• Child of the North/Centre for Young Lives publishes a new evidence-based “digital vaccination” plan to empower all children to recognise fake news.
• Report highlights that the digital divide hinders economic growth and makes the population vulnerable to disinformation as millions of children are left behind by lack of access to digital technology. The universities call for a fresh plan to provide the skills and tech needed to the UK’s four in ten children without access to home broadband or a PC/laptop.  
• Report calls for adopting the “Minimum Digital Living Standards” framework, to ensure that every household has the digital infrastructure necessary for the future job landscape - including high-speed broadband, a functioning computer or laptop, and essential digital skills training.
• Ministers urged to introduce digital training packages for teachers to boost learning of critical technology skills in schools, and prepare children for a digital future by enhancing digital literacy and digital capability.

[.download]Download the Report[.download]

A new report published today (Friday) by Child of the North and Anne Longfield’s Centre for Young Lives think tank, “An evidence-based plan for upskilling our children and young people for digital futures”, puts forward new proposals for digital upskilling, and highlights new innovations to close a digital divide which is holding back the life chances of millions of children in the UK. The report calls for evidence based approaches that can help children navigate digital content critically and responsibly.  

It is the seventh in a series of Child of the North/Centre for Young Lives reports published in 2024 focusing on how the new Government can put the life chances of young people at the heart of policy making and delivery.

The report sets out how the UK’s digital landscape is an uneven playing field for children and young people and warns that millions of children are being left behind because they don’t have regular access to the technology and skills that they need to make the best use of digital devices and spaces in a responsible and creative way. In a world where technological advances are increasingly rapid, and where Artificial Intelligence is set to have a profound impact on employment and future economies, the report highlights the huge economic costs of failing to close the digital divide. A lack of digital skills and literacy can also leave children more open to the risks of disinformation, fake news, and other online harms.

Evidence and case studies featured in the report suggest that many children are already making use of digital devices and spaces in a responsible and creative way - but that millions of others are denied that opportunity through lack of access, resources, and skills development. Some of the causes of digital exclusion include unaffordable costs of connectivity and devices, and a lack of training and exposure to digital analytical and technical skills.  

The report warns that current constraints on teachers’ time and the lack of structured support for Continuing Professional Development is hindering their ability to stay updated with digital advancements, affecting the quality of digital education provided to students.

The report also calls for new Government guidance to manage screen time effectively and mitigate potential harms, including ‘fake news’. It argues that current approaches to keeping children safe online often lack consistency and comprehensiveness, particularly in integrating digital literacy with traditional sex education. The report recommends much earlier intervention and consistent educational programmes, starting from a young age and continuing through adolescence. It highlights the recent work of the Digital Futures Commission as a foundation on which the government could and should build.

The report highlights how a significant proportion of children and young people in the UK lack access to digital skills and resources.

• 42% of young people (approximately 6 million children) do not have access to either home broadband or a laptop/desktop computer.  
• During the COVID-19 pandemic, one in five children lacked access to a suitable device for home study.
• 48% of boys and 42% of girls surveyed had seen harmful content online in the previous month.
• Projections suggest that 5 million workers will be under-skilled in basic digital capabilities by 2030, while 75% of young people feel they lack the necessary skills to thrive. Almost half of young people are teaching themselves digital skills.
• Participation in IT subjects at GCSE level has dropped by 40% since 2015.  
• 1 million people have either cut back or cancelled their internet packages due to financial constraints. 12% of the population in the North East of England are classified as internet non-users, compared to 7% in London.  
• Digital skills shortages are already estimated to cost the UK £65bn each year.

The report urges Ministers to adopt new evidence-based policy recommendations based on extensive research undertaken across the North of England by Child of the North, including:

• Establishing a “Minimum Digital Living Standards” framework, including subsidised digital access to ensure that every household has the digital infrastructure necessary for effective participation. This could include basic digital infrastructure such as high-speed broadband, a functioning computer or laptop, and essential digital skills training. The implementation of nation-wide subsidies or vouchers would assist low-income families in obtaining and maintaining broadband services and digital devices.

