Children from low-income families often encounter the following literacy and bias challenges when using e-learning tools: 1. Differences in digital literacy and skills • Insufficient exposure to technology: Due to economic constraints, these children may have less exposure to or receive systematic digital skills education, resulting in difficulties in operating electronic devices, using software, and solving technical problems. • Insufficient information retrieval and critical thinking skills: In an era of rampant online information, the lack of sufficient information screening, analysis, and critical thinking skills makes them more susceptible to false information or low-quality content, thus affecting learning outcomes. 2. Insufficient resources and support • Unstable equipment and network: There may not be enough or sufficiently advanced learning equipment in the family, and the network connection is unstable or slow, which hinders the learning process. • Insufficient support from home and school: Low-income families may not be able to provide additional tutoring and help to their children in terms of finances and time. Coupled with limited school resources, teachers cannot provide personalized guidance for each child, further exacerbating the gap in digital literacy. 3. Design and platform bias • Inclusive user interface: Many e-learning tools may be designed with the assumption that users have certain digital literacy and background knowledge, which may not be friendly enough for children with fewer resources and increase their learning burden. • Algorithm and content bias: Some platforms have problems optimizing content based on mainstream user habits, which easily ignores or marginalizes the needs of users from low-income backgrounds, and even reinforces certain cultural, racial or social class stereotypes in the recommendation system, making them feel ignored or excluded in the learning process. 4. Social bias and stereotypes • Self-confidence and expectation management: Continuous exposure to content with implicit bias and negative labels may cause children to doubt themselves, affecting their self-confidence and interest in learning. • Social integration issues: Because interactions and discussions in e-learning environments are often based on "mainstream" experiences, children from low-income families may feel out of tune with the surrounding mainstream culture and values, exacerbating social isolation. In summary, when using e-learning tools, children from low-income families not only have to face limitations in terms of technical equipment and resources, but also have to overcome challenges such as insufficient digital literacy skills and bias from both inside and outside the platform. Therefore, when designing and promoting e-learning tools, relevant institutions and educators should pay special attention to inclusive design and provide more targeted training and support measures to help these children better integrate into the digital learning environment and narrow the digital divide.