Digital Exclusion and Social Isolation in the United Kingdom

Category: Civic Participation

Digital Exclusion and Social Isolation in the United Kingdom

25/05/2025

Main author: Thomas Perry

Contributing researcher and editor: Dr Mikael Leidenhag

Background

Cullen (2001) provided an initial, foundational perspective on the challenges related to the Digital Divide and Social Isolation in the UK, as well as more broadly. Echoing contemporary literature, Cullen identified specific groups impacted by these issues: individuals with low incomes, lesser qualifications, low literacy, the unemployed, older adults, those in geographically isolated regions, and people with disabilities (Gartner, 2000). Cullen (2001, p. 2) explains that the term ‘digital divide’ refers to the disparity prevalent in many countries between individuals who have easy access to information and communication technologies and the knowledge they offer and those who do not. In the present day, this term more accurately describes “the skills gap between capable users and novice or inexperienced users” (Harvey et al., 2023, p. 1154), reflecting the digitalisation trends of the 2010s. Complicating matters, Datta et al. (2019) highlight that social isolation is “one of the most disruptive transformations facing the ageing populations in recent history.” This phenomenon signifies a lack of meaningful human connections, which can lead to significant repercussions for an individual’s quality of life and mental well-being. The relationship between social isolation and mental health has intensified across all age groups, particularly affecting both the youngest and oldest demographics since the COVID-19 pandemic.

This paper examines the connection between Digital Exclusion and Social Isolation, focusing on how the COVID-19 pandemic worsened the challenges of limited access to digital technologies, thus widening the Digital Divide. It offers a concise overview of devolved policies across England, Scotland, and Wales during the pandemic, specifically concerning digital access for school-aged children, followed by an analysis of critical findings from academic studies regarding the impact of digital exclusion on the elderly. Ultimately, the aim of this paper is to present a compelling argument for the necessity of promoting digital inclusion to mitigate—and possibly eradicate—social isolation for future generations.

Access to Digital Technologies During the COVID-19 Pandemic for Young People

While modern definitions of the Digital Divide focus on skill gaps, it is essential to also address physical access to digital technologies. The Office for National Statistics (ONS, 2020) reported an increase in households with internet access in Great Britain: 96% from January to February 2020, up from 93% during the same period in 2019 and from 57% since 2006, when comparable records started. The lowest percentage of internet connections was noted among adults aged 65 and older. These trends mirror internet usage as well: the ONS’s latest report (2021) on Internet users indicated that 92% of adults in the UK were recent internet users in 2020, an increase from 91% in 2019; among those aged 75 and over, this percentage was 54%. The report also showed a decrease in the number of adults who had “never used the internet,” dropping to 6.3% in 2020 from 7.5% in 2019. These statistics highlight the significant differences in internet access and usage between younger and older age groups. It is evident, and perhaps unsurprising, that older individuals have lower internet access and usage rates.

Age alone does not determine internet usage; socio-economic factors, ethnicity, geography, and education levels also play crucial roles. Holt-White (2022) and Holmes and Burgess (2023) observed that households earning between £6,000 and £10,000 are only half as likely to have internet access compared to those with incomes exceeding £40,001. This disparity highlights significant differences in internet access, usage, and the financial aspects of digital exclusion. Furthermore, the relationship between educational attainment and internet usage cannot be overlooked (Senedd Research, 2020). For instance, “Of those with educational qualifications at degree level and above, 96% were internet users; of those with no qualifications, 68% used the internet” (Ibid), showcasing a clear link between education level and internet usage.

These links became particularly apparent during the Covid-19 pandemic. The UK Government’s Get Help with Technology Programme (2021) facilitated the distribution of over 1.35 million laptops to “schools, trusts, local authorities and further education providers for disadvantaged children and young people” (GOV.UK, 2022). However, evidence indicates that despite this initiative, a substantial number of young people in schools did not receive the necessary equipment. Additionally, the Further Education sector did not receive laptops, resulting in unequal access within the education system.

The UK Government’s Programme complements another initiative, the Oak National Academy, which aimed to support remote learning during school lockdowns (House of Lords Library, 2023). Although this initiative provided ongoing assistance for students studying at home during lockdown, research indicated that some families had to share internet-enabled devices (Holt-White, 2022). As a result, discussions about addressing the fundamental issue of access persist, making Cullen’s concerns from 2001 still pertinent over twenty years later.

