8th May 2026
A major international review led by the University of Auckland has found consistent links between children’s screen use and later challenges with attention, planning and self-control, although researchers stress the relationship is complex and not necessarily causal.
Published in Developmental Review, the study analysed 58 papers from around the world published between 2013 and 2024. It found that 81% reported at least one negative association between screen use and executive function, a set of cognitive skills that includes focus, impulse control, working memory and flexible thinking.
Lead author Claire Reid said executive function acts as the brain’s management system and develops from early childhood through to early adulthood. Because it is still forming during childhood, it can be sensitive to environmental influences, including how time is spent.
“The potential for long-term harm to our kids’ development is concerning,” says the lead author. “We need action at all levels – policy, schools and the family – to better protect our children.”
Across the studies reviewed, 34 linked higher levels of screen use with poorer executive function outcomes over time. However, the direction of the relationship was not always clear. Nine studies found that children with weaker executive function were more likely to use screens more frequently, while four identified evidence of a two-way relationship.
“Executive function is the brain’s management system,” Reid says. “It develops throughout childhood and into our mid-twenties, and while it is developing, it is sensitive to experiences and environments”
Senior author Karen Waldie said this highlights the need for caution in interpreting the findings. These studies show associations, not causation, and other factors such as sleep, physical activity, social interaction and family context also play a major role in development.
A smaller subset of eight neuroimaging studies raised particular concern. These tracked changes in children’s brains over time and reported that higher screen use was associated with smaller increases in brain volume and differences in connectivity in regions linked to executive function. This is still an emerging area of research, but it points to possible biological pathways that may help explain behavioural patterns.
The review drew on research conducted across Asia, Europe, North America, Oceania and South America, with participants ranging from infancy to 18 years old. Some studies also explored links with conditions such as ADHD.
The evidence was not entirely one-sided. Some studies identified mixed effects. For example, research involving very young children found that touchscreen use could be associated with faster reaction times, but also with reduced ability to maintain focus without distraction.
Researchers say the issue is not simply about screens themselves, but how they are used and what they may replace. Time spent on devices can displace activities known to support healthy development, including sleep, physical play and face-to-face interaction.
The study reflects how rapidly children’s digital environments have changed. Researchers excluded studies published before 2013 to better capture modern patterns of smartphone and social media use.
The authors conclude that a balanced approach is needed. Rather than eliminating screens, the focus should be on managing excessive use and ensuring children continue to engage in a range of activities that support cognitive and emotional development, while further long-term research continues to build the evidence base.
“I began researching the area as a mum concerned about my own kids and because of what I’d heard from teachers and other parents,” says Reid. “My goal was to empower parents with evidence-based information.
“The field is evolving so rapidly that it’s crucial to keep up, and more high-quality, long-term research is needed.”
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