better understand the determinants of digital behaviours and their effects on children’s well-being. Incorporating the expertise of health and education professionals, along with insights from parents, is vital for understanding the impact of digital practices on the well-being of vulnerable children. This approach will help to better prevent harm and develop effective coping strategies.
OECD (2025), How’s Life for Children in the Digital Age?, OECD Publishing, Paris, https://doi.org/10.1787/0854b900-en.