In 2020, the Welsh Government announced a £3 million funding initiative “to support digitally excluded learners” (Senedd Research, 2020), focusing on aiding local authorities in repurposing school devices and enhancing 4G MiFi connectivity. Additionally, the Welsh Government encouraged the use of Hwb, its online platform for accessing learning resources. Both initiatives sought to maintain young people’s access to online educational materials. Subsequently, the Welsh Government identified Digital Inclusion as a “key social justice and equalities issue” (Senedd Research, 2021) and released its Digital Strategy for Wales in March 2021. The Wales Centre for Public Policy underscored the importance of customising such a strategy to address the varying challenges faced by diverse demographics, age groups, and abilities.

Wales has the lowest percentage of households in the UK with access to superfast broadband. To ensure the effectiveness of the Welsh Government’s strategy and to narrow the Digital Divide, connectivity issues, particularly access, must be addressed. It is essential to emphasise the need for better connectivity, which is crucial for the UK to enhance digital inclusion and mitigate social isolation.

In response to the COVID-19 pandemic, the Scottish Government initiated its “national digital strategy” (Public Audit Committee, 2024) with the goal of ensuring that “no child is left behind.” However, this strategy did not have a clear action plan, which left responsibility vague and objectives undefined. During the initial lockdown, teachers were advised to “consolidate or review learning which they had previously covered” (McCluskey et al., 2023, p. 25), and in the second lockdown, challenges such as insufficient materials, inadequate resources, and limited opportunities for skill practice made it difficult to effectively deliver some subjects. These overall challenges in educational provision were experienced throughout Scotland, but the capacity for remote learning also introduced additional delivery issues (p. 26): “teachers had difficulty transitioning to the online environment during the first school closure,” although this situation improved in the second closure. The difficulties faced during the first school lockdown may have stemmed from insufficient planning and resources available to schools (p. 37), with variations in improvement observed across the country.

The strategies implemented by the UK and Devolved governments encountered several challenges. The availability of resources for schools and young people was inconsistent across the UK. Research conducted post-pandemic indicates that the foremost goal of any government strategy should be enhancing access and connectivity. If this issue remains unaddressed, the Digital Divide will continue, resulting in some individuals and communities being digitally excluded from society. It is important to recognise, however, that each devolved nation has its unique competencies: enhancing broadband access and funding this infrastructure fall to the UK Government, the Department of Science, Innovation and Technology, and the Office of Communications. Telecommunications policy is not a devolved matter, and this should be considered in future research aimed at improving and developing broadband infrastructure and internet access policy.

The various legislatures in the UK and their general policy approaches to addressing digital exclusion among young people in education open up further discussions about social isolation in this demographic. In a world that is increasingly digital, possessing digital skills is essential. It is crucial to address the digital skills gap within the UK population to mitigate and eliminate social isolation as a prevalent issue across the country. The following section of this paper will demonstrate the necessity of enhancing digital competencies in relation to social isolation and everyday tasks.

Insufficient digital skills can increase the risk of cyberbullying and present challenges (Libraries Without Borders, 2021), and “digitally excluded young people […] show greater declines in their mental health compared to their digitally connected peers during this period " (Metherell et al., 2021). As highlighted, socio- economic factors play a significant role in exploring solutions to digital exclusion: “the digital divide between young people from wealthier areas and those facing considerable disadvantage has become increasingly visible.” (Peoples Health Trust, 2021). Thus, enhancing young people' s digital skills is vital for addressing social isolation and bridging the Digital Divide. Social isolation emerged as a consequence of the COVID- 19 lockdowns; concurrently, the lack of digital access and skills exacerbated feelings of social isolation among young people. The effects of digital exclusion in such contexts can result in negative mental health outcomes and diminished digital competencies. As we recover from the Covid- 19 pandemic, those who suffered due to digital exclusion and restricted internet access are more likely to experience ongoing repercussions. Therefore, it is essential for policymakers at the government level to prioritise improving digital skills and access to curtail social isolation in the long run and facilitate greater interconnectedness among young people in our increasingly digital society. The subsequent section: Impact on the Older Population, will illustrate the pressing need for enhancing digital skills to foster social inclusion and mitigate the negative effects of inadequate digital competencies later in life.

