TORONTO, CANADA: Young children who spend more time in front of screens tend to perform worse in reading and mathematics through their early school years, according to a Canadian study that warns of lasting academic effects from excessive screen exposure.
The research, published in the journal JAMA Network Open, tracked more than 5,400 children from early childhood to grades three and six.
It found strong evidence that higher screen time in early life was linked to lower performance on standardised reading and maths tests.
Researchers reported that every additional hour of daily screen time in early childhood corresponded with a roughly 9 to 10 percent lower likelihood of achieving higher test scores.
Children who spent more time watching television or using digital media scored lower in both reading and mathematics, while video gaming was associated with poorer reading outcomes, particularly among girls.
The study followed 3,322 third graders and 2,084 sixth graders across Ontario, Canada, between 2008 and 2023, using data from the TARGet Kids! primary care cohort.
Parents reported their children’s total screen time—including television, video games and digital media—and those results were compared with provincial standardised test scores.
‘Wake-up call’ for parents
Dr Sanjeev Kothare, Division Director of Paediatric Neurology at Cohen Children’s Medical Center, Northwell Health, said the findings underscored the need for parents to limit screen exposure and encourage traditional learning habits.
“Go to the conventional old times where we read them stories and did more work on actual books rather than going through iPads and social media,” Dr Kothare told reporters. “These platforms may be hampering their development.”
Calling the data “an important wake-up call,” he urged professional bodies such as the American Academy of Pediatrics to strengthen recommendations for restricting screen time in early childhood.
“Adequate neuronal networks must be developed in these vulnerable years when schooling and learning are taking place,” he said.
Effects on brain development
Experts believe that excessive screen use may interfere with the brain’s natural learning processes.
“There are two theories,” Dr Kothare explained. “One is that children become too engrossed in screen activities, paying less attention to learning. The second is that their neurons are being reprogrammed, reducing their capacity to learn.”
Previous studies have hinted at similar effects, but the Canadian research is among the largest to link screen exposure directly with long-term academic outcomes.
Not all screen time equal
The study’s authors cautioned that not all screen exposure has the same impact. Educational programmes and co-viewing with parents may help mitigate some negative effects.
They called for further research into how different types of content and viewing contexts influence children’s learning.
They also recommended early interventions, developed jointly by parents, schools and health professionals, to reduce excessive screen time and build stronger academic foundations.
“Screen time is not inherently harmful,” the study noted, “but unregulated and prolonged exposure during key developmental stages can carry significant risks for children’s learning and cognitive development.”
