Young social media users fare worse in school exams - study

By the Editorial Team · Tuesday, August 4, 2026

A study of over 5,000 Italian schoolchildren found that those who started using social media at ages 11 or 12 scored significantly lower on math and reading tests than peers who began at 14 or later. The findings highlight how frequent social media use may disrupt learning and support emerging policies to restrict younger children’s access, while experts call for strategies to promote healthier digital habits.

A recent study has found that children who begin using social media at the start of secondary school tend to perform worse on academic tests than those who delay signing up. Researchers suggest that frequent engagement with social media platforms, particularly the constant need to check updates, may distract students and negatively affect their learning.

The study analyzed data from more than 5,000 Italian schoolchildren, assessing their social media habits alongside their scores in standardized mathematics, Italian, and English exams. Students who created their first social media accounts at ages 11 or 12 scored lower in math and reading tests compared to peers who waited until at least age 14. By age 16, the performance gap in mathematics widened, while the gap in Italian remained consistent. Researchers estimated the difference to be equivalent to about six months of lost learning. Conversely, no significant effect was observed in English test scores, which the authors attribute to students’ exposure to English content on social media platforms potentially aiding incidental language practice.

The researchers accounted for several other factors that might influence academic performance, such as prior achievement, family environment, and parental education, but still found a notable association between early social media use and lower test results. A key factor linked to the performance deficit was how often students checked their phones throughout the day and night, suggesting that frequent interruptions and divided attention may hinder educational engagement.

Dr. Marco Gui of the University of Milano-Bicocca, who led the study, hypothesized that social media creates a “continuous state of alert,” causing young users to be less present in their immediate environments and less focused on cognitively demanding tasks such as homework. He emphasized the complexity of the issue, pointing to the design of social media platforms as contributing to their potentially problematic impact on pre-adolescents.

The timing of the study coincides with recent policy developments in several countries aimed at restricting social media access for younger users. The United Kingdom is preparing to implement a ban on social media use for children under 16, following similar restrictions introduced by Australia and France. While Dr. Gui supports setting age limits as an immediate response, he stressed that long-term solutions should focus on making social platforms less addictive and reducing their social importance among young users.

Child psychiatrist Dennis Ougrin of Queen Mary University of London noted that the study adds to evidence linking early social media use with educational outcomes. He suggested that rather than outright bans, efforts should concentrate on helping young people develop healthier habits regarding social media engagement.

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