Information and communication technologies (ICTs) have become indispensable in our work, school, and family environments. Despite benefits, recent research points at risks following from being ‘permanently connected’. Scholars and practitioners increasingly suggest ‘digital disconnection’ as a solution: By placing (temporary) limits on ICT usage, people might reclaim control over productivity, social relationships, and well-being. While the industry is responding rapidly to the growing demand for digital disconnection, research on its effectiveness is remarkably scarce. Moreover, evidence shows mixed results, underscoring our lacking knowledge of which disconnection practices work, why, for whom and when. Thus, this project develops and empirically validates a digital disconnection theory - suitable for work, school, and family contexts. It addresses (a) what people do to disconnect (content-‘how’), (b) why people disconnect (process-‘why’), and (c) for whom (person-‘who’) and (d) under which conditions disconnection works (context-‘when’). Model development occurs via a thorough literature review within the different research streams investigating digital (dis)connection. An innovative interview study refines the model by identifying commonalities and differences in digital disconnection strategies, the needs they address, and obstacles experienced across contexts. Next, drawing from a ‘best fit’ idea, an intensive longitudinal study tests whether digital disconnection is more successful when chosen strategies (‘how’) (1) are adequate and proportional to why individuals wish to disconnect (‘how-why’ fit), (2) align with their personal characteristics (‘how-person’ fit), and (3)conform to what their environment demands/encourages(‘howenvironment’ fit). Finally, we validate core findings with four field experiments. Findings aid stakeholders to support individuals in families, schools, and organizations in developing a healthier relationship with technology.