The digi.well project (A whole-school approach to well-being in a digital world), is a twenty-four-month project funded by the European Union. It aims to explore, develop and foster a whole-school approach to well-being in a digital world, building upon an in-depth understanding of the needs of children, young people, teachers and a wider range of school professionals, while developing and implementing a set of self-assessment, capacity building and outreach tools.

The project is coordinated by European Schoolnet (EUN) together with the following partner organisations:

• Foundation Tempus (FT – Serbia)

• Ministry of Education (MVI – Slovenia)

• Nora Institute (Logout – Slovenia)

• General-Directorate for Education of the Portuguese Ministry of Education (DGE – Portugal)

• Portuguese Association for Victim Support (APAV – Portugal)

Concerns about the impact of digital technology and social media on children’s and young people’s mental health and well-being have been central to public, policy, and academic debates. In this context, the digi.well project will focus on:

Project context

Over the last few years, concerns about the impact of digital technology and social media on children’s and young people’s mental health and well-being have figured prominently in public, policy and academic debates.

For the European Commission, mental health is a state of well-being in which children and young people can develop their potential, feel safe and valued, build positive relationships, and contribute to their community. It also includes the social, psychological and physical capabilities needed for a fulfilling life.

Several international reports have raised concerns. A consultation with over 10,000 children found that a fifth in the EU are growing up unhappy and anxious. WHO data show declining life satisfaction and rising mental health issues, especially among adolescent girls. Mental health outcomes are shaped not just by individual factors but by children's environments, resources, and exposure to stress. Recent declines have been linked to poverty, climate change, the COVID-19 pandemic, war, and the increasing role of digital technology. Online time has nearly doubled in the past decade; during lockdown, teens spent up to 7 hours online on weekdays, half of it for school. Digital media use is often studied in relation to both well-being and ill-being, with mixed results. Some studies link it to problems like depression or poor academic performance, but systematic reviews suggest that screen time alone is not clearly harmful. Stronger negative effects appear mainly in cases of excessive use. A more balanced approach is needed, one that recognises both the risks and the opportunities of digital technology and reflects the complexity of young people’s online lives.