Livingstone and Helsper (2007) examine the digital divide among children and young people, revealing inequalities in internet access and use based on age, gender, and socioeconomic status. Their study, based on a national survey of UK children and young people aged 9-19, finds that while most use the internet, a small percentage are non-users. The research highlights a continuum of digital inclusion, with variations in internet use frequency and depth. Factors such as age, gender, and socioeconomic status influence access and use, with higher SES groups generally having better access and more frequent use. The study also identifies differences in the types of online activities used, with more frequent users engaging in a wider range of opportunities. The findings suggest that while access is important, it is not sufficient to ensure equal opportunities, as other factors like skills and self-efficacy also play a role. The research emphasizes the need for policies that address both access and the broader social and cultural factors influencing internet use. It also highlights the importance of understanding the different ways in which children and young people use the internet, as well as the barriers they face. The study concludes that a more nuanced understanding of digital inclusion is necessary, moving beyond a binary divide to a continuum of use that reflects the complex realities of internet access and use among children and young people.Livingstone and Helsper (2007) examine the digital divide among children and young people, revealing inequalities in internet access and use based on age, gender, and socioeconomic status. Their study, based on a national survey of UK children and young people aged 9-19, finds that while most use the internet, a small percentage are non-users. The research highlights a continuum of digital inclusion, with variations in internet use frequency and depth. Factors such as age, gender, and socioeconomic status influence access and use, with higher SES groups generally having better access and more frequent use. The study also identifies differences in the types of online activities used, with more frequent users engaging in a wider range of opportunities. The findings suggest that while access is important, it is not sufficient to ensure equal opportunities, as other factors like skills and self-efficacy also play a role. The research emphasizes the need for policies that address both access and the broader social and cultural factors influencing internet use. It also highlights the importance of understanding the different ways in which children and young people use the internet, as well as the barriers they face. The study concludes that a more nuanced understanding of digital inclusion is necessary, moving beyond a binary divide to a continuum of use that reflects the complex realities of internet access and use among children and young people.