This paper investigates the utilization of Information and Communication Technology (ICT) in children’s education, mainly focusing on its potential impact on mental health prediction. It explains how computers and the internet make learning more interesting, help kids learn in their way, make it easier for kids to work together, and teach kids how to use technology. Moreover, it highlights ICT’s influence on children’s mental well-being by providing access to mental health resources, facilitating remote counselling, and promoting social connections. The proposed methodology outlines a three-stage analysis comprising data collection, application of statistical techniques, and hypothesis testing. Through data collection using the Depression, Anxiety, and Stress Scale (DASS21), statistical methods such as descriptive statistics, reliability analysis, correlation analysis, and hypothesis testing are applied. Experimentation involves data cleaning, descriptive statistics, correlation analysis, and hypothesis testing to evaluate the relationship between stress, anxiety, and depression variables. It is observed in the study that the average anxiety level significantly differs between boys and girls. In contrast, the average stress level and average depression levels show mostly indifference between them. It is observed that the average mental health management level in girls is similar to the average mental health management level in boys. Finally, the paper highlights the importance of balancing ICT with offline activities for children’s holistic development and mental well-being.