How does extended screen time impact children's emotions, behaviour, and learning outcomes in and out of the classroom?
The trend of extended screen time from social media and gaming is impacting children’s emotional wellbeing, behaviour, and learning outcomes.
Analysis
In recent years, the rapid proliferation of digital technologies, social media platforms, and video games has significantly changed how children spend their time. Extended screen time is now a regular feature in many children’s daily routines, both in and out of the classroom. While technology offers opportunities for learning and entertainment, research is highlighting the adverse effects that excessive use of screens may have on children’s emotional, behavioural, and educational outcomes (Common Sense Media, 2020).
One of the most notable impacts of extended screen time is on children’s emotional wellbeing. Studies show that prolonged use of social media can lead to heightened anxiety, depression, and low self-esteem in children. This is especially true when children use social media platforms to compare themselves to their peers or when they experience cyberbullying. The constant exposure to curated, often unrealistic images of success and beauty can leave children feeling inadequate and disconnected, which in turn affects their emotional development (Royal Society for Public Health, 2017).
In addition to emotional consequences, excessive screen time also has a noticeable effect on children’s behaviour. Video games, particularly those with violent content, have been linked to increased aggression and disruptive behaviour in the classroom. Furthermore, children who spend significant amounts of time playing video games often exhibit lower impulse control and struggle with delayed gratification. This behavioural shift can carry over into the classroom, affecting their ability to focus, manage emotions, and adhere to school rules (Anderson et al., 2017).
The impact of screen time on learning outcomes is another growing concern. Excessive use of digital devices, particularly for non-educational purposes, has been shown to negatively affect children’s academic performance. When children spend more time on social media or gaming, they tend to experience sleep deprivation, which impairs their ability to focus, retain information, and perform well in school. Studies suggest that students who use social media or play video games for long periods often struggle to maintain attention during lessons, which ultimately hinders their academic progress (Twenge et al., 2018).
However, it is also important to note that not all screen time is detrimental. In fact, educational games and learning platforms can provide valuable opportunities for skill development when used appropriately. Interactive learning tools, for instance, can help enhance problem-solving skills, critical thinking, and collaboration. The key is to strike a balance between beneficial screen time and ensuring that children are not overexposed to non-educational content that may harm their emotional and cognitive development (Australian Council for Educational Research, 2020).
To mitigate the adverse effects of extended screen time, schools and parents need to take proactive measures. Educators should incorporate discussions around responsible screen use and digital literacy into the curriculum. Parents can set limits on screen time, promote alternative activities such as outdoor play, and monitor the types of content their children are consuming online. Creating a balanced, healthy digital environment is essential for supporting children’s emotional, behavioural, and academic growth (Grattan Institute, 2021).
Recommendations:
Balanced Screen Time: Schools and parents should promote a balanced approach to screen time. This includes setting limits on non-educational screen use and encouraging breaks from digital devices to engage in physical and social activities.
Digital Literacy Education: Incorporate lessons on digital literacy into the curriculum, teaching children how to use social media and gaming platforms responsibly. This can help them navigate the emotional and behavioural challenges of the digital world.
Parental Monitoring and Guidance: Parents should actively monitor their children’s screen time, including social media and gaming use. They should encourage positive online behaviour and foster open discussions about the risks of cyberbullying, online comparison, and the emotional impacts of social media.
Encouraging Sleep Hygiene: Schools and parents need to emphasise the importance of sleep hygiene and how extended screen time, especially before bed, can negatively impact sleep patterns and cognitive performance.
Educational Screen Use: Schools can focus on maximising the benefits of screen time by integrating educational games and learning tools into classroom activities. Teachers should provide guidance on using technology to enhance learning rather than as a distraction.
Support Systems for Emotional Wellbeing: Establish support systems in schools that focus on the emotional health of students. This can include counselling services, peer support programs, and workshops on managing stress and the effects of social media.
Collaborative Efforts Between Schools and Families: Schools and families should work together to develop a consistent approach to managing screen time, ensuring children receive guidance and support both in the classroom and at home.
Conclusion:
Extended screen time, particularly through social media and gaming, has significant emotional, behavioural, and academic consequences for children. While digital platforms offer valuable opportunities for learning, it is crucial to balance their use with healthy behaviours. By promoting responsible digital habits, encouraging physical and social activities, and fostering digital literacy, schools and parents can help mitigate the negative impacts of screen time and support children’s overall development.
References:
Common Sense Media. (2020). The Common Sense Census: Media Use by Tweens and Teens. Available from: Common Sense Media
Royal Society for Public Health. (2017). #StatusOfMind: Social Media and Young People’s Mental Health and Wellbeing. Available from: RSPH
Anderson, C. A., & Dill, K. E. (2017). Video Games and Aggressive Thoughts, Feelings, and Behaviour in the Laboratory and in Life. Journal of Personality and Social Psychology.
Twenge, J. M., Martin, G. N., & Spitzberg, B. H. (2018). Trends in US Adolescents’ Media Use and Time Displacement 1976–2016. Journal of Adolescent Research.
Australian Council for Educational Research. (2020). The Role of Technology in Education: Enhancing Learning and Reducing Distractions. Available from: ACER
Grattan Institute. (2021). Digital Disruption in Education: Managing the Risks and Maximising the Benefits of Technology in Schools. Available from: Grattan Institute
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