Study links screen time to socioemotional problems in children, with bidirectional effects

Study links screen time to socioemotional problems in children, with bidirectional effects | Image Credit: © davide bonaldo - stock.adobe.com.

A large-scale analysis of 117 studies involving nearly 293,000 children found that increased screen time is associated with later development of socioemotional problems, and that children who experience these problems are more likely to increase their screen use. The results, published in Psychological Bulletin, suggested a cyclical relationship between digital media use and emotional and behavioral health in children under age 10.^1,2

“Children are spending more and more time on screens, for everything from entertainment to homework to messaging friends,” said Michael Noetel, PhD, an associate professor at Queensland University and one of the authors of the study. “We found that increased screen time can lead to emotional and behavioral problems, and kids with those problems often turn to screens to cope.”

The research team, which included contributors from universities across Australia, Europe, and North America, performed a meta-analysis of longitudinal studies. To be included, studies had to follow participants under age 10 for at least 6 months, measuring both screen use and socioemotional functioning over time. The included screen activities ranged from social media and gaming to television viewing and online homework.

The results showed small but statistically significant bidirectional effects. Specifically, screen use was associated with an increased likelihood of socioemotional problems later (b = 0.06), and existing socioemotional problems predicted higher future screen use (b = 0.06).

“These links highlight the need for close attention from parents, researchers, and policymakers,” the authors wrote in a public significance statement. “Our findings support screen time guidelines that not only limit exposure time but also emphasize content quality and a positive social context”.

Moderation analyses revealed notable differences based on child age, gender, and screen use patterns. Older children (ages 6–10) were more likely than younger children to show socioemotional effects from screen exposure. Girls were more likely to develop socioemotional problems with increased screen time, while boys were more likely to increase their screen use in response to socioemotional distress.

The type and purpose of screen use mattered as well. Gaming, in particular, was strongly associated with later socioemotional issues (b = 0.32). Children with socioemotional problems were also more likely to turn to video games as a coping mechanism (b = 0.44). Screen use for education or general entertainment showed weaker associations.

Lead author Roberta Vasconcellos, PhD, now a lecturer at the University of New South Wales, said the findings offer a framework for families and policymakers. “This comprehensive study highlights the need for a nuanced approach to managing children's screen time,” she said. “By understanding the bidirectional relationship between screen use and socio-emotional problems, parents, educators, and policymakers can better support children's healthy development in an increasingly digital world.”

Children with internalizing symptoms, such as anxiety or low self-esteem, were more likely to experience negative effects from screen use than those with externalizing symptoms like aggression or hyperactivity. However, both types of problems were associated with greater screen use over time.

The researchers emphasized that content quality and the social context of screen use should be prioritized alongside total screen time. Coviewing with caregivers, for instance, may reduce potential harms. “Parents should consider monitoring not just how long children are on screens, but also what they are doing and who they are interacting with,” the authors stated.

While the findings strengthen the case for screen time guidelines, the authors noted that observational studies cannot prove causality. “It’s about as close as we can get to causal evidence without randomly cutting screens for thousands of kids,” said Noetel. “But still, we can’t completely rule out other factors—like parenting style—that could influence both screen use and emotional problems.”

The study reinforced the importance of emotional support for children who use screens heavily, as screen time may be a symptom of underlying distress. Programs that address both digital habits and emotional health may be beneficial.

References:

1. American Psychological Association. Screen time and emotional problems in kids: A vicious circle?. Eurekalert. June 9, 2025. Accessed June 12, 2025. https://www.eurekalert.org/news-releases/1086346

2. Vasconcellos RP, Sanders T, Lonsdale C, et al. Electronic screen use and children's socioemotional problems: A systematic review and meta-analysis of longitudinal studies. Psychol Bull. 2025;151(5):513-543. doi:10.1037/bul0000468