Extensive review links heavy screen use to weaker language skills and lower grades in children
A review of 2.8 million children across 64 nations found that prolonged screen time is associated with poorer language development, lower academic performance and increased emotional problems.
An umbrella review conducted by scholars at the University of Calgary examined 2.8 million children from 64 countries, focusing on gaming, social-media and streaming habits. The analysis revealed that longer screen exposure corresponds with lower academic achievement, diminished language development, and a rise in both internalising (depression, anxiety) and externalising (aggression, ADHD) behavioural problems. The researchers emphasized that screen time may be a modifiable factor affecting child well-being.
Commentators highlighted that mobile-phone use and endless scrolling are particularly harmful because they displace sleep, physical activity and face-to-face interaction. While some digital activities can be beneficial, excessive use appears to replace valuable outdoor play and socialising. A recent YouGov poll showed that most UK gamers now play on smartphones, with many feeling guilt or anxiety about their gaming habits.
Why it matters
The findings suggest that limiting children's screen time could improve language, academic outcomes and mental health.
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