A new study has found that heavier screen use among children is associated with poorer academic performance, weaker language development and increased emotional and behavioural difficulties, reports Ravenewsonline.
The study, which analysed data involving more than 2.8 million children across 64 countries, found that the strength of the associations between screen exposure and some child development outcomes was similar to, or greater than, those linked to established factors such as socioeconomic status, parenting behaviour and premature birth.
Researchers at the University of Calgary in Canada led the study, which was published in JAMA Pediatrics.
The researchers conducted an “umbrella review”, bringing together findings from 23 previous statistical reviews to assess the broader evidence on children’s screen use.
The analysis covered various forms of screen exposure, including gaming, social media and streaming.
According to the study, higher levels of screen use were associated with lower overall academic achievement and poorer language development.
The researchers also found links between heavier screen exposure and difficulties in children’s relationships with peers, as well as increased symptoms of anxiety and depression.
Behavioural problems, including aggression and symptoms associated with attention deficit hyperactivity disorder (ADHD), were also reported among children with higher levels of screen exposure.
“Our review revealed that higher so-called doses of screen exposure are associated with lower overall academic achievement and poorer language development, as well as higher internalising and externalising behaviour, emotional problems and peer problems,” the authors said.
They added that the effect sizes were “similar in magnitude to or larger” than those reported for other established predictors of children’s outcomes, including socioeconomic status, parenting behaviour and preterm birth.
However, the researchers cautioned against interpreting the findings as proof that screen use causes greater harm than being born into poverty.
The comparison was based on the strength of associations reported across existing research and was not a direct test comparing the effects of screen exposure with poverty.
The study also could not establish that screen use itself caused the developmental, emotional or behavioural difficulties observed.
The researchers noted that children experiencing academic, emotional or behavioural difficulties may themselves spend more time using screens.
They also said that family circumstances could influence both children’s digital habits and their overall wellbeing.
The findings therefore highlight an association between heavier screen exposure and several child development outcomes, while underscoring the need for further research to establish the direction and causes of those relationships.
