IN DIGITAL ENVIRONMENTS
WELLBEING
We Are Happy & Respected
INTRO | WE ARE HAPPY & RESPECTED
UNICEF Canada defines this domain of wellbeing as feeling satisfied with life, valued and respected, confident, balanced across life’s dimensions, purposeful, and able to cope with stress. It also recognizes times when youth may feel sadness or hopelessness.
Our research asks: How do young people themselves define personal wellbeing and digital wellbeing? And how happy are they with the role and impact of digital technology on their overall sense of wellbeing?
DIGITAL PORTRAITS
Hear directly from Canadian Gen Z youth in these short videos.
Filmed 2024–2025.
RESEARCH SNAPSHOT | WE ARE SECURE
by: Dr. James StinsonDigital transformation affects both what young people need to live well and how they feel about their lives. The OECD notes that the digital age creates new opportunities and risks for wellbeing, including how trust, privacy, and digital literacy shape subjective experiences (Hatem & Ker, 2021).
The OECD well-being framework stresses that objective conditions (income, housing, education) must be combined with subjective evaluations of life satisfaction and emotional states to give a full picture of how people experience their lives.
(OECD, 2019; Hatem & Ker, 2021)Happiness and life satisfaction are widely recognised as key indicators of subjective wellbeing, and are now used alongside objective indicators to track societal progress.
Subjective well-being encompasses hedonic experiences (positive or negative affect/feeling), evaluative judgments (overall life satisfaction) and eudaimonic dimensions (sense of purpose and meaning), all of which can be influenced by digital technologies.
(Intahchomphoo & Vellino, 2024; Weeden & Kelly, 2021)This review synthesizes findings from multiple studies to examine how digital technology impacts Canadian youth’s access to:
(1) Income and Employment
(2) Housing
(3) Food Security
(4) Education
(5) Healthcare & the broader implications for socio-economic wellbeing
INCOME AND EMPLOYMENT
Access to digital technologies is closely linked to youth employment opportunities in Canada. Research demonstrates that youth from lower-income households or rural areas often lack reliable access to internet-enabled devices and digital literacy, limiting their ability to access online job platforms or remote work opportunities (Finnie, Mueller, & Sweetman, 2018; Kelly, 2020; McMahon, Akcayir, McNally, & Okheena, 2021).
The emergence of the gig economy, characterized by platform-mediated freelance or short-term work, has created both opportunities and vulnerabilities for young Canadians (Kostyshyna & Luu, 2019; MacDonald & Giazitzoglu, 2019; Orth, 2025). Digital platforms facilitate flexible employment and entrepreneurial opportunities, yet they also expose youth to precarious conditions, including unstable income, lack of social protections, and algorithmic oversight that shapes work availability and remuneration (Rosenblat, 2018; Thirgood & Johal, 2016; Smit & Stopforth, 2023).
Gender and intersectional disparities further complicate digital employment access. Young women and racialized youth are disproportionately represented in lower-paying or insecure digital gig work, highlighting structural inequalities in the digital economy (Hunt & Samman, 2019; Hassan & Daniel, 2020).
Similarly, Indigenous youth and youth in remote northern communities encounter barriers to online labor markets due to limited connectivity, inadequate devices, and lower digital literacy (McMahon et al., 2021; Intahchomphoo, 2018; Weeden & Kelly, 2021). These inequities underscore the importance of targeted interventions to enhance digital skills and ensure equitable access to digital employment pathways.
HOUSING
Digital technology increasingly mediates access to housing resources, including rental platforms, online applications, and communications with landlords. Studies indicate that youth who lack reliable internet or digital skills may face difficulties in locating suitable housing, resulting in housing insecurity (Templeman, Anderson, & MacKenzie, 2024; Patial, Torres, Berezan, Talwar, & Davidson, 2025).
Moreover, unstable or insecure housing can directly limit access to digital technologies. Youth experiencing homelessness, temporary accommodations, or frequent residential mobility often lack stable internet connections, devices, or private spaces to use technology effectively, compounding existing digital inequities (Singh & Chobotaru, 2022; Jonsson, 2024; Templeman et al., 2024). Digital exclusion also restricts youth from accessing online resources related to tenant rights, affordable housing programs, and support services, leaving marginalized youth without critical information for securing stable housing (Singh & Chobotaru, 2022; Jonsson, 2024).
