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A review of research involving more than 2.8 million children across 64 countries found that higher screen use was associated with some less favourable academic, language, emotional and behavioural outcomes. The review does not show that screen use caused those outcomes, and it found no association for several measures, including reading, maths and science attainment.
A review of research covering more than 2.8 million children in 64 countries found that greater digital screen use was associated with some less favourable academic, language, emotional and behavioural outcomes. Published in JAMA Pediatrics, the umbrella review draws together earlier reviews; it does not establish that screens caused the outcomes or that screen use is the sole explanation for children’s difficulties.
The researchers, led by academics at the University of Calgary, examined evidence on digital screen use that included smartphones, television, social media, gaming, streaming and video calls. Because the work was an umbrella review, the team synthesized findings from previous large-scale reviews rather than collecting new screen-use or health data directly from children.
Across the outcomes assessed, longer screen exposure was associated with lower overall school grades and poorer language development. The review also found associations with emotional and peer problems, internalising behaviour—which can include symptoms associated with anxiety or depression—and externalising behaviour, including aggression and symptoms associated with ADHD.
The findings were not consistent across every measure. The researchers reported no association with attainment in reading, maths or science, and no association for executive functioning or prosocial behaviour. They cautioned that reading, maths and science were among the least studied subjects, leaving too little evidence for firm conclusions about those outcomes.
Which Child Outcomes Were Linked
The findings matter because they bring together a large body of research on children’s screen exposure and several areas of development. They point to associations across academic, language and social-emotional measures, rather than a single outcome. That breadth may help researchers identify questions for future studies and may inform conversations about children’s digital lives.
At the same time, an association does not show which way the relationship runs or what explains it. Screen use could relate to other circumstances in a child’s life, and the review cannot establish that reducing screen time would, by itself, improve grades, language or mental health. The study’s authors described screen use as one potentially modifiable factor associated with wellbeing, not a complete account of children’s outcomes.
For parents and educators, the results do not support treating every screen activity as equivalent. The review included varied forms of use, but the evidence was not sufficient to draw robust conclusions about specific activities such as gaming or social media. The measured outcomes also differed: associations appeared for some and not others. The practical implications therefore remain limited until more detailed research can distinguish screen activities, circumstances and effects.
How the Evidence Was Combined
The study’s design shapes what its results can show. An umbrella review brings together results from existing reviews, allowing researchers to examine a broad evidence base. It is not a new experiment assigning children different amounts of screen time, and it cannot by itself demonstrate that screen exposure caused a later developmental or mental health outcome.
The researchers said the size of the associations was comparable with, or greater than, associations reported for some established factors, including socioeconomic status, parenting behaviour and preterm birth. That comparison describes the reported effect sizes; it does not mean screen use has been shown to cause the same outcomes or to carry the same risks as those factors.
Independent experts cited in the source report urged caution. Tatiana Íñiguez Berrozpe, a senior lecturer in sociology at the University of Zaragoza, said the association with mental health and academic performance was small. Esther van Sluijs, a professor of behavioural epidemiology at Loughborough University, called the research high-quality but said there was not enough data to reach robust conclusions about particular types of screen use.
“It cannot draw robust conclusions about specific types of screen use, like social media use or gaming, as there was not enough data to study this.”
— Esther van Sluijs, professor of behavioural epidemiology at Loughborough University
What the Review Cannot Establish
The review does not establish that screen exposure directly causes lower grades, language difficulties, anxiety-related symptoms, depression-related symptoms or behavioural problems. It also does not show that screen use is the main cause of adolescent emotional distress. The experts quoted in the source report characterized the associations as limited and cautioned against drawing stronger conclusions.
It is also unclear how different types of screen activity relate to the outcomes. The researchers could not robustly separate activities such as social media use and gaming because the available evidence was insufficient. The report does not provide a basis for comparing specific activities, ages, durations or circumstances of use. In addition, some academic outcomes were under-studied, so the absence of a detected association with reading, maths or science is not a firm finding that there is no relationship.
More Specific Screen Research Needed
The source report does not identify a scheduled follow-up study or a next publication date. The evidence gap highlighted by the researchers and experts is clearer: future work needs to examine specific kinds of screen activity and how they relate to children’s development and wellbeing, rather than relying only on overall screen exposure.
Until that evidence is available, the review supports a measured reading of the results: higher screen use was associated with some outcomes, while other measured areas showed no association or had too little research for firm conclusions. It does not establish a universal effect for all children or all screen activities.
Key Questions
Did the study prove that screen time harms children?
No. The umbrella review found associations between higher screen exposure and some outcomes, but it did not establish that screen use caused them.
How many children were covered by the research?
The review brought together evidence involving more than 2.8 million children across 64 countries. It analyzed previous reviews rather than collecting new data directly from children.
Which outcomes were associated with higher screen use?
The review reported associations with lower overall school grades, poorer language development, emotional and peer problems, and internalising and externalising behaviour.
Did the review find links with reading, maths or science results?
No association was reported for attainment in reading, maths or science. The authors said these subjects were among the least studied, so the evidence was not sufficient for firm conclusions.
Not confidently. The experts quoted in the report said there was not enough data to draw robust conclusions about particular types of screen use, including gaming and social media.
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