Over half (57%) of families say their child struggles to access devices or reliable internet outside school. Meanwhile, most teachers (75%) warn that poor digital access is causing pupils to fall behind or disengage from learning.
As schools close for the summer holidays, children across the UK are heading into a digital blackout. For more than half of low-income families, the end of term doesn’t just mean a break from lessons — it means a complete shutdown of learning. No laptops. No broadband. No way to do schoolwork. And no one to help.
A study of 2,000 parents and 600 teachers, commissioned by education tech provider RM Technology in partnership with the Digital Poverty Alliance, reveals a stark picture of digital exclusion that begins in the classroom and worsens at home. Over half (57%) of low-income families say their child struggles to access devices or reliable internet outside school for homework or learning. Yet, more than a third (34%) of parents report their school simply assumes they have this access — exposing a dangerous disconnect that’s leaving children across the UK without the tools to keep up.
One in ten families (12%) reveal their child relies on smartphones to complete schoolwork —devices that aren’t designed for learning. Around one in seven (15%) share a single device between siblings or parents, severely limiting screen time for homework. And a further 11% say they have little or no internet access at home, making remote learning near-impossible.
The picture is one of everyday compromises: one in ten families (12%) say their child must rely on neighbours, friends or public Wi-Fi just to get assignments done. Almost the same number (10%) reports that grandparents or friends often step in to buy devices that are otherwise unaffordable. Some parents face difficult decisions — including one in ten (11%) who must choose which child gets device time for homework.
Teachers see the impact clearly: three quarters (75%) report pupils falling behind or disengaging due to poor access at home, and nearly a third (31%) say children lack the skills to use technology effectively. Yet, only a small minority (17%) of teachers know of Government policies aimed at helping, and a third (35%) say their school has no plan to support pupils with limited access outside school — a gap that clearly widens during holidays, according to 38% of teachers.
Teachers know what they need — and it’s not just more laptops. New or upgraded pupil devices topped the list, chosen by one in three teachers (36%), followed closely by digital literacy programmes (35%), faster internet (34%), government funding (34%), and better teacher training (33%). These priorities are even stronger among younger Gen Z teachers, with nearly half (49%) citing teacher training and broadband upgrades as essential.
Parents also agree that devices alone aren’t enough to solve this issue: almost a quarter (23%) want better guidance on online safety and supervising children’s internet use, while two in ten (19%) seek training to boost their own digital skills and confidence (19%). Technical support for troubleshooting devices at home (17%) is also high on their list.
The Government is currently examining the results of its ‘Narrowing the digital divide in schools and colleges’ consultation, held earlier this year, with plans to update the digital and technology standards in UK education.
With concrete policy action likely some way off, RM Technology — a recent endorser of the Digital Poverty Alliance’s Charter for Digital Inclusion — is partnering with the charity to call for coordinated public and private sector action, including hardware providers, to accelerate access to high-quality IT equipment for children across the UK.
Elizabeth Anderson, Chief Executive Officer of the Digital Poverty Alliance, said:
Mel Parker, Educational Technologist at RM Technology and former teacher, added:
The research was conducted by Censuswide between 20 June and 2 July 2025, surveying a nationally representative sample of 2,000 UK parents (aged 22 and over) with school-aged children (7–18) living in households with an income under £24,000.
RM was founded in 1973, with a mission to improve the educational outcomes of learners worldwide. More than fifty years on, we are a trusted global EdTech, digital learning and assessment solution provider, transforming learners, educators, and accreditors to be more productive, resilient, and sustainable. RM is focused on delivering a consistently high-quality digital experience, acting as a trusted consultative partner to provide solutions that deliver real impact for learners worldwide. RM.com.
RM Technology is a market-leading supplier of ICT software, technology and services to UK schools and colleges to deliver a technology environment that improves learning outcomes and makes the most of IT investment.
Digital inclusion is not just a goal; it’s a necessity for a fair and equitable society. Your support through device donations or financial contributions directly combats digital poverty, empowering individuals and communities with essential digital access and skills. The Digital Poverty Alliance strives to bridge the digital divide by advocating for systemic change, enhancing digital literacy, and ensuring everyone has the connectivity they need to thrive in today’s world.
For more information, visit: https://digitalpovertyalliance.org/