Children’s Wellbeing in a Digital World: What Teachers Need to Know

The latest Internet Matters digital wellbeing index report offers a detailed picture of how children across the UK are growing up in an increasingly connected world. Now in its fifth year, the 2026 report draws on the experiences of more than 1,200 children aged 9 to 16 and their parents. It highlights the benefits digital spaces continue to offer young people but also shows that many are struggling to regulate their time online and remain at risk of harm. 

This blog provides an overview for teachers in both primary and secondary settings and includes a link to the full publication at the end.

Children are spending more time online

One of the clearest findings is the continued rise in the amount of time children spend online. The average has increased from 16 hours a week in 2022 to 23 hours in 2025, with vulnerable children spending around 26 hours a week. Part of this rise reflects the rapid adoption of generative AI, with more than two-thirds of children using at least one AI platform. 

Children are also becoming more active participants in digital spaces. The proportion who create content to post online has risen from 58 to 68 percent, and more now say they post or comment regularly on social media rather than simply scrolling. Engagement in forums and chatrooms has also grown.

For teachers, this reinforces the importance of understanding pupils’ digital lives as complex, constantly evolving and deeply social.

A widening divide between positive and negative experiences

The report shows that children’s digital wellbeing is becoming more polarised. Across all four wellbeing dimensions (developmental, emotional, physical and social), both the positive and negative index scores have risen. Children are finding more opportunities online for discovery, creativity and connection. At the same time, many are struggling with self-regulation and overuse.

Positive findings include children using digital platforms to discover new hobbies, find inspiration for future careers and maintain friendships. More children say being online helps them stay connected with friends or family they otherwise would not see. 

However, negative measures have also increased. Nearly half of children report continuing to play games or watch shows even when they no longer enjoy them. Many are turning down real world social activities to stay online, and a significant proportion report staying up late on devices which affects sleep and physical wellbeing.

For educators, this pattern highlights the need for balanced conversations with pupils. The online world provides genuine benefits but also requires support in developing self regulation, balance and healthy habits.

Exposure to harm remains high

Despite the introduction of the UK’s Online Safety Act and new Children’s Codes, the proportion of children who have experienced at least one type of online harm has not changed. Sixty eight percent report encountering harm and the rate has remained largely static for three years. 

The most common harms include:

• seeing false information
• being contacted by someone they do not know
• being exposed to violent content

Some harms have reduced, such as exposure to explicit content, hate speech and self harm content. These decreases align with the areas the Online Safety Act seeks to address, although it is too early to draw firm conclusions.

Children who spend the most time online experience far higher rates of harm. Eighty percent of high use children report harm compared with 52 percent of low use children. Vulnerable children experience more harm too, with nearly eight in ten affected.

This finding should prompt teachers to consider not only what pupils access but how long they spend online and how active they are in those spaces.

Parents are more engaged but still need support

A positive trend is the increase in open communication between children and parents. Sixty one percent of children say they are very open with their parents about online activity and three-quarters talk to a parent when something worries or upsets them. Parental use of controls and screen time settings has also increased. [

Children who are open with their parents report higher levels of confidence and happiness online. Those who are less open are more likely to experience harm or spend money in apps and games without realising. 

Teachers can build on this by encouraging schools to support parents through workshops, guides and consistent messaging around digital life.

Why this matters for schools

The report makes clear that digital wellbeing is a whole school issue. Pupils’ online lives influence learning, relationships, behaviour and mental health. Key takeaways for schools include:

• teaching media literacy and critical thinking from the earliest stages
• supporting pupils to understand persuasive design features such as autoplay or infinite scroll
• integrating discussions about balance, sleep and physical wellbeing into PSHE and computing
• recognising that vulnerable children and heavy users are at significantly higher risk
• engaging parents as partners in online safety

This year’s findings again show that children benefit greatly from digital opportunities but need structured support to thrive.

Read the full report