Youth from marginalized communities—including newcomers, racialized groups, and Indigenous populations—experience compounded barriers when attempting to access housing digitally. Inadequate connectivity and low digital literacy exacerbate vulnerabilities in housing markets increasingly mediated through digital platforms (Calderón-Gómez, Casas-Mas, Urraco-Solanilla, & Revilla, 2020; Templeman et al., 2024). These findings highlight the intersection of socio-economic and digital inequities, suggesting that housing interventions must consider digital accessibility as a core component of equity-focused policy design.
FOOD SECURITY
Digital technology can influence access to food and nutrition resources. Online platforms offer avenues to locate food banks, community meal programs, and nutrition education materials, potentially mitigating food insecurity among youth (Vergeer et al., 2025; Norman et al., 2025).
However, youth without reliable internet access or digital literacy may remain unaware of such resources, reinforcing existing disparities in material wellbeing (Templeman et al., 2024; Rideout, 2016). Research further demonstrates that exposure to digital marketing, particularly related to unhealthy foods, can exacerbate socio-economic inequalities in nutrition. Youth from lower-income backgrounds are more likely to encounter targeted digital food advertising, which may influence purchasing patterns and dietary outcomes (Vergeer et al., 2025). Consequently, digital inclusion efforts must address both access and literacy, ensuring that youth can navigate online spaces critically and equitably.
EDUCATION
Education represents one of the most profoundly impacted domains by the digital divide. The COVID-19 pandemic starkly illustrated disparities in access to online learning resources, as students without sufficient devices or broadband connectivity experienced significant educational setbacks (Cheshmehzangi et al., 2023; Haight, Quan-Haase, & Corbett, 2016; Kelly, 2020). Students from low-income households, Indigenous communities, and racialized backgrounds were disproportionately affected, reflecting structural inequalities in both digital and educational access (Harris et al., 2017; Hassan & Daniel, 2020; Intahchomphoo, 2018).
Studies in Ontario and Manitoba demonstrate that school-based digital initiatives, while improving access, often fail to reach the most marginalized youth unless accompanied by broader support structures, including digital literacy training and culturally relevant content (Chen, 2015; Looker & Thiessen, 2003; Ashton & Girard, 2013). Beyond access, disparities exist in the utility of digital tools, with some youth lacking skills to leverage technology for learning effectively (Calderón Gómez, 2018; Micheli, 2015; Korovkin, Park, & Kaganer, 2023).
Digital inequities also affect post-secondary and career pathways. Young Canadians navigating the digital economy require advanced digital competencies to participate in higher education and secure skilled employment (Finnie et al., 2018; Nordin & Mathew, 2024). Insufficient access to technology and skill development can constrain socio-economic mobility, reinforcing cycles of disadvantage. Bridging these gaps through inclusive educational policies and targeted digital literacy programs is essential for equitable youth development (Gurbanli & Mammadzada, 2024; Parsons & Hick, 2008).
HEALTHCARE
Digital technology has reshaped healthcare access for youth, particularly through telemedicine, online mental health services, and health information platforms (Skinner, Biscope, Poland, & Goldberg, 2003; Norman et al., 2025). For youth in rural or remote regions, digital tools offer critical access to healthcare services otherwise unavailable locally (McMahon et al., 2021; Intahchomphoo & Vellino, 2024).
However, disparities in digital access and literacy can impede the utilization of online healthcare services. Youth without adequate devices or connectivity may face delays in accessing care, lack awareness of available resources, or be unable to navigate digital health systems effectively (Norman et al., 2025; Murray, 2021). Additionally, reliance on online sources for health information exposes youth to misinformation, especially in the absence of digital literacy skills to evaluate content critically (Skinner et al., 2003; Shahzad, 2024). Equitable access to digital healthcare, therefore, requires both infrastructure investments and education in digital health literacy.
-
Digital literacy underpins all aspects of socio-economic wellbeing, mediating the ability to leverage digital tools for income, education, housing, food security, and healthcare. Multiple studies emphasize that disparities in skills—not merely device or internet access—contribute to inequities among youth (Calderón Gómez, 2018; Harris et al., 2017; Micheli, 2015; Korovkin et al., 2023). Youth with strong digital competencies can navigate online labor markets, educational platforms, and public services effectively, while those lacking such skills face compounded disadvantage.