• Enhancing digital inclusivity in schools through Continuing Professional Development (CPD) for educators. Current constraints on teachers’ time and the lack of structured support for CPD is hindering their ability to stay current with digital advancements, affecting the quality of digital education provided to students. Digital training packages for in-service teachers and other educational organisations and networks should be co-designed and continuously updated by multi-academy trusts, local education authorities, and industry experts. Schools also need to be provided with the necessary resources and time allocations to support teachers and other staff in engaging with CPD.

• Creating a national Digital Creativity “Skills Commons”, fostering cross-sectional partnerships and network development. Currently, there is no consolidated, easily accessible platform that offers comprehensive support for digital creativity skills development. An open-access, subscription-free Digital Creativity Skills Commons could provide a range of evidence-informed resources, including training materials, funding guidance, and a registry of relevant agencies and charities. It would encourage partnerships between industry, educational institutions, and cultural organisations through contribution and utilisation, as well as building support networks that connect learners with mentors, industry experts, and educational institutions.  

The report also highlights different forward-thinking projects in the North of England that are already boosting both children’s access to the internet and their digital skills, including:

Impact Gamers is a BAFTA-winning non-profit community interest company based in Bradford, dedicated to using computer game development to engage and empower young people. Established seven years ago in response to the lack of free extracurricular activities, social isolation among youth, and growing digital divides, Impact Gamers provides a crucial service by offering free after-school sessions in game coding. These sessions are tailored for children aged 8-to-16 and focus not only on developing IT skills but also on building confidence, self-esteem, and social skills. Impact Gamers exemplifies a successful model of community engagement and digital education.

By addressing the digital divide and providing essential skills training, the organisation empowers young people in one of England’s most deprived areas, equipping them with the tools and confidence to thrive in an increasingly digital world. It is funded through a combination of small grants and revenue generated from commercial game-making projects. The organisation has witnessed significant transformations, with young participants who initially struggled with basic computer use quickly learning to navigate complex menu systems and plan game development projects. Within a year, many of these young people progress to a level where they can contribute to Impact Gamers’ commercial work.  

The White Rose Centre for Inclusive Computing (WRCIC) was established to tackle the significant lack of diversity in the tech sector within Yorkshire. WRCIC emphasises that innovation and growth depend on a broad range of lived experiences, perspectives, and backgrounds. In 2023, only 12% of Computing A-Level students in Yorkshire were girls, 3% below the national average. The WRCIC is a collaborative initiative involving the Universities of Sheffield, Leeds, and York, alongside STEM Learning and its National Centre for Computing Education. This consortium leverages the research and teaching strengths of the universities' computing departments, as well as their public engagement teams, to challenge narrow perceptions of computer science and demonstrate its broad societal impact.

The WRCIC uses diverse students and leading researchers as role models. A key focus is shifting mindsets within the Yorkshire region. By pooling resources and expertise, the WRCIC seeks to engage groups of young people who might not traditionally view higher education or tech careers as accessible or attractive.

Anne Longfield, Executive Chair of the Centre for Young Lives, said:

“Children are growing up digital but we are not giving them the technology and skills they need to make the most of the opportunities it brings or protection they need to navigate the online world safely. Technology and the internet provide access to a world of opportunity and are now a crucial part of childhood and our futures.  

“The recent outbreaks of violence in England have shown the consequences of disinformation and its impact on the real world. It is crucial that we develop more effective ways of preventing children and young people from being exposed to fake news and vaccinate them against its dangers.

“That means providing children with the digital skills they need, providing teachers with the time and training to keep up to date with digital advancement, and ensuring children are learning about disinformation and other potential online harms from an early age.  

“We also need to equip children for the digital world they live in. Four in ten children do not have either home broadband or a laptop or desktop computer. This is not just a problem that happened during Covid. This ongoing digital divide is still leaving behind millions of children, which can have profound implications for their educational outcomes and future employment prospects.  

“We need to be far more creative and much bolder about how we close the digital divide and improve access to tech and learning.

“We can’t hope to achieve the aim of becoming a world-beating economy with a well-trained and well-educated workforce for as long as a substantial number of young people are shut out of the digital world.”

