Digital Engagement, Social Inequalities and Adolescent Well-Being

This study uses high-quality longitudinal data from the Growing Up in Ireland (GUI) study to examine how digital engagement shapes socioemotional and educational outcomes from middle childhood to late adolescence across socioeconomic status (SES). Descriptive results show that digital screen-time increases markedly from mid-childhood to late adolescence, but to a higher extent among low-SES versus high-SES groups. Fixed-effects regressions indicate that heavy levels of digital screen time (i.e., 3+ hours daily) are associated with declines in well-being, particularly for external and prosocial functioning. By contrast, engagement in learning-oriented digital activities and gaming is associated with better adolescent outcomes. Low-SES adolescents are generally more harmed by their digital engagement, while high-SES adolescents benefit more from moderate levels of digital use and engaging in learning-oriented digital activities. Overall, the study suggests that digital engagement is associated with socioeconomic inequalities in adolescents’ socioemotional well-being and, to a lesser extent, educational outcomes.