Screen time and children’s mental health: New study reveals vicious cycle

A landmark study involving more than 292,000 children has confirmed a two-way link between screen time and socioemotional challenges in children. Those who spend more time on screens are more likely to develop emotional and behavioural issues – and those with these issues are, in turn, more likely to increase their screen use as a coping mechanism.

Published in Psychological Bulletin by the American Psychological Association, the research reinforces growing concerns around screen time and child development. For early childhood education and care (ECEC) professionals, the findings highlight the importance of understanding how home-based digital device use can influence children’s behaviour, emotions and relationships in educational settings.

New evidence: screen time and behaviour influence each other

The meta-analysis, led by researchers from Queensland University and the University of New South Wales, reviewed data from 117 studies involving children under the age of 10. It found that:

• Extended screen use contributes to both internalising challenges (such as anxiety and low confidence) and externalising behaviours (such as hyperactivity and aggression).
• Children facing emotional or behavioural issues are more likely to increase their screen time, creating a feedback loop.

While screens may offer comfort, the researchers warn this behaviour may reinforce the very issues children are trying to manage.

Older children and girls more affected

The study found older children (aged 6–10) were more likely to experience screen-related emotional challenges than children aged five and under. Gender differences also emerged:

• Girls were more likely to develop socioemotional problems as screen use increased.
• Boys were more likely to turn to screens to manage existing emotional distress.

Gaming, in particular, posed higher risks than educational or general recreational screen use. Children experiencing distress were more inclined to use games as a form of escapism.

“A nuanced approach is needed”

Lead author Dr Roberta Vasconcellos, now a lecturer at UNSW, said the findings underscore the importance of targeted approaches to managing screen time.

“This comprehensive study highlights the need for a nuanced approach to managing children’s screen time,” Dr Vasconcellos said. “By understanding the bidirectional relationship between screen use and socioemotional problems, parents, educators and policymakers can better support children’s healthy development in an increasingly digital world.”

Implications for early childhood education

While most screen use occurs at home, the findings raise key considerations for educators in early learning and school-aged care settings.

Understanding that screen use may both reflect and contribute to emotional dysregulation could help educators better identify and respond to children’s needs.

“For educators, this may mean paying closer attention to how screen use at home is discussed during enrolment conversations or transition to school meetings,” said co-author Dr Noetel.

The researchers suggest that children who are heavy screen users may require emotional support alongside screen time limits. Parents and caregivers may also benefit from guidance that integrates digital habits with behavioural support strategies.

The meta-analysis draws on longitudinal data from countries including Australia, the United States, Canada, Germany and the Netherlands. All studies tracked children for a minimum of six months.

The full study, Electronic screen use and children’s socioemotional problems: A systematic review and meta-analysis of longitudinal studies, is available to read here.