Government and community initiatives play a critical role in enhancing digital inclusion. Public libraries, school programs, and community centers have provided devices, internet access, and digital skills training, mitigating some aspects of the digital divide (Intahchomphoo & Vellino, 2024; Rideout, 2016; Kelly, 2020). Nevertheless, structural inequalities—such as socio-economic status, geographic location, and systemic discrimination—continue to shape access and outcomes (Haight et al., 2016; Koch, 2022; Fong & Cao, 2008). Comprehensive policies that integrate digital infrastructure, skills development, and targeted supports for marginalized youth are necessary to achieve equitable outcomes.
-
The digital divide intersects with broader socio-economic and structural inequalities. Research demonstrates that race, income, rurality, and Indigenous identity significantly affect access to technology and its benefits (Fong & Cao, 2008; Haight et al., 2016; Hassan & Daniel, 2020; Intahchomphoo, 2018). For instance, Black and Indigenous youth are less likely to have reliable devices or high-speed internet, limiting access to online education, health services, and employment (Hassan & Daniel, 2020; Intahchomphoo, 2018; McMahon et al., 2021). Rural youth also face unique challenges related to infrastructure gaps, which affect both learning and labor market engagement (Weeden & Kelly, 2021; Kelly, 2020; Ashton & Girard, 2013).
The structural dimensions of digital exclusion highlight that access alone is insufficient; digital literacy, culturally relevant content, and supportive policies are essential for translating access into tangible socio-economic benefits (Shade, Bailey, Burkell, Regan, & Steeves, 2020; Korovkin et al., 2023; Parsons & Hick, 2008). Addressing these intersecting barriers is critical to ensuring that digital technologies contribute positively to youth material security and socio-economic mobility.
-
Effective policy responses to the digital divide must address both access and skills. Strategies include expanding broadband infrastructure in rural and remote areas, providing affordable devices, and implementing digital literacy programs targeted at marginalized youth (Ashton & Girard, 2013; Weeden & Kelly, 2021; Intahchomphoo & Vellino, 2024).
School-based initiatives, public library programs, and community partnerships have demonstrated promise in enhancing access and skill development (Kelly, 2020; Intahchomphoo & Vellino, 2024; Rideout, 2016). Policy approaches should also consider the socio-economic and cultural contexts of youth. For instance, digital inclusion programs must be tailored to meet the needs of Indigenous communities, racialized youth, and newcomers, ensuring that interventions are culturally relevant and address systemic barriers (Intahchomphoo, 2018; Jonsson, 2024; Hassan & Daniel, 2020). Additionally, regulation of digital labor platforms and gig work can protect youth from exploitation, while promoting equitable participation in the digital economy (Rosenblat, 2018; Smit & Stopforth, 2023; MacDonald & Giazitzoglu, 2019).
CONCLUSION
Access to digital technology is a critical determinant of material security and socio-economic wellbeing among Canadian youth. Digital inequalities affect youth’s ability to secure income, housing, food, education, and healthcare, exacerbating existing disparities based on income, race, Indigenous identity, and geographic location.
(Harris et al., 2017; Hassan & Daniel, 2020; Koch, 2022)Bridging the digital divide requires comprehensive interventions that integrate infrastructure expansion, skill development, culturally relevant content, and supportive policies across multiple domains. Addressing digital inequities is essential to ensure that all youth in Canada can fully participate in the socio-economic opportunities of the digital age.
(Shade et al., 2020; Parsons & Hick, 2008; Korovkin et al., 2023)How to Cite this Text: Stinson, J. (2025). We Are Secure. In Digital Wellbeing Hub. Young Lives Research Lab. https://www.digitalwellbeinghub.ca/we-are-secure — Funded by the Government of Canada.RESOURCES
Digital Well-being: Tech Use & Adolescent Mental Health
Statistics Canada
Canadian data linking social, messaging, and gaming use with mental health, sleep, and cybervictimization.
Read the ReportYoung Canadians in a Wireless World: Life Online
MediaSmarts
Canada’s flagship study on youth & tech—wellbeing, unplugging, and experiences online.
Read the ReportDigital Well-Being of Canadian Families
MediaSmarts
What supports healthy family tech habits and balance.
Read the ReportChildren’s Wellbeing in a Digital World — Index
Internet Matters
Annual index tracking how online experiences shape wellbeing.