Impact on the Older Population

In 2023, the Good Things Foundation made a submission to the House of Lords Communications and Digital Committee Inquiry. The submission supported the Committee’s report: Digital Exclusion (2023), which scrutinised the digital inclusion strategy, stating: “The Government’s contention that digital inclusion is a priority is not credible” (p. 3). Importantly, the report surmised that age remained one of the most significant predictors of digital exclusion (Ibid: 10), followed by an in-depth discussion of the then-current issues and strategies to combat digital exclusion for this demographic. The importance of tackling access problems is further emphasised by the Good Things Foundation identifying “81 broad areas where the internet has become integral to daily lives” (p. 14), including internet banking and access to e-government materials (Holmes and Burgess, 2023; Harvey et al., 2021). The ongoing shift to online materials makes the role of libraries even more significant as a means for individuals to access online resources where they may otherwise be unable to.

A similar report on digital exclusion and its impact on the older population was commissioned by the Welsh Government in 2011 (GSR, 2011). This report examined case studies across Wales, conducting qualitative research to find the impacts of digital exclusion on the older population: “non-use of the internet impacts disproportionately on Wales’ older population” (p. 64). While retirees make up 15% of the over-18 population, they constitute approximately 40% of the digitally excluded population. Confounding this, over-55s account for approximately 60% of digitally excluded people. These findings highlight the necessity of acknowledging the older population in terms of digital exclusion and must prompt discussions around ways to combat this.

The digitalisation of society and, therefore, important day-to-day activities can lead to digital exclusion (Harvey et al., 2021, p. 1153) and, in turn, social isolation. The shift to digital provision for essential information, such as local authority news, government documents, and online banking, has proved challenging for some older individuals. Older people “tend to struggle with the transition to e-government services and are therefore more at risk of exclusion” (Harvey et al., 2021, p. 1164); this example highlights how digital exclusion can lead to social isolation: if an individual is unable to access digital information, they may remain unaware of key events or information.

Accessible public services can prove vital for supporting those who are not as confident or competent with digital technology. Libraries, for example, can offer free support to anyone who needs it (Arts Council England, 2014, p. 1; Allman, Blank, and Wong, 2021, p. 7), making them places where vulnerable individuals can obtain the help they require. Harvey et al. (2021) describe the positive work done by libraries and the support they can offer the elderly. The important role libraries play in promoting social and digital inclusion is recognised in the House of Lords report (2023) as part of the five key actions. However, support from public services is not universally available (Davidson, 2018, p. 17), and older people do not always receive the same treatment or assistance. It is essential to consider the differences in help offered by public services to fully understand the needs of various areas and to find solutions to the issues faced both generally and on a case-by-case basis.

Whilst there is support available for older people regarding digital inclusion, there are evident differences in internet access and usage between this group and the younger population. It is vital, therefore, that older people can not only access the internet but also obtain support when using digital services. By doing so, through a local authority or public library, for example, communities can mitigate digital exclusion and social isolation, ensuring that older people have access to digital services as well as the skills or support to use them effectively.

Conclusions

Since the advent of the internet, the world has experienced rapid digitalisation. The concerns surrounding digital exclusion prior to this swift digital transformation remain pertinent today, even though the gaps in internet access are narrowing. The COVID-19 pandemic highlighted the pressing issues of digital exclusion and social isolation among all age groups; however, data and literature indicate that the elderly in our society face the greatest challenges regarding digital exclusion and digitalisation. It is essential that access to digital technologies and support for their use is made widely available to further reduce digital exclusion and assist those who are socially isolated. In this digital landscape, enhancing education on digital technologies is crucial, as evidenced during the pandemic with school closures and the tangible consequences on the social and educational development of young people. This paper posits that targeting education in this area, alongside providing adequate access to digital technologies, is vital and should be considered in government policy across UK legislatures.

The following recommendations aim to enhance digital inclusion and mitigate social isolation. They are informed by the current available literature and data on the subject:

1. Invest in digital education: ensure that curricula across the UK prioritise digital education by allocating more teaching time and providing more accessible materials for those in compulsory education.

2. Fund and operate digital inclusion hubs effectively: The UK government must ensure that public services, such as libraries, are fully funded and provide spaces for learning and enhancing digital skills. Additionally, they should maintain a high standard of support for those struggling to use digital technologies, particularly the older population.

3. Sustain offline support: by guaranteeing that all important national and local government documents are available offline, individuals who face digital exclusion will still have access to the information they need through familiar means.

4. Future-proof public services: policy-makers must thoroughly consider the development of machine learning and Artificial Intelligence as primary foundations for policy development, particularly concerning public services.

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