The ReDiKid framework: a transdisciplinary systems approach to child resilience in the digital age

Pelclová, Jana, d’Haenens, Leen, Potenza, Marc N., Suchá, Jaroslava, Gába, Aleš, Vetrovsky, Tomas, Šmahel, David, Procházka, Roman and Shafi, Adeela ORCID: https://orcid.org/0000-0002-6265-5024 (2026) The ReDiKid framework: a transdisciplinary systems approach to child resilience in the digital age. Frontiers in Psychology, 17. doi:10.3389/fpsyg.2026.1919590 (In Press)

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Abstract

Children’s lives are increasingly shaped by digital environments that influence learning, social relationships, daily routines, and exposure to both opportunities and adversity. However, existing approaches often examine digital experiences, self-regulation, movement behaviors, and social context separately. This paper introduces ReDiKid (Resilient Kid in the Digital World), a developmental-systems framework for understanding resilience in late childhood, with a primary focus on children aged approximately 9–11 years. ReDiKid conceptualizes resilience as a higher-order, adversity-activated process through which adaptive functioning is maintained, restored, or reorganized over time. The framework integrates four interacting domains: psychophysiological, behavioral, contextual, and digital. It proposes four cross-domain pathways, self-regulatory capacity, movement regulation, social buffering, and digital competence, through which resources and vulnerabilities may shape responses to adversity, recovery, and subsequent adaptation. The framework distinguishes digital adversity from normative digital demands and differentiates resilience from competence, adaptive functioning, and multidimensional wellbeing. Six directional and empirically contestable propositions specify expected within-person, between-person, event-level, and contextual patterns, including conditions under which the propositions would not be supported. ReDiKid also recognizes that pathway operation may vary according to developmental stage, sex and gender, structural inequality, cultural context, neurodivergence, disability, and patterns of digital access. To support empirical testing, ReDiKid outlines a multimodal methodological architecture combining intensive longitudinal designs, ecological momentary assessment, wearable sensing, passive digital tracking, contextual data, and advanced longitudinal and multilevel analyses. ReDiKid provides a common conceptual foundation for coordinated study-specific protocols and cumulative theory development concerning child resilience in digitally mediated contexts.

Item Type:	Article
Article Type:	Article
Subjects:	H Social Sciences > HM Sociology L Education > L Education (General) L Education > LB Theory and practice of education T Technology > T Technology (General)
Divisions:	Schools and Research Institutes > School of Education, Health and Sciences
Depositing User:	Charlotte Crutchlow
Date Deposited:	02 Nov 2026 10:56
Last Modified:	02 Nov 2026 11:15
URI:	https://eprints.glos.ac.uk/id/eprint/16619

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