Children with screen time problems turn to screen to deal with it

Children who spend a lot of time on the screen are more likely to have emotional and behavioral problems, while those struggling children usually return to the screen as a coping mechanism, creating what researchers call a “vicious cycle” that can last for years.

A comprehensive new study, analysing data from nearly 300,000 children around the world, reveals this disturbing two-way relationship, challenging how parents and educators think about how screen time is managed.

A two-way street

This study, published in Psychological Announcements, represents the largest analysis to date, examining how screen use and mental health issues affect each other over time. Unlike previous studies that captured snapshots only at a single moment, this survey tracked children for months or years to understand causality.

“Kids spend more and more time on screens on screens, from entertainment to homework to messaging to friends,” said Associate Professor of Psychology at the University of Queensland and one of the authors of the study. “We found that increased screen time can lead to emotional and behavioral problems, and children who encounter these problems usually turn to screens to cope.”

The international research team analyzed 117 studies, including data from more than 292,000 children worldwide. What makes their discovery particularly focused is the discovery that screen problems and emotional difficulties strengthen each other in both directions.

The game shows the strongest effects

Although all screen activities show a connection to mental health issues, the game is particularly problematic. Children who play video games are more likely to have socio-emotional problems than children who use screens for other purposes such as educational content or general entertainment.

The study shows that there is a big difference in risk levels: the two-way relationship between gaming and mental health issues is stronger than other screening activities. Children who experience social and emotional difficulties are also more likely to increase their play time to escape or deal with their own problems.

This pattern suggests that gaming may be unique and aimed at meeting the psychological needs of autonomy, ability, and social connections, making it particularly attractive, especially for struggling children, but may be more harmful when replacing healthier coping strategies.

Key research results:

• A small but meaningful amount of screens increases the risk of socio-emotional problems
• Over time, it is also possible for children with existing problems to increase screen use.
• The game shows the strongest two-way effect compared to other screen activities
• Compared with younger children, older children (6-10 years old) have stronger effects (0-5 years old)
• This relationship seems to be stronger in the development of girls, but in older boys, both directions are stronger in both directions

Go beyond simple screen time limits

The findings suggest that focusing solely on traditional methods of limiting screen time may miss the bigger picture. Research points to more nuanced strategies that consider what a child is doing on the screen and why he is attracted to it.

“This comprehensive study highlights the need for a subtle approach to managing children’s screen time,” said Dr. Roberta Vasconcellos, a lecturer at the University of New South Wales, who conducted his research while at the Catholic University of Australia. “By understanding the two-way relationship between screen use and socio-emotional issues, parents, educators and policy makers can better support the healthy development of children in an increasingly digital world.”

Researchers advise parents to focus on the quality and background of screen time, rather than blanket limitations. Some types of screen use (such as viewing educational content with parents) show minimal risks, while others have higher problem potential.

Break the cycle

The most important revelation of this study may be its discovery of time. The effect becomes more powerful over longer periods of time, indicating that screen-related problems accumulate gradually. Children who exceeded the recommended screen time guidelines showed meaningful emotional and behavioral difficulties, while children who remained in the guidelines showed minimal impact.

This timeline provides warnings and hopes. While the problem may be established over the years, it also means that early intervention has time to make a difference before the pattern is ingrained.

For parents who focus on the cycle, the study proposes several strategies beyond simple time limits: monitoring children to watch and play, ensuring screen time does not replace sleep or physical exercise, and helping children develop alternative coping strategies to cope with stress or negative emotions.

As screens become more important to children’s lives – research has found that some children spend more than eight hours a day on devices – understanding these complex relationships is essential to support the healthy development of the digital age.

Related