Digital Exclusion Among Children and Young People: A Scoping Review

Abstract

The objective of this scoping review is to map, systematically, how existing research describes children’s and young people’s experiences of digital exclusion, with attention to the extent, nature, and scope of the literature. The review was conducted in accordance with the JBI guidelines for scoping reviews, and with the PRISMA Extension for Scoping Reviews (PRISMA-ScR). The researched databases include Education Source, ERIC, PsycINFO, and Scopus, as well as empirical and grey literature focused on children and young people aged 10 to 18, exploring their experiences of digital exclusion in educational and/or everyday contexts. A total of 16 studies were included. Most used qualitative methods to explore digital exclusion in education and everyday life. Three main perspectives emerged: 1) multilevel digital divides (access, skills, outcomes); 2) child-centered experiences; and 3) structural inequalities linked to socioeconomic, geographic, and gender factors. Common barriers included limited device and internet access, low digital skills, affordability issues, and restrictive household or school policies. Disadvantaged groups, such as rural youth, girls in restrictive environments, and children with functional variations, were most affected, and often required additional support and accessible tools. The included studies indicate that children’s digital exclusion is multilayered, shaped by access, skills, outcomes, and social context. Exclusion is described as involving not only resources, but also opportunities, support, and recognition. Several studies conducted during the COVID-19 pandemic describe how new vulnerabilities may emerge as contexts shift. Most included studies focus on predefined “at-risk” groups. However, exclusion can also affect children outside these categories, highlighting the need for broader, more integrated approaches.