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Covers why digital wellbeing in schools matters, key evidence behind digital wellbeing concerns, and how adolescent development interacts with platform design and algorithm-driven patterns. Highlights issues such as sleep disruption, social comparison, reduced play, and disproportionate impacts on girls and vulnerable learners. Includes an agenda focused on reflection, mapping evidence to classroom and whole-school actions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/strengthening-digital-awareness-to-support-student-wellbeing-in-school-communities-why-it-matters-and-what-schools-can-do/642901/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/strengthening-digital-awareness-to-support-student-wellbeing-in-school-communities-why-it-matters-and-what-schools-can-do/642901.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does digital wellbeing matter in schools?","Question",{"text":112,"@type":113},"The materials frame adolescence as a sensitive developmental period and explain how platform design and algorithm-driven amplification can increase comparison, vigilance, and emotional reactivity. They also emphasize that wellbeing impacts link to patterns of use, not just the presence of screens.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What issues are highlighted in the session?",{"text":117,"@type":113},"Key issues include sleep disruption, constant social comparison, reduced boredom and in-person play, and less time outside. The materials also note that girls and vulnerable learners can be disproportionately affected.",{"name":119,"@type":110,"acceptedAnswer":120},"How strong is the evidence, and what does the research not claim?",{"text":121,"@type":113},"The session states there are clear associations between digital patterns and sleep disruption, anxiety/low mood, and attention difficulties, and that platform design matters. It also clarifies that the research does not definitively claim that all technology is harmful, that effects are the same for every child, or that schools alone can solve the problem.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},642901,1792884462,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Cambridge  \nFuture  \nConference,  \npreparing  \nSchools July 2026  \nStrengthening digital awareness to support student wellbeing in school communities  \nWhy does it matter and what can schools do?  \nVictoria Renfro, Head of Professional Development Quality, Planning and Insight  \nJuly 2026  \n-ready: learners to thrive  \n\n| Housekeeping\u003Cbr>• Health and safety\u003Cbr>• Fire safety\u003Cbr>• Washrooms\u003Cbr>| | |\n| --- | --- | --- |\n| Cambridge Schools Conference, July 2026\u003Cbr>Future-ready: preparing learners to thrive |  |  |\n\n\n| \u003Cbr>Agenda |  |  |\n| --- | --- | --- |\n| \u003Cbr>10 min | Presentation | \u003Cbr>Shared evidence base & why this matters for schools |\n| 10 min | Pair activity | Reflecting on lived school realities |\n| \u003Cbr>15 min | Group task | \u003Cbr>Mapping evidence to classroom & school actions |\n| 15 min | Presentation | What works: whole-school approaches |\n| \u003Cbr>10 min | Individual/pair | \u003Cbr>Commitment to action |\n|  |  | Cambridge Schools Conference, July 2026\u003Cbr>Future-ready: preparing learners to thrive |\n\nAims  \n• Understand key evidence behind current digital wellbeing concerns  \n• Reflect on what this looks like in your own school  \n• Translate research into classroom-level practice  \n• Identify classroom and whole-school actions that protect wellbeing  \nCambridge Schools Conference, July 2026  \nFuture-ready: preparing learners to thrive  \n\n| \u003Cbr>What has been you experience of social media today? |  | \u003Cbr>Cambridge Schools Conference, July 2026\u003Cbr>Future-ready: preparing learners to thrive |\n| --- | --- | --- |\n| Zero/lots\u003Cbr>By chance / by choice Overwhelmed Annoyed by Unregulated Mindless scrolling Confident\u003Cbr>Enjoyable Detoxing\u003Cbr>Distracted | Helpful / informative Necessary Connected Engaged\u003Cbr>Creative\u003Cbr>Reflective\u003Cbr>Responsible Irresponsible Self–regulated Well-managed |  |\n\nWhy digital wellbeing in schools?  \nCambridge Schools Conference, July 2026  \nFuture-ready: preparing learners to thrive  \n\n| 'Gen Z became the first generation in history to go through puberty with a portal in their pockets that called them away from the people nearby and into an alternative universe that was exciting, addictive, unstable, and-as I will showunsuitable forchildren and adolescence' Pg 6 | \u003Cbr>|\n| --- | --- |\n\nWhat are the issues?  \n• Adolescence is a sensitive developmental window.  \n• Brain systems linked to emotion, reward, peer approval and impulse control are still developing.  \n• Algorithm-driven platforms amplify comparison, vigilance and emotional reactivity.  \n• The issue is not 'screens' but patterns of use.  \n• Sleep disruption, constant social comparison, loss of boredom, reduced in-person play.  \n• Less time outside.  \n• Girls and vulnerable learners disproportionately affected.  \nCambridge Schools Conference, July 2026  \nFuture-ready: preparing learners to thrive  \n• Blakemore, S.-J. , & Mills, K. L. (2014) . Is adolescence a sensitive period for sociocultural processing? Annual Review of Psychology, 65 , 187–207.  \n[https://doi.org/10.1146/annurev-psych-010213-115202](https://doi.org/10.1146/annurev-psych-010213-115202)  \n• Haidt, J. (2024) . The anxious generation: How the great rewiring of childhood is causing an epidemic of mental illness. Penguin Press.  \n• Internet Matters. (2025) . Children’s wellbeing in a digital world: Year four index report.  \n[https://www.internetmatters.org](https://www.internetmatters.org)  \n• Internet Matters. (2026) . Children’s wellbeing in a digital world: Year five index report.  \n[https://www.internetmatters.org](https://www.internetmatters.org)  \n• National Academies of Sciences, Engineering, and Medicine. (2023) . Social media and adolescent mental health. The National Academies Press.  \n[https://doi.org/10.17226/27396](https://doi.org/10.17226/27396)  \n• Nesi, J. , Telzer, E. H. , & Prinstein , M. J. (Eds. ) . (2022) . Handbook of adolescent digital media use and mental health. Cambridge University Press.  \n• Orben, A. , & Blakemore, S.-J. (2023) . How social media affects teen men","cbCaip6zwcJeirpR","https://ap.wps.com/l/cbCaip6zwcJeirpR","pdf",1642562,31,"English","# Why does it matter and what can schools do?\n## Aims\n## Why digital wellbeing in schools?\n## What are the issues?\n## How strong is the evidence? What the research does show\n## What the research does NOT claim definitively","[{\"question\":\"Why does digital wellbeing matter in schools?\",\"answer\":\"The materials frame adolescence as a sensitive developmental period and explain how platform design and algorithm-driven amplification can increase comparison, vigilance, and emotional reactivity. They also emphasize that wellbeing impacts link to patterns of use, not just the presence of screens.\"},{\"question\":\"What issues are highlighted in the session?\",\"answer\":\"Key issues include sleep disruption, constant social comparison, reduced boredom and in-person play, and less time outside. The materials also note that girls and vulnerable learners can be disproportionately affected.\"},{\"question\":\"How strong is the evidence, and what does the research not claim?\",\"answer\":\"The session states there are clear associations between digital patterns and sleep disruption, anxiety/low mood, and attention difficulties, and that platform design matters. It also clarifies that the research does not definitively claim that all technology is harmful, that effects are the same for every child, or that schools alone can solve the problem.\"}]","Strengthening digital awareness to support student wellbeing in school communities - Why it matters and what schools can do | PDF",1792723153,78]