The effects of technology on brain development – Dandelion Training & Development

We talk a lot about technology and the challenges that it creates for young people. Whilst on one side, technology opens the opportunity for connections, learning and creativity, on the other, there are a great deal of conflicting opinions about the effects on mental health and well-being. The World Health Organisation (WHO) guidance for screen time (TVs, computers, electronic devices and phones) are:

Under 2s should spend NO time watching screens
Children 2-5 should spend no more than 1 hour using screens in a 24-hour period
Children aged 5-18 years should spend no more than 2 hours a day using screens
Adults – no more than 2 hours’ screen time per 24-hour period

So, in this week’s article, we’re going to look at what actually happens to brain development when children and young people are utilising it above the recommended hours each week.

An interesting component of the studies, is that whilst we have screen trackers on our phones, it has been identified that young people underestimate the amount of time that they spend on screens (Wade et al, 2021), giving us consideration to how, as adults, we support the management and boundaries of screen time and technology use, emphasised by Nagata et al (2024) who found that parental management of screentime reduced problematic usage. With schools increasing their screen use, and homework apps now being a predominant resource, how we take responsibility for this perhaps needs to be brought to the forefront of our attention.

Cognitive Decline & depressive symptoms

The ABCD Study, a long term study of child and adolescent brain development, has been examining 10,000 children’s development, and one core component is the influence of screen time on social and brain development. They found that screen usage ’caused children to score lower on tests of language, literacy, critical thinking, and reasoning.’The study found that screen time is correlated to a higher number of depressive symptoms, specifically ‘Video chat, texting, videos, and video games were the screen types with the greatest associations with depressive symptoms’.

Subsequently, they ‘found that the daily screen exposure mediated the effect of reward sensitivity on the development of the inhibitory control system in the brain over a two year period’ and that there is a current concern that in the long-term, daily screen time will have a permanent impact on brain neuropsychological development (mind and behaviour development).

Neural development

A study by Neophytou et al (2018) found that screentime led to sensory overstimulation, and that ‘excessive smartphone use may increase the risk of cognitive, behavioural, and emotional disorders in adolescents and young adults’. The study identified that screentime usage above standards is associated with slower learning acquisition, mental health issues, anxiety, lower self-esteem and addictions. They explored that ‘excessive screen time causes thinning of the cerebral cortex, the brain’s outermost layer responsible for processing memory and cognitive functions, such as decision-making and problem-solving.’

Takeuchi et al (2016) explored the use of video games, finding ‘playing video games for long periods can cause direct or indirect interruption in neural systems’ development, which can be related to an unfavourable neurocognitive development, especially verbal intelligence.’ Their findings identified that video game usage was associated to delayed development and decreased verbal intelligence in both boys and girls.

Their follow up study (2018) found ‘Higher frequency of internet use was associated with decreased verbal intelligence and smaller increases in brain volume after a few years. The areas of the brain affected are related to language processing, attention, memory, and executive, emotional and reward functions.’ Their study identified that ‘frequent internet use is directly or indirectly associated with decrease of verbal intelligence and development to smaller gray matter volume at later stages.’

Reduced Emotional Regulation

A new study, by Konok et al (2024) identified that where parents use technology to manage tantrums and emotional outbursts, this affects the child’s emotional regulation in later life. The study found ‘Using digital devices (tablets and smart phones) for tantrum control leads to long-term emotion regulation issues’ with children who are provided with devices to calm their mood showing ‘poorer anger and frustration management’ as they get older. The study explored children’s anger and frustration management skills, and reviewed after one year, finding that children who were offered technology to manage their feelings were less able to manage negative feelings, and did not develop the skills to manage anger or frustration. Dr Veronika Konok discussed; “Here we show that if parents regularly offer a digital device to their child to calm them or to stop a tantrum, the child won’t learn to regulate their emotions,” and highlighted the damaging outcomes of children not developing vital emotional regulation skills as they get older. Devices act as a distraction and not a regulation tool.

Sleep issues

The ABCD study explored sleep quality and technology use, and found ‘Adolescents who had a television or an Internet-connected electronic device in the bedroom had a greater risk of having trouble falling or staying asleep’. Further, ‘Adolescents who left their phone ringer activated overnight had more trouble falling/staying asleep and greater overall sleep disturbance compared to those who turned off their cell phones at bedtime.’ Whilst the types of usage also affected sleep quality, finding ‘Streaming movies, playing video games, listening to music, talking/texting on the phone, and using social media or chat rooms were all associated with trouble falling/staying asleep and sleep disturbance.’ A further study found ‘Greater use of screen medias was not just associated with longer sleep onset latency and shorter sleep duration, but also increased severity of multiple types of sleep-wake disturbances.’

Whilst Nakshine et al (2022) research into screentime and sleep, found that ‘excessive screen time can hinder sleep’, this is particularly prominent when looking at screens late at night. This is created by the light from the screen delaying melatonin release from the brain’s pineal gland, which subsequently impacts the body’s natural circadian rhythm and therefore causes issues with sleeping.

Anxiety

Robertson et al (2022) explored internalised symptoms and screen use, finding that in ‘anxiety disorders, associations with digital media use (social media, texting, gaming, and online videos) were stronger than with screen time generally. Further, that ‘Youth spending 2 or more hours (vs. less than 2) a day with screen media were more likely to fit criteria for depressive disorders, self-harm, and suicidal ideation or attempts’.

Reduces emotional literacy

A study by neuroscientist Charles Nelson, found that where babies are exposed to screen use, we affect their ability to read facial expressions. The skill of reading human faces is vital to development in babies, and screen use has no benefit to their development. It was explained, ‘exposure to screens reduces babies’ ability to read human emotion and control their frustration. It also detracts from activities that help boost their brain power, like play and interacting with other children.’

Further, the WHO discuss that screen use for babies negatively affects the skills required for empathy in later life ‘prolonged screen use inhibits babies’ ability to learn social skills and develop emotional intelligence’

Disordered eating symptoms

A subsequent study identified that ‘greater total screen time, social media use, and problematic screen use are associated with more eating disorder symptoms in early adolescence.’

Whilst, conversely, screen use is associated with increased binge eating. Nagata et al (2021) found ‘Each additional hour of total screen time per day was prospectively associated with 1.11 higher odds of binge-eating disorder at 1-year follow-up’ and ‘in particular, each additional hour of social networking, texting , and watching/streaming television shows/movies was significantly associated with binge-eating disorder. It was found that children ‘may be more prone to overeating in the absence of hunger while distracted in front of screens’ and ‘binge-watching behaviours may lead to overconsumption and a loss of control, similar to binge-eating behaviours’

Why children cannot regulate their tech use – HERE

Computers and mental health – HERE

Want to learn more?

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Further help

For more articles about mental health visit – ARTICLES

To learn more about child and adolescent mental health visit – COURSES

For resources to support child and adolescent mental health visit –RESOURCES