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Abstract In an era where digital technologies penetrate every aspect of education and a growing body of research examining various aspects of digital safety, there exists a significant research gap concerning the overarching (holistic) influence of digital activities on the schooling of 10 to 13 year olds. This paper presents a comprehensive review that untangles the complex relationship between digital safety, literacy, and wellbeing in this context based on 24 papers appearing in international peer-reviewed journals published from 2010 to 2023, and critically examines the impact of digital safety protocols on online student activities, the role of digital literacy in enhancing learning outcomes, and the intricate interplay between digital wellbeing and academic engagement, taking into account the changes created by the COVID-19 pandemic. Findings showed that the online engagement of students between Year 6 and Year 8 is deeply impacted by factors like digital literacy, digital communication/relationships, digital well-being, and digital habits; that COVID-19 put a spotlight on health; but that in general more research into digital safety needs to be conducted from a holistic and longitudinal viewpoint. Through careful analysis of the literature, this study provides insight into the challenges faced by 10 to 13 year olds, providing valuable directions for educators, policymakers, and researchers striving to create a safe, supportive, and empowering learning environment.
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Stored only when both papers are in the corpus — 13 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
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