There are no universal effects of technology use
“The results highlight the complexity of the relationship between technology use and adolescent wellbeing, where some adolescents experience positive outcomes, and others face challenges.”
Research with over 15,000 internetusing children aged 9–17 years from 19 countries across the globe since 2016
Author: Sonia Livingstone
#GlobalKidsOnline
www.globalkidsonline.net
Note that data for only 5 of the 7 risks were available in Albania; for 6 risks in South Africa; and for 3 risks in Montenegro.
• A longitudinal study of reciprocal relations between digital activities and depression, anxiety and wellbeing in a community sample of 552 UK adolescents.
• Multimethod and multidisciplinary, the study builds on and is followed by qualitative research and is informed throughout by our youth panel.
• Scale validation with two preliminary samples of older adolescents (n=383, 16-25y).
• It is not only what young people do online, but how it makes them feel that matters. Screen time is much less important and often insignificant.
• Positive feelings are more frequent and linked to reduced depression + better wellbeing.
• Negative feelings about the self and feeling stressed while online are less frequent but linked to poorer mental health and reduced wellbeing.
• The effects on wellbeing and depression were independent and related to different factors.
• The most frequent activities are social interactions online, which are positively (though weakly) associated with wellbeing.
• Making social comparisons online is also frequent but linked to increased depression symptoms and reduced wellbeing.
• 62 in-depth qualitative interviews with young people aged 12-22 years old (46 girls and 16 boys) in Norway and the UK
• with experiences of internet-related trauma, e.g. self-harm, cyberbullying, excessive internet use, grooming and sexual abuse
• ranging from those under the care of mental health practitioners to those whose mental health difficulties were mild/ undiagnosed
● Young people with mental health difficulties gradually develop skills over time with younger adolescents being, as a whole, less competent.
● They are learning specific digital skills that reflect their mental health experiences.
● Digital skills are thoroughly entwined with the psychosocial life skills. Learning takes place during a complex developmental period, characterised by exploration, risktaking and vulnerability.
● Recognising one’s own triggers is a digital skill that combines self-knowledge with an understanding of the digital ecology. But it’s also a task that’s hard to do.
“On Twitter sometimes there are feeds trending or threads trending on my feed where it’s like ways to cope. And I have got a bunch of those added to my bookmarks so that I can go to them quickly.” (girl aged 17, UK)
“How can I develop without making mistakes? I have to learn it myself because there’s not always going to be that person to tell me not to do this and not to do that.” (boy aged 17, UK)
• Talk about online experiences: ask your child not "How much time did you spend online?" but "How did your time online make you feel today?“
• Encourage positive activities: help them find digital spaces that make them feel good—like creative platforms, supportive communities, or skill-building apps.
• Discuss social comparison: remind them that people often share only their best moments online, and real life isn’t always like what they see on social media.
• Support children when facing harm: encourage open conversations so they feel safe telling you if they come across anything upsetting.
• Model balanced digital habits: show them that technology can be a great tool when used mindfully. Small risks can build resilience.
