Higher levels of screen time in early childhood may negatively affect children’s academic performance, according to a new Canadian study published in JAMA Network Open. Researchers found that children who spent the most time on screens performed worse on standardized reading and mathematics tests.
The study followed more than 3,000 children from Ontario, Canada, between 2008 and 2023. Using parent-reported data, researchers analyzed how different screen activities — including watching TV, playing video games, and using digital devices such as smartphones, tablets, and computers — related to academic outcomes in grades three and six, roughly ages eight and eleven.
Overall, children with higher total screen time, especially from television and digital device use, scored lower in reading and math. Interestingly, no link was found between screen exposure and writing skills.
Only about 20% of parents reported that their children played video games. Among them, video gaming was associated with poorer reading and math scores in grade three, with the impact more pronounced in girls than boys.
Dr. Catherine Birken, senior child health scientist at Toronto’s SickKids Research Institute and one of the study’s authors, said the results emphasize “the importance of developing early interventions for young children and their families that promote healthy screen habits.”
Previous studies on the topic have yielded mixed conclusions. Some research points to harmful effects of excessive screen exposure on learning and attention, while others suggest limited or even positive outcomes, depending on content type and parental involvement.
The study’s authors cautioned that their findings show an association, not causation — meaning screen time is linked to lower performance, but not necessarily the cause. Since parents reported their children’s screen use, the data could also be influenced by bias or inaccuracies.
Chris Ferguson, a psychology professor at Stetson University who was not involved in the research, urged caution in interpreting the results. “The real-world implications are much less certain,” he said, noting that statistical associations don’t always reflect everyday experiences.
The World Health Organization (WHO) currently recommends no screen time for babies under one year and a maximum of one hour per day for children aged two to four. Experts emphasize that not all screen time is detrimental. The key lies in moderation and interactivity.
A 2025 European Union report suggested that moderate and interactive screen time, especially when shared with parents, can enhance children’s language and social skills.
As digital devices become increasingly integrated into early learning, researchers and educators continue to grapple with finding the right balance — ensuring technology supports, rather than hinders, children’s academic and developmental growth.