In an era dominated by digital technology, the intersection of traditional literacy skills and digital well-being among school-age students has become a paramount concern for educators, parents, and policymakers alike. A recent systematic review published in BMC Psychology by researchers Z. Arkan and M. Bal has unraveled critical insights into how literacy proficiency in school-age children correlates with their experiences of digital well-being. This comprehensive analysis dives deep into existing literature, presenting a nuanced understanding of how the ability to engage with and interpret texts—both on paper and on screens—plays a pivotal role in shaping young individuals’ balanced digital lives.
The foundation of literacy has evolved dramatically from solely focusing on reading and writing traditional texts to encompassing multimodal skills that include digital literacy. The review highlights the complex relationship between classical literacy skills, such as comprehension, critical analysis, and contextual understanding, and the newer demands posed by digital environments, where students navigate social media, online learning platforms, and a plethora of digital content. According to Arkan and Bal, proficiency in these foundational skills equips children to parse digital streams more effectively, potentially enhancing their resilience against the adverse elements of digital exposure.
One of the central findings of this review is that higher literacy levels are consistently associated with improved digital well-being markers. Digital well-being, a multifaceted construct encompassing emotional, cognitive, and social dimensions related to online experiences, is significantly influenced by how well students can critically evaluate digital content. The researchers emphasize that students adept at interpreting nuanced texts offline tend to exhibit better self-regulation when faced with the constant barrage of online stimuli. This suggests literacy training extends beyond academic success, directly influencing mental health and social interaction in digital contexts.
Arkan and Bal’s meticulous analysis points to the critical role of cognitive literacy skills, particularly critical thinking and analytical reasoning, in fostering a healthier digital experience. They found that students equipped with these competencies demonstrate a heightened ability to discern misinformation, recognize manipulative online tactics, and avoid potentially harmful digital engagements—challenges that are omnipresent in today’s digital ecosystem. This layer of cognitive engagement acts as a buffer, empowering young learners to make informed decisions rather than succumbing to passive consumption, which has been linked to negative psychological outcomes such as anxiety and depression.
The researchers also delve into the social aspects embedded within digital well-being, uncovering that literacy skills support better communication and empathetic online interactions. Digital platforms are double-edged swords, providing opportunities for socialization but also exposing users to cyberbullying and toxic behaviors. This systematic review posits that literacy education that fosters reflective reading and interpretative skills strengthens students’ ability to engage constructively in online communities, mitigating the potential for adverse social experiences. It highlights the need for holistic literacy programs that integrate emotional intelligence alongside traditional curricula.
Importantly, the review synthesizes data from diverse global studies, indicating that the relationship between literacy and digital well-being transcends cultural and socioeconomic boundaries. While contextual factors may modify the intensity and manifestation of this correlation, the underlying principle—that sound literacy undergirds digital health—remains robust. This universality underscores the need for international educational policies that prioritize literacy development as an integral part of fostering digital citizenship and psychological resilience among youths.
Arkan and Bal’s systematic approach further reveals gaps in current educational frameworks, which often treat digital skills as separate or supplementary to traditional literacy. The authors strongly advocate for integrated curricula that merge digital literacy seamlessly with classical literacy foundations. Such integration is critical, as fragmented instruction can leave students ill-prepared to handle the rapid evolution of digital media, which increasingly demands sophisticated interpretive and critical thinking abilities. The review calls for educators and curriculum developers to rethink pedagogical strategies to reflect these interconnected skill sets.
Technical analysis within the review sheds light on the methodological rigor of included studies, referencing quantitative measures of literacy skills and validated digital well-being scales. The convergence of psychometric data affirms that assessments capturing both offline reading proficiency and online behavioral indicators provide the most comprehensive insights into student well-being. Moreover, the authors emphasize the importance of longitudinal research designs to track developmental trends, as both literacy and digital engagement evolve significantly through childhood and adolescence.
The review also interrogates the role of parental and institutional support in mediating literacy’s impact on digital well-being. It underlines that environments encouraging reading and critical media use, alongside monitoring digital device usage, amplify the positive effects of literacy skills. Technology use policies, parental digital literacy, and socio-educational resources emerge as pivotal factors in shaping this dynamic. Without such a supportive backdrop, the benefits of advanced literacy can be undermined, leading to vulnerability in digital spaces.
Given the expanding role of digital technology in education, the findings have immediate implications for classroom practices. Teachers must be equipped not only to teach reading and writing but also to guide students in navigating complex digital landscapes. This involves cultivating skills such as digital discernment, ethical online behavior, and effective communication across platforms. The review highlights innovative educational interventions that blend literacy instruction with digital well-being awareness, demonstrating promising outcomes that can be scaled.
From a psychological perspective, the interaction between literacy proficiency and digital mental health is profound. Arkan and Bal draw attention to the cognitive load theory, exploring how well-developed literacy skills reduce cognitive overload when interacting with dense or fast-moving digital content. This reduction in overload is crucial, as excessive cognitive demand has been linked to digital fatigue, distraction, and emotional distress in school-age populations. The review thus provides a strong argument for literacy development as a preventive mental health strategy.
Furthermore, the systematic review explores emergent technologies, such as artificial intelligence and virtual reality, and their potential to both challenge and enhance the relationship between literacy and digital well-being. These technologies demand heightened interpretive skills, making robust literacy education more essential than ever. The authors argue that future research should examine how these advanced technologies impact literacy demands, shaping tailored interventions to sustain well-being amidst technological acceleration.
In conclusion, the findings by Arkan and Bal underscore an urgent call to action for stakeholders across education, health, and technology sectors. As school-age students increasingly inhabit a digital world, equipping them with strong literacy skills is critical to fostering digital well-being and ensuring their holistic development. This systematic review not only consolidates existing knowledge but also charts a roadmap for future research and policy, emphasizing literacy’s pivotal role as a foundation for healthy digital engagement in the 21st century.
Subject of Research: The relationship between school-age students’ literacy skills and digital well-being.
Article Title: The relationship between school-age students’ literacy skills and digital well-being: a systematic review.
Article References:
Arkan, Z., Bal, M. The relationship between school-age students’ literacy skills and digital well-being: a systematic review. BMC Psychol 13, 1240 (2025). https://doi.org/10.1186/s40359-025-03573-4
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