A global study of more than 2.8 million children has found that high levels of screen use are linked to lower academic achievement, poorer language development and increased emotional difficulties.
High levels of screen time may have a significant impact on children’s learning, language development and emotional wellbeing, according to one of the largest studies of its kind.
Researchers analysed data from more than 2.8 million children across 64 countries and found that greater exposure to digital devices was associated with poorer outcomes across several areas of child development.
The study, published in the journal JAMA Pediatrics, concluded that the effects of high screen use were “similar in magnitude to or larger” than other established factors linked to child development, including family wealth, parenting behaviour and premature birth.
The researchers, led by academics at the University of Calgary in Canada, conducted an umbrella review, which combines findings from previous large-scale reviews.
The analysis looked at a range of devices including smartphones, televisions and tablets, as well as activities such as gaming, social media use, streaming and video calls.
Children with higher levels of screen exposure were found to have lower overall academic achievement and poorer language development.
Researchers also identified links between increased screen use and emotional difficulties, problems with peers, anxiety and depression symptoms, aggression and attention-related issues.
The authors wrote: “Our review revealed that higher so-called doses of screen exposure are associated with lower overall academic achievement and poorer language development.”
However, experts warned the findings should not be interpreted as proof that screens alone cause harm.
Tatiana Íñiguez Berrozpe, senior lecturer in sociology at the University of Zaragoza, said the research showed an association between screen use and poorer outcomes but that the effects were relatively small.
She said: “This is not an insignificant finding, but it in no way supports the mantra that screens are the main cause of adolescent emotional distress.”
Esther van Sluijs, professor of behavioural epidemiology at Loughborough University, described the study as high quality but said it had limitations because it could not separate different types of screen activity.
She said there was not enough data to draw strong conclusions about whether activities such as gaming or social media had different effects.
The researchers said screen use should be viewed as one potentially changeable factor affecting children’s wellbeing, rather than the only explanation for challenges facing young people.
The findings add to ongoing debate among parents, educators and policymakers about how children’s increasing use of digital technology should be managed.
High screen time damages children’s learning and language skills