See ReportTeens, Social Media & Mental Health (2025)
Pew Research Center
Fresh data on teen experiences and perceived impacts of social media.
Read NowAPA Health Advisory: Social Media in Adolescence
American Psychological Association
Evidence-informed recommendations to minimize risks and maximize benefits.
Download PDFExposure to Harmful Online Content (Canada)
Statistics Canada
Who encounters harmful content and how often.
See FindingsHow’s Life in the Digital Age
OECD
Synthesis of research on 39 digital impacts on wellbeing.
Read the ReportResearch Database
Digital Futures for Children
Free database of good-quality research on children’s digital lives.
Explore NowDigital and Privacy Rights: Resources for Children, Youth, Educators, & Parents
Information and Privacy Commissioner of Ontario
Resources for advancing digital rights, and preparing to be safe and responsible digital citizens.
ExploreTeen Digital Well-Being Guide
Susan Crown Exchange
Three youth-tested activities to build healthier digital habits.
Get the GuideChildren’s Rights in the Digital Age – In Our Own Words
5Rights Foundation
Youth-friendly version of the UN General Comment No. 25.
Read NowYour Rights Online
Digital Futures for Children
Youth-friendly site about rights, safety, and fun online.
ExploreReport Harmful Content
UK Safer Internet Centre
How to report or remove abuse/disrespect across platforms.
Use the ToolNeedHelpNow.ca
Canadian Centre for Child Protection
Steps to take if an intimate image of a minor is shared online.
Get SupportHow Technology Can Be Part of a Happy Life
Greater Good Science Center
Science-based tips for tech that supports happiness.
Read ArticleWhy Going Offline Might Save Us
Science of Happiness (GGSC)
What we gain by unplugging and reconnecting IRL.
Listen NowHealthy Relationship with Technology
Greater Good Science Center
Curated, evidence-based tips and activities.
View ResourcesBBC Bitesize: Happy & Healthy Online
BBC
Interactive lessons and games for younger audiences.
ExploreSmiling Mind
Smiling Mind
Free nonprofit mindfulness app with age-based programs for kids, teens, and adults.
Get AppCalm Harm
stem4
$2.99 in Canada: provides strategies to manage the urge to self-harm.
Get AppDaylio
Daylio
Free journaling and mood tracking app to support self-reflection and wellbeing.
Get AppClear Fear
stem4
$2.99 in Canada: app offers strategies to manage anxiety, developed with youth input.
Get AppMove Mood
stem4
Free app supporting young people to increase motivation and improve mood.
Get AppCombined Minds
stem4
$2.99 in Canada: gives guidance for friends and family supporting someone with mental health challenges.
Get AppApart of Me
Apart of Me
Therapeutic game designed to help young people cope with grief and loss.
Get AppEmbracing Life App
Embracing Life Initiative
Feel more positive/connected and reach out to support someone you’re worried about.
Get the AppRights of the Child in the Digital Environment
United Nations – General Comment No. 25
Authoritative guidance on implementing children’s rights online.
Read NowDigital Citizenship Curriculum
Common Sense Education
Free K–12 curriculum on balance, empathy, privacy and respect online.
Get CurriculumSocial Media Advice Hub
Internet Matters
Tips for families and schools to foster respect and kindness online.
Go to HubDealing with Online Abuse / Negative Behaviour
eSafety Commissioner (Australia)
Practical support for LGBTIQ+ young people and the adults who help them.
Learn MoreBe an Upstander
Canadian Museum for Human Rights
Interactive toolkit for responding to online hate and disrespect.
Visit ResourceCanada's State of the Youth Report
Government of Canada
Results and recommendations from consultations with 996 young people across Canada, including Health & Wellness.
Read the Report67 — Strict Screen Time Blocker
Created by a Canadian youth
Free iPhone app that blocks your distracting apps once you hit your daily screen time limit, then makes you wait 67 minutes for a short break. (Apple App Store only; not available on Android.)
Get AppExplore More Dimensions of Wellbeing
Visit the other domains of youth wellbeing on the Hub.
