What does it mean to be a digital child in 2024? Ofcom’s ‘Children and Parents: Media Use and Attitudes’ told us that roughly 2 in 3 children (aged 3-17) in the UK use apps for social media, with 32% posting videos they had made, and 15% involved in live-streaming (Ofcom, 2023). Perhaps the most surprising statistic of all from Ofcom’s report is the fact that 48% of children aged between 3 and 4 use apps or sites for messaging, voice and video calls - times have certainly changed since we (Jennifer and Ryan) were that age!
Growing up in a digital society presents almost endless possibilities for creativity, development, and joy. Earlier this year, we published an article in Education 3-13, the International Journal of Primary, Elementary and Early Years Education, on youth-led filmmaking’s potential for giving young people “a more expansive, lived, and at times disruptive sense of literacy learning” in the literacy classroom.
We are also privileged to be part of a School of Education which is internationally recognised for its digital literacies research, how children use “digital tools to generate innovative content, solve problems creatively, and express ideas artistically” (Bramley, Rowsell et al. 2024, p. 11), with a focus on children’s digital literacies in particular - including the Social Media, Television and Children (STAC) and Responsible Innovation in Technology and Ethics for Children (RITEC) projects, and of course, our renowned Maker{Futures} programme.
That said, it is equally important to acknowledge that children and young people’s access to digital devices, sites and services brings unique challenges regarding their rights, wellbeing, and welfare. This was something highlighted in our recent report, co-produced by the N8 Research Partnership’s ‘Child of the North 2024’ Campaign and the brand new Centre for Young Lives (founded and chaired by former Children’s Commissioner for England, Anne Longfield CBE):
As the infographic above shows, the dangers of digital engagement and citizenship - fake news and misinformation, harmful content, and online harassment, to name but a few - disproportionately affect children from low socio-economic backgrounds.
We also felt it important to recognise in our report that, despite the notion of today’s children and young people being ‘digital natives’ (i.e people who have grown up with the presence of digital technologies in their everyday lives), not everyone in the UK has equal access to digital devices and the internet: 1 million households in the UK have cut back or cancelled internet packages in the past year due to affordability issues. Again, the issue of digital access disproportionately affects people in the North: 12% of the population in the North East of England are classified as internet non-users, compared to 7% in London.
To address these significant digital divides, we worked with researchers, industry experts, and educational institutions to develop three key policy recommendations for a safer and more equitable digital society for children and young people:
- Establishing a “Minimum Digital Living Standards” framework, including subsidised digital access to ensure that every household has the digital infrastructure necessary for effective participation.
- Enhancing digital inclusivity in schools through Continuing Professional Development (CPD) to ensure educators stay up to date with digital advancements.
- Creating a national Digital Creativity “Skills Commons” to foster cross-sectional partnerships and network development.
Following its publication in August 2024, we were immediately (and very pleasantly) overwhelmed by the press interest in our report. Between us (Jennifer and Ryan), we were interviewed live by Times Radio, LBC News (twice!), and Sky News. Our message was clear: the UK’s digital landscape is an uneven playing field for children and young people, with millions of children being left behind because they don’t have regular access to the technology and skills that they need to make the best use of digital devices and spaces in a responsible and creative way.
Our report was also covered by a wide range of digital media outlets, including The Independent - who also published the new Labour Government’s response to our policy recommendations:
“Digital skills are the new foundation for life and it is more important than ever we give young people the knowledge and ability to challenge what they see online.
“That is why our curriculum review will develop plans to embed critical skills in lessons to arm children against disinformation and fake news, ensuring every child is equipped for the future.
“Outside of the classroom we are bridging the digital divide and rolling out reliable broadband through Project Gigabit with a goal of full gigabit coverage by 2030. This will help empower every corner of the country to embrace the transformative power of technology.”
In addition to the Government’s Curriculum Review and Project Gigabit initiatives, we hope that policymakers will take note of our three key recommendations, which we believe will go a long way towards building a more equitable digital society for children and young people in the UK.
In addition to the Child of the North campaign and the Centre for Young Lives, Jennifer and Ryan would like to thank the brilliant experts, writers and contributors who made this report possible. A special thanks to Professor Faisal Mushtaq, Dr Megan Wood and Mark Mon-Williams (University of Leeds), and Dr Lydia Gunning and Jennifer Shaw (Born in Bradford’s Centre for Applied Education Research) for their endless support and encouragement.
