The phenomenon of internet addiction is well documented and as far back as 2018 it was identified as a “public health hazard” (Crouch, 2018). Those working in HE often question if adequate assistance is being offered to those vulnerable to such dependence, particularly when Higher Education requires students to go online to learn and access resources. There is a vacuum in terms of guidance and policy in the area to resource academics and other university staff. The Educational Development Support Unit (EDSU) and the Technology Enhanced Learning Department (TEL) within Munster Technological University (MTU) conducted a survey on the University student population (n=1496) in February 2026. The majority of students surveyed spend over fifty percent of their online time on activities other than study and work. The majority of respondents also indicated that they would not find it easy to live without their smartphone and a large cohort are concerned about how their online interactions affecting their wellbeing. The research has raised the questions around what HEIs should be doing to support students digital wellness (Neverkovich et al;, 2018; Colder Carras et al; 2024) . One approach being pursued is to offer workshops to MTU students based on the Digital Flourishing concept (Blankson, 2017).