Internet Addiction and Emotional Well-being Disorders in Schoolchildren: Threats to Personal Data and Digital Unawareness in Children

In the context of rapid digitalization of society, internet addiction among schoolchildren is becoming one of the most significant risks affecting their emotional well-being and psychosocial development. Uncontrolled use of social networks, online games, and other digital resources is associated with increased anxiety, depression, decreased motivation to learn, and weakened interpersonal contacts in the real world. According to observations by scientists in Kyrgyzstan, the digital environment poses a danger to schoolchildren in the absence of proper pedagogical support, due to the high accessibility of Internet resources and uncontrolled time spent online. At the same time, the problem of digital ignorance is becoming more acute, manifested in a careless attitude towards personal data, a lack of awareness of the consequences of its disclosure, and an underestimation of cybersecurity threats. It is emphasized that adolescents' subjective confidence in their own digital competence often does not correspond to their actual level of knowledge about cybersecurity and digital footprint management. Digital unawareness increases students' vulnerability to internet fraud, manipulative practices, and invasion of privacy, which in turn negatively affects their emotional state and sense of psychological security. The interrelated influence of internet addiction and digital unawareness leads to a decrease in adolescents' ability to self-regulate, think critically, and make responsible choices about online behavior, increasing their vulnerability to digital risks. The article provides a theoretical analysis of domestic and foreign approaches to understanding digital threats in the school environment and their impact on the emotional state of students. It justifies the need for systematic socio-pedagogical support, including the integration of cybersecurity issues into educational work, improving the digital competence of teachers, interacting with families, and developing students' self-regulation skills, critical thinking about digital information, and maintaining personal boundaries online.