This article examines the digital inclusion of children and young people in the UK, focusing on inequalities in access and use of the internet. The study, based on a national survey of 9-19 year olds, reveals that while most young people have access to the internet, there are significant differences in the quality and breadth of their use. These differences are influenced by age, gender, and socioeconomic status (SES). The authors propose a continuum of digital inclusion, mapping the progression from non-users to weekly and daily users, and from basic to all-round users. They find that demographic, use, and expertise variables all play a role in shaping the breadth and depth of internet use. The study also explores the reasons for low and non-use, suggesting that a combination of factors, including lack of interest, parental concerns, and skill levels, contribute to these outcomes. The findings highlight the need for targeted interventions to address inequalities in digital access and use, particularly for younger children and those from lower SES backgrounds. The article concludes by emphasizing the importance of understanding the benefits of internet use and tracking these over time to inform policy initiatives aimed at enhancing digital inclusion.This article examines the digital inclusion of children and young people in the UK, focusing on inequalities in access and use of the internet. The study, based on a national survey of 9-19 year olds, reveals that while most young people have access to the internet, there are significant differences in the quality and breadth of their use. These differences are influenced by age, gender, and socioeconomic status (SES). The authors propose a continuum of digital inclusion, mapping the progression from non-users to weekly and daily users, and from basic to all-round users. They find that demographic, use, and expertise variables all play a role in shaping the breadth and depth of internet use. The study also explores the reasons for low and non-use, suggesting that a combination of factors, including lack of interest, parental concerns, and skill levels, contribute to these outcomes. The findings highlight the need for targeted interventions to address inequalities in digital access and use, particularly for younger children and those from lower SES backgrounds. The article concludes by emphasizing the importance of understanding the benefits of internet use and tracking these over time to inform policy initiatives aimed at enhancing digital inclusion.