Cultivating competencies such as self-regulation, emotional resilience, and intentional technology use may support healthier digital engagement and enhance both academic learning and student well-being. A recent study explored the representation of digital wellness within existing digital literacy and digital citizenship educational models or framework, and found that the majority referred to digital wellness as a ‘subcomponent’ of digital literacy or digital competence, affirming their status as educational priorities globally.

Laffier, J., Westley, M., & Rehman, A. (2025). How digital wellness is represented in school digital literacy and citizenship models: a qualitative comparative analysis. Academia Mental Health and Well-Being, 2(4). https://www.academia.edu/2997-9196/2/4/10.20935/MHealthWellB8019

Reading Aloud to Children Study

 Reading aloud to children, even after they can read independently, provides benefits beyond literacy, according to a recent study. It found that just 15 minutes of shared reading each night helped strengthen children's empathy and creativity, Furthermore, it doesn't matter if the reader asks questions or not. 

Winter, M. et al. (2026). Keep the bedtime story: A daily reading ritual improves empathy and creativity in children. PlusOne. https://doi.org/10.1371/journal.pone.0340068

Banned Cellphone Impact Study

 A recent report indicates that nearly 80% of teens attend schools with "no cellphone" policies, but that students continue to use their devices for nonacademic purposes. Bans differ in scope, with about half of students reporting total restrictions throughout the school day and another 40% experiencing limits only during instructional time.

Rapaport, A. (2026). Cell Phone School Policies: Implementation, Perceived Impacts, and Student and Parent Beliefs. Center for Applied Research in Education at the University of Southern California   https://dornsife.usc.edu/cesr/wp-content/uploads/sites/54/2026/01/UAS-CARE-Cell-phone-policy-results.pdf