Recent research studied digital citizenship in K–12 schools after the COVID-19 pandemic. The results of a survey of school librarians discusses their perspectives on students’ digital behaviors, skills, and knowledge.

“This research found that school librarians are largely reporting qualitative and quantitative declines in digital citizenship amongst students. Many librarians report students with gaps in knowledge of technology or students participating in inappropriate behavior online,” the press release stated.

Stellmann, E. & Song, L. (2026). Digital Citizenship in K–12 Education: Educators’ Beliefs and Concerns. School Library Research, 29. https://www.ala.org/sites/default/files/2026-06/stellmannandsong.pdf

 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

Digital wellness study

This study explored the representation of digital wellness within existing digital literacy and digital citizenship educational models or frameworks. Results revealed that fourteen of the twenty-four frameworks incorporated digital wellness constructs to varying degrees. 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://doi.org/10.20935/MHealthWellB8019

Study: K-12 digital literacy lacks consistency

 A new study highlights the lack of consistent teaching of digital literacy and digital citizenship skills in K-12 schools. The study reveals that schools often focus on traditional digital literacy topics but neglect evolving skills -- raising concerns about equity and the division of responsibility between schools and families.

Ramsey, L. H. H. (2023). Examining How Teachers Define and Integrate Digital Citizenship Into Core Content Area Curriculum (Doctoral dissertation, The University of North Carolina at Charlotte).

Who Should Teach Digital Citizenship?

New research examines the perceptions and beliefs of school librarians regarding state-mandated digital citizenship instruction in K–12 schools. Results from a statewide survey of Utah school librarians found that school librarians expressed a desire to be more involved in the instruction process. They need for more time, and desired consistent collaboration with teachers and administration.
Phillips, A., & Lee, V. (2019). Whose responsibility is it? A stateside survey of school librarians on responsibilities and resources for teaching digital citizenship.  School Library Research, 22.
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/pubs/slr/vol22/SLR_WhoseResponsibilityIsIt_V22a.pdf 

Digital Citizenship in Education

This article explores how social media use in formal and informal learning spaces can support the development of digital citizenship for secondary school students. The article provides a conceptual analysis of civic engagement as digital citizenship and considers how digital media applications can support citizenship education in middle- and high-school grades. Then, empirical research is provided that demonstrates how high school students develop digital citizenship practices through out-of-school practices. This article also suggests that both dimensions of digital citizenship (i.e., in-school, traditional citizenship education and out-of-school activities aimed at civic engagement) can be integrated through a social media-facilitated curriculum. Lastly, recommendations for teaching and learning through social media are offered to educators, community members, practitioners, parents, and others.

Gleason, B., & Gillern, S. (2018). Digital citizenship with social media: Participatory practices of teaching and learning in secondary education. Journal of Educational Technology & Society, 21(1), 200-212. https://www.jstor.org/stable/26273880?seq=1#page_scan_tab_contents

Online harassment report

A new report gives a comprehensive picture of Americans' experiences with online harassment and abuse, finding that most US Internet users have witnessed online harassment, and almost half have personally experienced it.
Lanhart, A., & Zickuhr, K. (2016). Olnline harassment, digital abuse, and cyberstalking in America.  New York, NY: Data & Society Research Institute.
https://www.datasociety.net/pubs/oh/Online_Harassment_2016.pdf