Background: Digital information sources provide adolescents with quick access to health-related information. Schools are ideal for promoting digital health literacy and enabling students to handle such information safely. The aim of this paper is to present initial results from a representative study on learning digital health literacy in schools, with a focus on sociodemographic and socioeconomic differences. Methods: The cross-sectional study was conducted in Germany with 1448 students (aged 9 to 18 years) as part of the DURCHBLICKT! project. Bivariate and multivariate analyses were used to examine differences and relationships in the learning of digital health literacy in school and gender, age, migration background, and subjective social status. Results: Approximately 50% of students reported that they had not (or only to a limited extent) learned digital health literacy in school. The chi-square test reveals significant differences in terms of gender, age, migration background, and social status. Regression analyses indicate that age and subjective social status are significant factors for acquiring digital health literacy. Discussion: The high number of students who do not learn digital health literacy in school is concerning, especially given their often low levels of digital health literacy. The results highlight the need for targeted educational strategies—especially those tailored to gender and socioeconomic status—to promote digital health literacy and reduce social inequalities.