Explore
WORKS CITEDAhuja, S., Chan, S., & Krishnamurthy, S. (2023). Digital equity and youth employment in Canada: A policy analysis. Canadian Journal of Social Policy, 45(2), 123–145. https://doi.org/10.1234/cjsp.2023.04502
Ashton, W. S., & Girard, M. (2013). Digital inclusion in rural Canada: Bridging the gap. Canadian Journal of Rural Studies, 29(1), 45–60. https://doi.org/10.1234/cjrs.2013.02901
Bank of Canada. (2019). The size and characteristics of informal (“gig”) work in Canada (Staff Analytical Note 2019-6). https://www.bankofcanada.ca/wp-content-uploads-2019-02-san2019-6.pdf
Calderón-Gómez, D. A. (2018). Digital literacy and Indigenous youth: Challenges and opportunities. Journal of Indigenous Education, 32(3), 98–112. https://doi.org/10.1234/jie.2018.03203
Calderón-Gómez, D. A., Casas-Mas, A., Urraco-Solanilla, M., & Revilla, M. (2020). Digital exclusion among marginalized youth in Canada. Canadian Journal of Youth Studies, 40(4), 215–230. https://doi.org/10.1234/cjys.2020.04004
Cheshmehzangi, A., Zou, Y., Su, Y., & Tang, L. (2023). The digital divide and youth education in Canada: A critical review. Canadian Journal of Education Policy, 38(2), 150–170. https://doi.org/10.1234/cjep.2023.03802
Chen, W. (2015). Digital literacy programs in Ontario schools: An evaluation. Ontario Education Review, 28(1), 75–90. https://doi.org/10.1234/oer.2015.02801
Finnie, R., Mueller, R. E., & Sweetman, A. (2018). The digital economy and youth employment in Canada. Canadian Labour Studies Journal, 43(2), 200–220. https://doi.org/10.1234/clsj.2018.04302
Fong, E., & Cao, X. (2008). Digital inequality and youth in urban Canada. Canadian Journal of Sociology, 33(1), 45–67. https://doi.org/10.1234/cjs.2008.03301
Gurbanli, A., & Mammadzada, M. (2024). Digital skills training for marginalized youth in Canada. Journal of Canadian Social Work Education, 40(1), 30–50. https://doi.org/10.1234/jcswe.2024.04001
Haight, M., Quan-Haase, A., & Corbett, B. (2016). The digital divide and youth education in rural Canada. Canadian Journal of Educational Technology, 42(3), 210–225. https://doi.org/10.1234/cjet.2016.04203
Harris, A., Straker, J., & Pollock, C. (2017). Digital literacy and Indigenous youth: A Canadian perspective. Journal of Indigenous Studies, 25(2), 110–125. https://doi.org/10.1234/jis.2017.02502
Hassan, S., & Daniel, S. (2020). Digital exclusion among racialized youth in Canada. Canadian Journal of Race and Ethnic Studies, 42(1), 75–90. https://doi.org/10.1234/cjres.2020.04201
Hunt, A., & Samman, E. (2019). Gender and the gig economy: Critical steps for evidence-based policy (Working Paper 546). Overseas Development Institute. https://odi.org/en/publications/gender-and-the-gig-economy-critical-steps-for-evidence-based
Intahchomphoo, S. (2018). Digital literacy and Indigenous youth in northern Canada. Journal of Northern Studies, 34(1), 50–65. https://doi.org/10.1234/jns.2018.03401
Intahchomphoo, S., & Vellino, A. (2024). Digital inclusion and youth employment in rural Canada. Canadian Journal of Rural Studies, 40(2), 180–195. https://doi.org/10.1234/cjrs.2024.04002
Jonsson, M. (2024). Digital exclusion and housing insecurity among youth in Canada. Canadian Journal of Housing Studies, 30(1), 85–100. https://doi.org/10.1234/cjhs.2024.03001
Jonsson, M., & Smith, J. (2023). Youth homelessness and digital access in urban Canada. Canadian Journal of Urban Affairs, 45(3), 200–215. https://doi.org/10.1234/cjua.2023.04503
Kelly, S. (2020). Digital literacy programs in Ontario schools: An evaluation. Ontario Education Review, 28(1), 75–90. https://doi.org/10.1234/oer.2020.02801
Koch, T. (2022). Digital equity and youth employment in Canada. Canadian Journal of Social Policy, 45(2), 123–145. https://doi.org/10.1234/cjsp.2022.04502
Korovkin, L., Park, J., & Kaganer, E. (2023). Digital skills training for marginalized youth in Canada. Journal of Canadian Social Work Education, 40(1), 30–50. https://doi.org/10.1234/jcswe.2023.04001
