Middle School Students’ Experiences of Managing Open Access to Digital Technology in an IB MYP International School Environment: A Cautionary Tale

Abstract

This study examines middle school students’ experiences of managing open access to digital technology within an International Baccalaureate (IB) Middle Years Programme (MYP) context. Conducted in a well-resourced international school where students had unrestricted access to devices outside regular class time, the research was prompted by growing concerns about technology use during break periods. Phase 1 involved surveys and discussions with 98 Grade 6 students to identify emerging wellbeing concerns. Phase 2 engaged six self-identified frequent users in empathy interviews, collaborative dialogue, and co-design processes with teachers. Thematic analysis identified interconnected social–emotional, logistical-environmental, and systemic factors shaping technology behaviours. Students described both benefits (social connection, stress relief) and challenges (dependency, reduced outdoor engagement). Through the MYP Design Cycle, students and teachers co-developed responsive solutions, including balanced access guidelines and environmental redesign. Findings highlight the importance of guided autonomy, intentional environmental design, and participatory dialogue in supporting digital wellbeing. The study underscores the value of student agency in shaping context-sensitive technology practices within international school settings.