How children and young people create digital worlds is often catastrophised and problematised but there are important generative processes here that are worth considering. Drawing on case studies of how children and young people use social media for care and repair in different contexts, this paper will argue that the alarmist stance often put forward on this topic tends to overlook and obscure generative (digital) geographies. A feminist digital geographic perspective allows space for examining how and why children and young people continue to make productive digital worlds, while also critiquing the lack of care that some users and apps demonstrate. I will share recent research findings based on two case studies: the first offers reflections on children and young people’s views on what care means in relation to TikTok, and; the second analyses how digital spaces enable ongoing climate action in the context of School Strike for Climate. From these case studies, it appears that generative digital worlds of children and young people are based on a blend of care (and carelessness), hope, solidarity, knowledge-building, frustration, and fun.