Dr Camilla Kingdon, former President of the Royal College of Paediatrics and Child Health, said:

“The world around us is changing staggeringly fast. The Technology Revolution is likely  to bring the greatest changes to how we live and work since the Industrial Revolution.  “The opportunities are potentially incredible. However the truest and deepest impact will only be realised if our entire population is ready and skilled to embrace the changes and reap the rewards.  

“This Report outlines the existing digital inequalities which are now deeply entrenched amongst children, especially those growing up in poverty, as well as stark geographical discrepancies. Crucially, the Report makes a series of recommendations and showcases work that is already successfully tackling this problem.

“Time is not on our side. I commend this report to our new government and hope that they will urgently work to help equip children with the skills to safely take advantage of the vital opportunities the digital world offers.”

Professor Mark Mon Williams, Child of The North report series editor, said:

“The UK’s future depends on our children and young people acquiring digital skills. The prosperity of countries will increasingly depend on their ability to harness the digital revolution and this needs a workforce with the necessary technological skills. Upskilling the next generation will also protect them against the countless nefarious actors in the online world and create a population who can distil useful facts and discard misinformation.

“This report lays out the evidence for the new government so that they can work with and through education settings to ‘digitally vaccinate’ the next generation and ensure all children and young people have the skills required for the jobs of the future.”

Professor Jennifer Rowsell and Dr Ryan Bramley, Executive Report editors, said:

“The age of AI, data literacies, and the platformisation of education is upon us and children and young people must be able to navigate their digital lives critically and safely. The Child of the North and Centre for Young Lives report gives a detailed picture of digital inequalities in the UK with new proposals and strategies for changes to education and inspiring research spotlights.

“It has been an honour to work as academic experts with the Child of the North Team to push for the changes that can help the new government reimagine education.”

ENDS

[.download]Download the Report[.download]

Notes to editors:

1. The report can be accessed here: https://www.n8research.org.uk/media/CotN_Digital-Futures_Report_7.pdf‍
   ‍
2.  Today’s report has been produced by eight research intensive universities in the North of England – the N8 Research Partnership – in collaboration with a wider academic community (the N8+) as part of the Child of the North initiative, and the Centre for Young Lives think tank, founded in January 2024 by former Children’s Commissioner Anne Longfield. It is the seventh in a series of Child of the North/Centre for Young Lives reports to be published during 2024 looking at how to encourage the Government to set out a vision for children and show how putting the interests and life chances of young people at the heart of policy making and delivery is crucial to Britain’s future success. They shine a light on some of the biggest challenges facing the Government while also providing rigorous research and pragmatic, evidence-based recommendations which acknowledge the ongoing financial limitations on government spending. Seven principles will be a theme throughout the twelve reports: the Government must “put children first”; inequality must be addressed; place-based approaches must be adopted; public services must work together more effectively; education must be at the heart of public service delivery; universities must become the ‘research and development’ departments for local public services; and information must be shared across public service providers and used effectively.
   ‍
3. Child of the North is a partnership between the N8 Research Partnership and the Northern Health Science Alliance / Health Equity North and includes partners from across the North of England. Its vision is to develop a platform for collaboration, high-quality research, and policy engagement to support fairer futures for children living in the North of England. The N8 Research Partnership is a strategic collaboration between the universities of Durham, Lancaster, Leeds, Liverpool, Manchester, Newcastle, Sheffield, and York, and aims to maximise the impact of this research base to enable business innovation and societal transformation. The N8 universities receive around 80% of competitively awarded research funding in the North of England, and employ more than 18,000 academic staff, forming the largest research-pooling partnership in the UK. N8 creates programmes involving a critical mass of world class academics which form networks of innovation excellence with partners in other sectors, to drive investment and economic growth.
   ‍
4. Health Equity North is a virtual institute focused on place-based solutions to public health problems and health inequalities across the North of England. Health Equity North brings together world-leading academic expertise from the Northern Health Science Alliance membership of leading universities, hospitals, and academic health science networks, with the aim of fighting health inequalities through research excellence and collaboration.