IDEAL Future Work Package 2 Report

15 However, in the research a wide variety of challenges were identified. • Young people continued to lack daily routine and structure and to spend much time online – this is particularly relevant for young people from socio-economic backgrounds who lack structured family life and the privilege or resources to engage in extracurricular activities • Social circles were shrinking – and online-only friends becoming more common • Young people were often preoccupied with how they looked and came across in social media – and, for many, there was a focus on gaining attention online. • Passive consuming of information • Digital intimacy - unwanted sexual solicitation had been experienced by around one in nine (11.5%) young people aged 12-16.5, and that boys were more likely to be solicited online than girls • Problems with sleep due to hyper connectivity and FOMO • ‘bingeing’ on online content developing a risk for addiction. This is due to the, immediacy, ease of use and the emotions associated with using technology, particularly in gaming • Parental beliefs and constraints as well as their lack of understanding about technology and how it is used (Barriage, 2022; jJshi et al, 2022; ; Ofcom, 2021b): The cause of many of the online risks and challenges lies in a lack of awareness and media literacy. Many young people would welcome the possibility to remain anonymous in the digital environment, and want the digital culture to focus on decent communication and behaviour. In the research it was highlighted that those that do not know how to use online technologies are vulnerable to the challenges posed. Therefore the avoidance of technology is not a solution. 2.2 Teachers and parents experiences It is important to also understand the experiences and perceptions of educators in supporting digital learning in the broader socio technical context. Schools and parents a significant role in supporting young people with regard to digital technology (#DigitalDecade4YOUth, 2021). However it is reported that educators expressed a lot of fear around technology when compared with children who spoke positively and passionately about technology. They mentioned in particular how technology supported creativity and enabled them to connect with others. When compared with teachers who had a negative view of screen time. 22 Regarding addressing such concerns teachers tendency was to restrict or ban devices depending on age. However children spoke to the need for supporting their engagement in an age appropriate manner. They also identified the need for governments to collaborate with industry and other stakeholders to confront such issues. When asked about protective measures, teachers typically argued that access should be restricted based on age. In particular a need was identified to consult children with regard to decision making around this (EU 2021) The most important areas for consideration was: • Working with parents to understand a shared understanding of digital experiences and how to support this through whole school dialog • From this the development of digital literacy with young people, parents and teachers • The development of critical media literacy skills • Supporting the development of online self-regulation online and quality online time – particularly for those who live unstructured lives 22 Eu (2021) EU (2021) How to make Europe’s Digital Decade Fit for Children and Young People? A report from the consultation with Children and Young People, Better Internet for Kids #DigitalDecade4YOUth