Educational Research and Innovation Educating 21st Century Children Emotional Well-Being in the Digital Age

Foreword
Acknowledgements
Executive summary
Part I. Setting the stage: 21st century children
Chapter 1.  Childhood in the digital age
	1.1.
	Understanding childhood today
		21st century children
		Four themes
		Physical health
		Emotional well-being
		Families and peers
		Digital technologies
			Digital risks
	Special focus: Emotional well-being and digital technologies
		Overview of the volume
		Part I: Setting the stage: 21st century children
		Part II: Setting the stage: Children’s relationships in the 21st century
		Part III: Online opportunities and risks: Ensuring child well-being
		Part IV: Children as digital citizens: Policies and partnerships to foster digital literacy and resilience
	Concluding note
	Note
	References
Chapter 2.  Children and digital technologies: Trends and outcomes
	Introduction
	Children and digital technologies: Trends, patterns and outcomes
		Children are more connected than ever
		i-kids: The rise of digital technology use in younger children
		Spending time online
		The evolution of children’s online activities
		Diversification of digital technologies: Beyond the screen
		The changing nature of online inequalities
		Where there are opportunities there are risks, and vice versa
		What about well-being?
	Developing successful policies
	Areas for further research
	High priority challenges in OECD countries and systems
	In sum
	References
Chapter 3.  Trends in children’s emotional well-being
	Why is emotional well-being so important?
		Defining emotional well-being and mental health
	Mental health and emotional well-being trends among youth
		Mental health issues
			Anxiety and depression
			Eating disorders and appearance-related social pressure
		School-related anxiety and stress
		Life satisfaction
		Subjective health complaints (e.g. feeling low)
		Bullying
			Cyberbullying
		Suicide
	Evolving factors influencing emotional well-being outcomes
		Changing social and economic conditions
		Increasing migration
		Changing family structures
		Changing sleep patterns
		Increasing urbanisation
	Strengthening protective factors
	Considerations for future research
	High priority challenges in OECD countries and systems
	In sum
	Note
	References
Part II. Children’s relationships in the 21st century
Chapter 4.  Parenting and friendships in the 21st century
	Background
	Families and peers from a life course perspective
		Early childhood
		Middle childhood
		Adolescence
		Parenting in the 21st century
			Traditional parenting styles
			Evolution of parenting styles
			Spotlight on helicopter parenting
			Parenting behaviours in the digital world
	Modern friendships
		Understanding virtual friendships
			Comparing virtual to traditional friendships
	Making friends
	The quality and impact of friendships
	In sum
	Notes
	References
Chapter 5.  Online and offline relationships
	Introduction
	Evolving perceptions of online and offline relationships
	Motivations for online relationship formation
	Online ties and the structure of youth social networks
	Quality of offline and online ties
	Recent studies
	Conclusion and future research
	Note
	References
Chapter 6.  Digital parenting and the datafied child
	Introduction
	Creating digital data-shadows for the unborn child
	Easing parental anxieties through babyveillance
	Intimate dataveillance: The use of tracking apps and devices
	Sharenting: Creating digital footprints for the child
	Conclusion
	Note
	References
Chapter 7.  The social context of adolescent relationships
	Introduction
	The importance and characteristics of social relationships
	Climate change
	Forced displacement
	Increasing individualism
	New technologies
	Adolescent relationships in the 21st century: Concluding remarks
	References
Part III. Online opportunities and risks: Ensuring child well-being
Chapter 8.  Children's time online and well-being outcomes
	Introduction
	Terminology and theoretical assumptions
	Methodology
	Limitations
	Literature review
		Impact of time spent using digital technology on children’s mental well-being
		Impact of time spent using digital technology on children’s social relationships
		Impact of time spent using digital technology on children’s physical activity
	Discussion
	Conclusions
	Note
	References
Chapter 9.  Youth inequalities in digital interactions and well-being
	Digital inequalities
	Digital natives?
