Students’ Well-Being in Digital Learning Environments: A Multilevel Analysis of Sixth-Graders in Comprehensive Schools

Despite increasing digitalization of schools, the impact of digital learning environments on students’ well-being at school remains insufficiently understood. This study examines how individual- and class-level characteristics of digital learning environments affect sixth-graders’ well-being (N = 1033; 45 classes in Germany). Data were collected using standardized questionnaires measuring students’ well-being at school, digital competencies, digital media use in school, perception of gaining digital skills at school, and teachers’ use of digital tools in the classroom. Multilevel analyses were conducted to assess the influence of individual and class-level factors. Results indicate that students’ perceived gains in digital skills in school are positively linked to their well-being at school, while digital teaching practices focused on individualization have a small negative effect. Other aspects of digital learning environments, such as the frequency of digital media use and additional dimensions of teaching quality, did not show significant effects. Home resources (e.g., piano, cars) were positively linked to students’ well-being at school. These findings underscore the importance of fostering the development of skills, rather than simply increasing media usage to support students’ well-being at school. The study also suggests that individualized digital differentiation in classrooms should be implemented thoughtfully to avoid potential negative social consequences.