Daniel Kardefelt Winther

The internet is often celebrated for its ability to aid children’s development. But it is simultaneously criticized for reducing children’s quality of life and exposing them to unknown and unprecedented dangers. There is considerable debate about when or how children’s rights – including the rights to expression, to privacy, to information, to play and to protection from harm, as set out in the United Nations Convention on the Rights of the Child – may be realized or infringed in the digital age. With more children around the world going online every day, it is more important than ever to clarify how the internet can advance children’s opportunities in life while safeguarding them from harm or abuse. This requires evidence, from children themselves, that represents the diversity of children’s experiences at the national and global levels. By talking to children, we are better able to understand not only the barriers they face in accessing the internet, but also the opportunities they enjoy and the skills and competences they acquire by engaging in these activities. This allows us to enquire about children’s exposure to online risks and possible harms, and about the role of their parents as mediators and sources of support. In bringing children’s own voices and experiences to the centre of policy development, legislative reform and programme and service delivery, we hope the decisions made in these spheres will serve children’s best interests.

The internet is becoming a natural part of children’s lives across the globe, but we still lack quality and nationally representative data on how children use the internet and with what consequences. This report underscores that it is possible to collect quality data if the right strategies and investments are in place. Over the past 4 years, the Global Kids Online network has worked with UNICEF and partners around the world to improve the global evidence base on the risks and opportunities for children on the internet. This report provides a summary of the evidence generated from Global Kids Online national surveys in 11 countries. Importantly, most of the evidence comes from children themselves, because it is only by talking to children that we can understand how the internet affects them. By bringing children’s own voices and experiences to the centre of policy development, legislative reform, advocacy, and programme and service delivery, we hope the decisions made in these spheres will serve children’s best interests.

There is broad agreement that internet access is important for children and provides them with many opportunities. Yet crucial questions remain about what we hope children will do online and if the opportunities provided are translating into clear benefits. What do children actually need to be able to benefit from the opportunities that the internet brings? Is there a gap between expectations and reality? The answers to these questions matter to: Governments striving to provide connectivity for families in homes, schools and communities; parents and educators who must overcome problems of cost, risk, or lack of skill, so that children may benefit from online opportunities; child rights advocates and practitioners who call for resources to empower and protect children online; and children themselves, many of whom want to take advantage of online opportunities for personal benefit.

Based on an evidence-focused literature review, the first part of this paper examines existing knowledge on how the time children spend using digital technology impacts their well-being across three dimensions; mental/psychological, social and physical. The evidence reviewed here is largely inconclusive with respect to impact on children’s physical activity, but indicates that digital technology seems to be beneficial for children’s social relationships. In terms of impact on children’s mental well-being, the most robust studies suggest that the relationship is U-shaped, where no use and excessive use can have a small negative impact on mental well-being, while moderate use can have a small positive impact. In the second part of the paper, the hypothetical idea of addiction to technology is introduced and scrutinized. This is followed by an overview of the hypothetical idea that digital technology might re-wire or hijack children’s brains; an assumption that is challenged by recent neuroscience evidence. In conclusion, considerable methodological limitations exist across the spectrum of research on the impact of digital technology on child well-being, including the majority of the studies on time use reviewed here, and those studies concerned with clinical or brain impacts. This prompts reconsideration of how research in this area is conducted. Finally, recommendations for strengthening research practices are offered.

The international community has recognized the importance of internet access for development, economic growth and the realization of civil rights and is actively seeking ways to ensure universal internet access to all segments of society. Children should be an important part of this process, not only because they represent a substantial percentage of internet users but also because they play an important part in shaping the internet.