	Socio-digital ecologies of disadvantaged young people
		Access
	Networks of support
	Literacy
		Skills
		Information-navigation
		Social-communicative skills
		Content creation skills
	Confidence in self and others
	Uses
		Social engagement
		Cultural and personal engagement
	Outcomes
		Social capital
		Cultural and Personal well-being
	From inequalities to outcomes
	Conclusions
		Implications for policy
	Notes
	References
Chapter 10.  Child protection online
	Introduction
	Typology of risks
		Contact risks
			When considering contact risks – also encompassing situations where a child’s conduct may place them at risk – three main areas and the consequent legislative responses are addressed below. These are cyberbullying and harassment, sexting and sextorti...
			Cyberbullying
			Sexting
		Content risks
		Consumer risks
		Privacy risks
			Legal and policy responses
	The 2012 OECD Recommendation on the Protection of Children Online
	The changing nature of online risks & updating the Recommendation
	Three layers of policy making
		National legal and policy frameworks
		Multi-stakeholder policy frameworks
		International policy frameworks
	In sum
	References
Part IV. Children as digital citizens: Policies and partnerships to foster digital literacy and resilience
Chapter 11.   Fostering digital literacy and well-being
	Introduction
	Ensuring digital access and building digital skills
		Enabling access to digital technologies
		Policies and practices
		Access to digital devices in schools
		Promoting digital skills and inclusion
			Policies and practices
			Digital skills in the curriculum
			Developing social and emotional skills to foster (online & offline) well-being
	Screen time guidelines and the importance of evidence in promoting well-being
	In sum
	Note
	References
Chapter 12.  Empowering an active and ethical (digital) generation
	Developing digital citizenship
		Policies and practices for building digital citizenship
			Focus on teaching
			The importance of multi-stakeholder involvement in building digital citizenship
	Active and empowered use comes with risks
		Cyberbullying
			Policies and practices for cyberbullying
		Sexting and revenge porn
			Policies and practices addressing sexting and revenge porn
		Security and privacy
			Policies and practices
	Building digital resilience
	Respecting others and netiquette
		Netiquette
	In sum
	References
Chapter 13.  Building capacity: Teacher education and partnerships
	13.1.
	Introduction
	Supporting teachers for modern classrooms
		Emotional well-being
		Digital competence in teachers
	Policies and practices to support teachers
		Curriculum reform and extension
			New pedagogical approaches
		Formal teacher education and training
		Network approaches to teaching and learning
	Cross-sectoral collaboration and partnerships
		Types of partnerships between schools and other external actors
			Partnerships with parents and families
			Partnerships with medical and mental health professionals
			Partnerships with digital experts: Creating the conditions for using technology in schools
			Partnerships with community institutions and law enforcement
		Fostering a holistic approach to the well-being of all students
		Special focus: Alliances for addressing persisting and emerging forms of bullying
	In sum: A shared vision of well-being
	References
Part V. The pending agenda
Chapter 14.  Ensuring child well-being in a digital world: The pending agenda
	Introduction
	Emerging transversal themes
	Knowledge gaps and policy orientations
		System-wide and governance issues
			We need to refine our terms and measurements in order to improve analysis and policy; for example, when we talk about “digital literacy” and “resilience”
			We need to address policy fragmentation
			We need to acknowledge the importance of culture, tradition and priorities
			We need to adequately support our teachers
			We need to include the voices of children
			We need to acknowledge that education cannot do it alone
			We need to move from reactionary to proactive planning and strategy
			Strategic planning and governance requires alignment between evaluation, assessment and policy planning and design
			We need to strengthen the use of evidence-informed policy and practice in education
		Strengthening the knowledge base
			We need to improve our data and refine our terms in order to improve analysis and support more effective policy action
			We need to selectively target and fund high quality and rigorous research on child emotional well-being and digital technology use
			We need to create and support research networks and brokerage agencies to help foster dialogue and dissemination as well as improve the interdisciplinary nature of the knowledge base
	And lastly,
Contributors
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