A comprehensive global study involving over 2.8 million children from 64 countries has found that higher screen time may be linked to lower academic achievement, poorer language development, and increased emotional and behavioral problems. Conducted by a team at the University of Calgary and published in JAMA Pediatrics, the umbrella review aggregated findings from large-scale studies on children’s use of digital devices, including smartphones, tablets, and televisions, as well as activities like gaming, social media, and streaming.

The researchers concluded that the effects of prolonged screen exposure on child development and mental health are "similar in magnitude or larger" than other well-established factors such as family socioeconomic status, parenting behavior, and premature birth. Specifically, higher screen use was associated with greater internalizing behaviors—such as anxiety and depression—as well as externalizing behaviors, including aggression and symptoms akin to ADHD. In addition to these socioemotional impacts, children with elevated screen time reportedly demonstrated lower overall academic performance and challenges with language acquisition.

Interestingly, the study found no clear link between screen time and attainment in specific academic subjects such as mathematics, reading, or science. However, the authors noted that these domains were among the least studied and emphasized that the absence of a relationship may stem from a lack of sufficient evidence rather than a definitive lack of effect.

The report suggested that screen use may represent a potentially modifiable factor influencing multiple aspects of children’s well-being. “Longer durations of digital and social media exposure were associated with some aspects of development and mental health, including lower academic achievement and language development and higher socioemotional and mental health problems, but not other aspects such as executive functioning and prosocial behaviors,” the researchers stated.

While the findings have attracted significant attention, some experts urge caution in interpreting the results. Esther van Sluijs, professor of behavioral epidemiology at Loughborough University, noted that the majority of data in the review came from cross-sectional studies, which measure screen use and developmental outcomes simultaneously. This design limits the ability to establish causality or directionality, leaving open the question of whether screen time directly leads to negative outcomes or if children with certain challenges are more likely to engage in higher screen use.

Furthermore, van Sluijs cautioned that the study could not draw robust conclusions about particular types of screen activities, such as social media use or gaming, due to insufficient specific data. Tatiana Íñiguez Berrozpe, senior lecturer in sociology at the University of Zaragoza, said although the association between screen use and poorer mental health and academic outcomes is small, screen time alone does not explain the complex reasons behind adolescent emotional distress or academic performance issues.

The researchers and experts alike emphasize the need for further longitudinal studies to clarify the relationship between different types of screen exposure and children's developmental and mental health outcomes over time.