The COVID-19 pandemic was a forceful reminder that education plays an important role in delivering not just academic learning, but also in supporting physical and emotional well-being. Balancing traditional “book learning” with broader social and personal development means new roles for schools and education more generally.
This volume is part of a series that examines the intersections between education, well-being and digital technologies. Complementing the first volume Educating 21st century children: Emotional well-being in the digital age, this volume turns the spotlight on physical health and well-being. It explores the important role of play and risk-taking in learning. It examines the “pursuit of perfection” and the impact on children’s lives, whether it be physical, cognitive or academic. It highlights important efforts countries have made to tackle inequality and protect and empower students in both physical and digital environments. It ends with a look at the pending agenda, underscoring the role of partnerships, policy and protection.
Methodology
The report uses a mixed‑methods, cross‑national analytical approach combining large‑scale international datasets with qualitative policy review. It draws on indicators from PISA, ICT access statistics, health and well‑being surveys, and national administrative data to map how digital technologies affect children’s learning, behaviour, and mental health across OECD countries. Quantitative trends are complemented by case studies, expert consultations, and comparative analysis of national digital‑education strategies. The methodology follows the OECD well‑being framework, triangulating evidence across multiple domains (education, health, social outcomes) while acknowledging limitations such as uneven data availability and differences in national measurement systems.
Citation
Burns, T. and F. Gottschalk (eds.) (2020), Education in the Digital Age: Healthy and Happy Children, Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/1209166a-en.
Record created:
15 September 2026
The COVID-19 pandemic was a forceful reminder that education plays an important role in delivering not just academic learning, but also in supporting physical and emotional well-being. Balancing traditional “book learning” with broader social and personal development means new roles for schools and education more generally.
This volume is part of a series that examines the intersections between education, well-being and digital technologies. Complementing the first volume Educating 21st century children: Emotional well-being in the digital age, this volume turns the spotlight on physical health and well-being. It explores the important role of play and risk-taking in learning. It examines the “pursuit of perfection” and the impact on children’s lives, whether it be physical, cognitive or academic. It highlights important efforts countries have made to tackle inequality and protect and empower students in both physical and digital environments. It ends with a look at the pending agenda, underscoring the role of partnerships, policy and protection.
Methodology
The report uses a mixed‑methods, cross‑national analytical approach combining large‑scale international datasets with qualitative policy review. It draws on indicators from PISA, ICT access statistics, health and well‑being surveys, and national administrative data to map how digital technologies affect children’s learning, behaviour, and mental health across OECD countries. Quantitative trends are complemented by case studies, expert consultations, and comparative analysis of national digital‑education strategies. The methodology follows the OECD well‑being framework, triangulating evidence across multiple domains (education, health, social outcomes) while acknowledging limitations such as uneven data availability and differences in national measurement systems.
Citation
Burns, T. and F. Gottschalk (eds.) (2020), Education in the Digital Age: Healthy and Happy Children, Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/1209166a-en.
Record created:
15 September 2026- screen time mental health digital well-being vulnerabilities
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