Digital resilience isn’t about signal strength. It’s about life skills. 

This summer, more families, schools, and communities are embracing time away from screens, not as a fad, but as a response to something bigger: the reality that many young people now struggle to cope without them.

At Active Learning Group, we see this every day. Across our brands, from outdoor adventures with The Bushcraft Company and Active Learning Centres, to global language experiences with Ardmore, to school holiday programmes with SuperCamps and Camp Wilderness, we watch the change happen. The moment a child tucks their phone away, their focus shifts. Their conversations deepen. They rediscover how to connect in person, problem-solve, and adapt.

The growing momentum behind digital detox
Across the UK, change is happening. In Scotland, schools such as Glenalmond College and High School of Dundee now collect pupils’ phones at the gate. While the University of Birmingham points out that this does not automatically improve mental health, teachers say it reduces distraction and encourages stronger peer connections.

The Smartphone Free Childhood campaign, supported by more than 140,000 UK parents, is working to delay smartphone access until age 14, building healthier habits and making screen-free routines feel normal, not extreme.

Meanwhile, MPs are calling for a national play strategy, concerned that one-third of children under nine lack access to safe outdoor spaces. Overregulation, high academic pressure, and reduced free play are all eroding childhood freedom and confidence.

Outdoor learning is more than a break. It is resilience training

When young people take part in The Bushcraft Company’s overnight expeditions, spend a week at an Active Learning Centre in Hertfordshire, Pembrokeshire, or Snowdonia, join an international Ardmore programme, or head to the woods with Camp Wilderness, they are not just taking time off screens.

They are building fires, navigating trails, collaborating in teams, trying new sports, or leading a project. They return more confident, more adaptable, and more socially connected.

It does not take much. The Guardian reported that just 20 minutes in nature can boost mood and reduce stress. Multiply that by a full day, a week, or a term-long outdoor learning project, and the effect is transformational.

The Rooted in Nature research project in North East England found similar results. Co-designed, nature-based activities improved wellbeing, inclusion, and emotional regulation across whole school communities.

From detox to life skills
Digital resilience is not about banning screens. It is about giving young people the skills they will need for life:

• Self-soothing and boredom tolerance – With fewer distractions, they learn to get creative, reflect, and manage their emotions
• Social awareness – Without phones, children practise reading facial expressions, resolving disagreements, and collaborating face-to-face.
•  Emotional resilience – From the frustration of a failed shelter-building attempt to the pride of completing a high ropes course, outdoor challenges help them grow grit and adaptability.

How we build digital resilience at ALG

• Mindfulness and reflection – Activities from woodland walks to team problem-solving challenges help children slow down, tune in, and think deeply.
•  Structured disconnection – Many of our programmes are device-free or include dedicated phone-free periods, giving young people a safe space to connect without technology.
• Consistency with home and school -We work with parents and teachers to keep screen-time boundaries aligned, so the lessons learned at camp last far beyond the experience.

What digital resilience really means
It is being fine when there is no Wi-Fi.
It is choosing conversation over scrolling.
It is being able to play, explore, and laugh with the people right in front of you.
It is knowing that boredom, frustration, and failure are normal and knowing how to deal with them.

Technology is here to stay. Our role is to help young people use it with intention, not dependence. Through our experiences, whether in the forest, on the coast, in an activity centre, or in a global learning environment, we give them the confidence, focus, and adaptability to thrive both online and offline.