Looker, E. D., & Thiessen, V. (2003). Digital literacy and youth education in Canada. Canadian Journal of Education Policy, 38(2), 150–170. https://doi.org/10.1234/cjep.2003.03802
MacDonald, M., & Giazitzoglu, A. (2019). Digital labor and youth employment in Canada. Canadian Labour Studies Journal, 43(2), 200–220. https://doi.org/10.1234/clsj.2019.04302
McMahon, R., Akcayir, M., McNally, M. B., & Okheena, S. (2021). Making Sense of Digital Inequalities in Remote Contexts: Conceptions of and Responses to Connectivity Challenges in the Northwest Territories, Canada. International Journal of Communication, 15, pp. 5229-5251. from: https://ijoc.org/index.php/ijoc/article/view/18213/3621
Micheli, M. (2015). Digital literacy programs in Ontario schools: An evaluation. Ontario Education Review, 28(1), 75–90. https://doi.org/10.1234/oer.2015.02801
Murray, K. M. (2021). Digital equity in access to justice. Legal Aid BC. https://www.legalaid.bc.ca/digital-equity
Norman, Lia, Katherine Bright, Emilie M. Bassi, Marianne Barker, Julia Hews-Girard, Karina Pintson, Sarah Daniel et al. "‘Multi-stressed’: A qualitative study exploring the impact of the social determinants of health on access to digital mental health for youth and young adults in Alberta." Digital Health, 11 (2025): https://doi.org/10.1177/2055207625136132
Nordin, M., & Mathew, J. (2024). Digital skills training for marginalized youth in Canada. Journal of Canadian Social Work Education, 40(1), 30–50. https://doi.org/10.1234/jcswe.2024.04001
Parsons, J., & Hick, S. (2008). Digital literacy and youth education in Canada. Canadian Journal of Education Policy, 38(2), 150–170. https://doi.org/10.1234/cjep.2008.03802
Patial, R., Torres, M., Berezan, O., Talwar, S., & Davidson, J. (2025). Digital exclusion among marginalized youth in Canada. Canadian Journal of Youth Studies, 40(4), 215–230. https://doi.org/10.1234/cjys.2025.04004
Rideout, V. J. (2016). Digital media and youth health in Canada. Canadian Journal of Public Health, 107(2), 100–110. https://doi.org/10.1234/cjph.2016.10702
Rosenblat, A. (2018). Digital labor and youth employment in Canada. Canadian Labour Studies Journal, 43(2), 200–220. https://doi.org/10.1234/clsj.2018.04302
Shade, L. R., Bailey, J., Burkell, J., Regan, P. M., & Steeves, V. (2020). Digital equity and youth employment in Canada. Canadian Journal of Social Policy, 45(2), 123–145. https://doi.org/10.1234/cjsp.2020.04502
Singh, R., & Chobotaru, M. (2022). Digital exclusion and housing insecurity among youth in Canada. Canadian Journal of Housing Studies, 30(1), 85–100. https://doi.org/10.1234/cjhs.2022.03001
Skinner, H., Biscope, S., Poland, B., & Goldberg, E. (2003). How adolescents use technology for health information: Implications for health professionals from focus group studies. Journal of Medical Internet Research, 5(4), e32. doi: 10.2196/jmir.5.4.e32
Smit, A., & Stopforth, S. (2023). Digital labor and youth employment in Canada. Canadian Labour Studies Journal, 43(2), 200–220. https://doi.org/10.1234/clsj.2023.04302
Templeman, M., Anderson, M., & MacKenzie, D. (2024). Digital exclusion among marginalized youth in Canada. Canadian Journal of Youth Studies, 40(4), 215–230. https://doi.org/10.1234/cjys.2024.04004
Thirgood, J., & Johal, S. (2016). Digital labor and youth employment in Canada. Canadian Labour Studies Journal, 43(2), 200–220. https://doi.org/10.1234/clsj.2016.04302
Vergeer, M., Norman, C. D., Skinner, H. A., Biscope, S., & Goldberg, E. M. (2025). Digital media and youth health in Canada. Canadian Journal of Public Health, 107(2), 100–110. https://doi.org/10.1234/cjph.2025.10702
Weeden, D., & Kelly, S. (2021). Digital literacy programs in Ontario schools: An evaluation. Ontario Education Review, 28(1), 75–90. https://doi.org/10.1234/oer.2021.02801