Screen Time: The Good, the Bad, & the Ugly
Screen time in children has increasingly become a shared concern among public health professionals and parents. As devices have gradually become smaller, faster, and more pervasive, daily screen exposure has also grown. What was once limited to television in the living room is now portable and integrated into every aspect of life. With this shift has come heightened visibility and more research on what screen time may mean for child development.
A growing body of literature has shown small, but statistically significant, to moderately strong evidence linking high consumption of screen-based media to poor psychological, developmental, and health outcomes (Eirich et al., 2022 & Takahashi et al., 2023). Research has correlated excessive screen exposure (exceeding 2 hours in most studies) to problems in executive functioning, disrupted sleep, sedentary behavior, psychological symptoms, and health concerns, like obesity, high blood pressure, and reduced blood density (Bal et al., 2024 & Lissak, 2018). While correlation does not prove causation, some studies have revealed a dose-response relationship (Brae et al., 2022), meaning that as screen time increases, the likelihood or severity of detrimental effects increases as well.
But these associations are not uniform across children. Age matters. Younger children (2 years and younger) may be particularly sensitive to screen exposure (Xiang et al., 2022). This is not surprising given this vulnerable period of rapid development in foundational language, self-regulation, and social skills. However, teenagers face their own unique risks, such as disruption in sleep and emotional distress. The later finding is concerning given a recent survey that showed about one-half of teenagers (12-17 years) had 4 hours or more of daily screen time (Zablotsky et al., 2025). Of those teens with more daily screen use, 27.1% experienced recent symptoms of anxiety and 25.9% experienced symptoms of depression.
Another key consideration is the role of socioeconomic status (SES). In some studies, SES was more strongly associated with developmental outcomes than screen use itself (Paulich et al., 2021). Limited access to enrichment opportunities, safe outdoor environments, and consistent routines may compound risks. This suggests that screen exposure may be one factor within a broader ecological context, rather than an isolated cause.
But what should we do with this information? Screens are everywhere. They are woven into the fabric of nearly every routine. The goal does not have to be complete elimination but rather intentional and mindful use. The American Academy of Pediatrics (AAP) recommends no more than 1 hour per day of high-quality programing for children aged 2-5 years. It is recommended that screens be avoided for children under 18-24 months except for video chatting. Additional suggestions include keeping screens out of bedrooms and establishing consistent media-free time (e.g., mealtime).
Despite the potential harm, screens can be beneficial when used thoughtfully. Educational and creative content along with co-viewing with a caregiver can promote language, critical thinking, and social connectedness (Munzer et al., 2026). This can be accomplished through screen time that is interactive and relational rather than passive and isolating.
The bottom line is, technology is not going away, but this does not mean that human connection should suffer. When adults sit beside children, ask questions, label emotions, and extend ideas beyond the screen, digital media becomes a tool rather than a substitute. Check out the video below of a father effectively using co-viewing to promote his child’s development. It’s a simple but powerful reminder that the most important ingredient is not the screen itself, but the relationship surrounding it.
