More screen time, lower grades: Study links children’s digital use to academic decline

For years, parents have worried that too much screen time might make their children less active or distract them from real-world play. But now, research suggests the effects may go far beyond physical inactivity — potentially affecting how well children learn, read, and perform in school.

A new study from Canada, published in JAMA Network Open, has found that every additional hour a child spends in front of a screen each day is linked to a measurable drop in academic performance. Specifically, the researchers reported a 9% lower likelihood of achieving higher grades in reading and maths among younger children, and a 10% lower likelihood of scoring well in maths among older children.

What the study found

The study tracked more than 5,000 children across Canada between 2008 and 2023 — one of the most comprehensive looks at how early digital habits shape later learning. It included 3,322 children in grade 3 (aged eight to nine) and 2,084 in grade 6 (aged 11 to 12). Parents were asked to record their child’s average screen time, covering television, video games, and digital media use during early childhood.

These figures were then compared with official test results from the Education Quality and Accountability Office (EQAO), which measures reading, writing, and mathematics skills in schools across Ontario.

The results were clear: more screen time meant lower academic outcomes, especially in literacy and numeracy. Interestingly, writing skills remained largely unaffected — suggesting that the cognitive skills tied to reading comprehension and mathematical reasoning may be particularly vulnerable to passive screen exposure.

Why screens affect learning

Experts believe that prolonged exposure to screens — especially non-educational content — can interfere with how children develop key attention, memory, and language skills. When screens replace interactive play, conversation, or reading time, the brain’s ability to process and retain information can weaken.

“Digital devices engage the brain differently than reading or problem-solving activities,” the researchers explained. “When screen time increases, it displaces the kind of deep learning interactions that build comprehension and reasoning.”

Previous studies have echoed these findings. For instance, a 2022 report by the American Academy of Pediatrics found that children who spent more than two hours a day on entertainment screens scored lower on language and thinking tests. Similarly, the World Health Organization (WHO) recommends that children aged 5–17 should limit recreational screen use to no more than two hours daily to promote cognitive and emotional development.

What parents can do

The authors of the Canadian study stress that early intervention is key. Instead of banning screens entirely, experts recommend:

• Setting structured limits on daily screen time.
• Encouraging offline learning and reading habits.
• Prioritising educational and interactive content over passive viewing.
• Ensuring no screens during meals or before bedtime to protect attention and sleep quality.

As one of the lead researchers concluded, the goal isn’t to demonise technology, but to help children “build healthy media habits that support — not sabotage — their learning.”

The message for parents is simple yet urgent: screens are here to stay, but how much and how often children use them could make all the difference to their academic future.