Is digitalisation the end of education and parenting, and for that matter, of social work? Digital learning platforms track and trace pupils and tweak their learning process algorithmically. In the meantime, at the homes, smart Parenting devices put on lullabies when the baby cries. While, at night, digital camera surveillance in our institutions for youngsters allows for less social workers on the floor. Instead of using (neuro)psychology to understand the effects of this digitalisation of (inter)subjectivity, we need to take a step back and inquire into how much (neuro)psychological theories and models are already put into these educational and parenting digital technologies (and for that matter, in digital technologies and things such as social media as such). For, is it not (neuro)psychology that informs the design of avatars and virtual environments, up and to the algorithms themselves?