<p>This research examines the integration of educational systems with electronic learning, focusing on how information and communication technology (ICT) may impact children’s mental health. This research highlights the impact of ICT-integrated education technology on children’s mental well-being, encompassing enhanced access to mental health resources, facilitation of remote counselling, and promotion of social connections. The proposed methodology outlines a structured three-stage approach, including data collection, statistical techniques, machine learning techniques, and hypothesis testing. In the first stage of the method, two standard questionnaires, the Perceived Stress Questionnaire (PSQ) and the Depression, Anxiety, and Stress Scale (DASS-21), are used to assess children’s mental health. There are 468 children aged between ten and sixteen from an Indian school who have participated in answering the DASS21 and PSQ questionnaires. The data pre-processing techniques, followed by empirically statistical and machine learning-based methods, are employed in the second stage of the process. Then, several hypotheses are considered and validated based on the prediction of the mental health scores of children in the third stage of the study. Finally, the extensive experiments not only validate the objectives of this work but also build the best prediction model to calculate the scores and levels for depression, anxiety, and stress mental health problems for the children. This research highlights the importance of striking a balance between Education Technology and ICT usage, as well as offline activities, to foster children’s holistic development and mental well-being.</p>