Study Links Excessive Screen Use to Falling Achievement and Mental Issues in Children

A large study indicated an association between excessive use of devices and digital screens by children and a number of challenges related to learning, language development, mental health and social relationships.

Researchers at the University of Calgary analyzed data on more than 2.8 million children, based on results from 23 previous meta-analyses, aiming to study the relationship between different patterns of screen use—including video gaming, social media, and watching online content—and indicators of child development.

Results showed that increased time in front of screens was associated with lower academic achievement and weaker certain language skills, alongside difficulties interacting with peers and forming social relationships.

The researchers also observed a link between high screen use and the emergence of symptoms of anxiety and depression, as well as some behavioral problems, including aggression and behaviors linked to attention-deficit/hyperactivity disorder (ADHD).

According to the researchers, the size of some of these associations was larger than the effects observed in the study for other factors related to child development, such as socio-economic hardship, negative parenting practices, and preterm birth.

But the study did not prove that screen use is the direct cause of these problems; the researchers noted the possibility of a bidirectional relationship: children who already suffer from psychological or behavioral problems may be more inclined to spend longer periods in front of screens.

Family and social factors can also affect both the amount of time a child uses screens and their psychological and behavioral status, making the relationship between these variables more complex.

Previous research supports this possibility: a review published last year that included 117 studies and more than 292,000 children concluded there is a bidirectional relationship between screen use and emotional and behavioral problems; in some cases elevated screen use preceded the emergence of these problems, while children who were already struggling turned to screens for longer periods.

Thus, the study confirms the existence of associations that merit further research, but it does not provide evidence that screens alone cause psychological, behavioral or educational problems in children.