This paper explores the legal and ethical implications of the use of digital technologies in the schooling environment which has become increasingly important since the outbreak of the Covid-19 pandemic. It expresses concern that the use of digital platforms in this context is not upholding children’s rights and puts children at risk of unnecessary, unethical and potentially harmful data processing. This paper acknowledges that there exists a tension between the protections offered under law and the reality of a digitised and connected learning environment. This presents a confusing and potentially hazardous path for the child, their parents and the school to navigate. Although schools act lawfully, the data processing that occurs when digital platforms are used can put children at risk. There is often no alternative option for a child who wants to, and must by law, receive an education, but to accept the invasive data practices now commonplace. The provision of alternatives is also logistically challenging for schools. We suggest that changes in digital schooling practices are needed. Until society reaches a stage in which all digital platforms are designed with the child’s rights and safety as the paramount consideration, there needs to be a realistically possible way that children can exercise their right to object (Article 21 UK GDPR) in the schooling context as well as greater awareness of how this can be practically achieved.