Developing digital wellbeing in classrooms

Digital wellbeing is a mix of many factors – largely based on personal online habits such as time spent online, type of activity and type of involvement (active or passive), but also on the nature of online interactions.   

Ensuring that young people feel safe, empowered and motivated in digital spaces is essential to preparing them to fully participate in society. The European Commission is prioritising digital wellbeing through both policy and practice (see the Digital Education Action Plan 2021–2027). 

Schools can play an important role in helping children to develop safe online habits by reinforcing the positive use of digital devices (for educational purposes) and highlighting ways young people can counter negative aspects.  

Minimising threats, maximising benefits 

In our recent survey, 56% of respondents said mobile phone use in school has a negative impact on pupil wellbeing (only 7% felt it was positive). Respondents also thought that banning or restricting mobile phone use in school would lead to more face-to-face interaction between pupils (62%), less cyberbullying (41%) and less pressure on pupil self-esteem (32%). 

Studies have found links between social media use and stress, anxiety, poorer sleep and body image concerns, and young people have reported neglecting other areas of life due to social media consumption.   

Yet, at the same time, technology plays an important role in young people’s lives and even forms part of their identities. Some studies show that moderate social media use can have a positive impact on wellbeing, not to mention (thoughtfully selected) opportunities for empowerment, learning and community and civic engagement.  

Supporting digital wellbeing in your school and classroom  

A whole-school approach is essential to promote positive use and engagement with digital tools. Ideally, digital wellbeing is part of the whole-school approach to wellbeing and digital competency strategy.  

Teachers must have access to adequate resources and training to be able to support pupils, while also protecting their own digital wellbeing. They can also support their pupils with classroom practices:  

• Regular discussions: Organise time and space for to talk about what pupils experience online (positive and negative)  
• Moderate use of technology: Invite self-reflection on physical and mental wellbeing: How much time do they spend using digital devices daily, and how does it make them feel? How does their use of technology affect other areas of their lives? 

• Coping strategies: Introduce pupils to protective coping strategies (unfollowing accounts that cause them distress, focusing on positive online content) and how to use blocking and reporting tools 
• Personal and confidential support: Make sure pupils know they can speak confidentially with school staff, and ensure they know about anonymous helplines from national Safer Internet Centres (SIC) if they feel unsafe online 
• Parental involvement: School-home collaboration ensures safe use of digital and online tools (e.g. schools can introduce a ‘home technology agreement’ to establish boundaries and rules of usage and inform parents about parental controls)  

Resources and further ideas 

Find here more sources of information and practical materials: 

• The School of Social Networks has developed informative materials and activity plans for teachers – made available in English, Spanish, French, Italian and Polish 
• The Digital Wellbeing @ School project, funded by Erasmus+, has created a game in 6 languages and a series of learning activities