PROJECT: CHILDREN AND THE IMPACT OF EXCESSIVE SCREEN TIME (PART 2)
- Isabel Spies
- 12 hours ago
- 8 min read
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In recent years, the proliferation of digital devices and the constant presence of screens in daily life have sparked concerns among psychologists, educators and parents about their impact on children. While screens promise access,
connectivity and engagement, emerging evidence suggests that excessive and unmoderated screen time is taking
a serious toll on children’s mental health.
In South Africa, for example, the South African Society of Psychiatrists (SASOP) has issued warnings that
the country’s heavy screen-use culture is fuelling a mental-health crisis among youth.
This project echoes this concern: though the direct link could not be retrieved owing to access restrictions,
regional media sources capture its thrust — that children’s mental health “pays the price” for too much screen time.
THE SCALE OF THE PROBLEM:
South African adults reportedly spend around 9 hours 37 minutes per day on smartphones alone, with almost a third of waking hours spent scrolling, tapping and swiping.
Social media use accounts for over 22 % of this time in some reports.
Adolescents who report more than 5 hours per day of device use are roughly 70 % more likely to have suicidal thoughts or behaviours compared to those using less than 1 hour.
Even moderate screen use (4-6 hours/day) is associated with higher rates of anxiety and depression compared with children who have 2 hours less.
MENTAL HEALTH CORRELATES:
The evidence links excessive screen time with:
Increased risk of depression, anxiety and low self-esteem.
Disrupted sleep because screen exposure, especially before bed, can delay melatonin secretion and interfere with sleep onset and quality.
Attention and concentration problems are amplified as studies (for example, across 14 countries) found that simply having a mobile phone nearby can distract learners; after being distracted, it may take up to 20 minutes to refocus.
Social withdrawal and reduced face-to-face interaction, as digital interaction increasingly substitutes for real-life connections.
Exposure to harmful online content, such as cyberbullying, pornography or disordered-eating messages, further undermines mental well-being.
DEVELOPMENT CONCERNS:
Beyond mood and attention, screen overuse may also affect children’s broader development: for example, some clinicians have observed so‐called “virtual autism”-like signs (flat affect, reduced eye contact, limited reciprocal conversation) in children whose early years were dominated by screens rather than interpersonal interaction.
Furthermore, recent international meta-analyses have found that excessive screen time (≥ 4 hours/day) is associated with a higher risk of ADHD, behaviour/conduct problems, and that this relationship is partly mediated by reduced physical activity, irregular bedtime and short sleep duration.
MECHANISMS: HOW EXCESSIVE SCREEN TIME IMPACTS MENTAL HEALTH
NEUROBIOLOGICAL/PHYSIOLOGICAL EFFECTS:
Screens often provide rapid, frequent rewards (likes, notifications, movement) which stimulate the brain’s dopamine reward pathways, increasing the risk of dependency or addiction-like patterns.
Blue light from screens before bed suppresses melatonin production, delaying sleep onset and resulting in fragmented or inadequate sleep.
Poor sleep is, in turn, a well-established risk for anxiety, depression and attention deficits.
Prolonged sedentary screen time reduces physical activity, which has both direct and indirect impacts on mental health (less exercise means fewer mood-boosting endorphins, reduced social play, reduced outdoor time).
The structural equation modelling in one study showed physical activity accounted for 30-39% of the effect of screen time on mental health.
COGNITIVE/ATTENTION PATHWAYS:
The ease of switching attention on screens (notifications, pop-ups, multitasking) changes how children’s attentional systems operate.
The constant interruptions can lead to shallow attention, poorer sustained focus, and difficulties in school.
The presence of devices in classrooms, or even on the desk, can diminish cognitive performance simply by serving as a distraction.
SOCIAL AND EMOTIONAL PATHWAYS:
When children spend large chunks of time engaging with screens instead of with peers or family, they miss out on key developmental tasks: learning emotion regulation, face-to-face communication, reading non-verbal cues, and engaging in imaginative play.
These deficits may manifest as social awkwardness or withdrawal.
Social media, especially, can foster comparison, low self-esteem (seeing curated images of peers), performance anxiety, and the drive for constant validation.
The longer children stay online, the more they may be exposed to negative content: cyberbullying, idealised bodies, violent imagery, addictive gaming loops—all of which affect mood and identity.
BOUNDARY EROSION AND CHRONIC ACTIVATION:
The line between school life, home life and rest is increasingly blurred when homework, parent notices, social groups and entertainment all move online.
Children may find it harder to disconnect, rest and recover.
Constant engagement disrupts the brain’s chance to down-regulate; screen time becomes a default rather than a deliberate activity, leading to fatigue, overload and emotional dysregulation.
THE SOUTH AFRICAN CONTEXT:
While many of these mechanisms are global, the South African context presents particular features worth noting:
The amount of screen time in South Africa is among the highest globally: many reports place South Africans as “among the world’s most screen-obsessed”, with adults averaging 9+ hours on smartphones daily.
In a country with entrenched socio-economic inequalities, access to digital devices may vary, but where access exists, it may also coincide with less parental supervision, fewer alternative recreational resources (safe outdoor play spaces, libraries, clubs) and a higher risk of unsupervised online time.
Schools are increasingly digitised: homework and notices are delivered via WhatsApp groups or digital platforms rather than traditional notebooks, meaning children may be expected to stay “online” well after school hours. The anonymous author of one South African piece warned: “What happened to the homework book?”
Mental-health services are under strain. Various reports point out that the health system in South Africa is under stress, which means children’s mental health needs may be inadequately met.
Given the high prevalence of other stressors (poverty, violence, community instability), children’s resilience may already be under pressure—so adding excessive screen time may tip the balance further toward poor mental-health outcomes.
ACADEMIC, PHYSICAL AND SOCIAL CONSEQUENCES:
Beyond mental health per se, excessive screen time intersects with broader facets of child wellbeing.
1. ACADEMIC IMPLICATIONS:
Attention difficulties and constant distractions from devices undermine learning, retention and classroom engagement.
As noted, having a mobile phone nearby can derail focus and require up to 20 minutes to refocus.
Motivation may decline when children spend more time passively consuming content than actively learning or playing.
Some schools may inadvertently contribute by requiring digital platforms for homework and notices, thereby increasing screen exposure after hours.
2. PHYSICAL HEALTH AND LIFESTYLE:
SEDENTARY BEHAVIOUR:
Long hours of screen time correlate with increased risk of obesity, headaches, eye strain, and posture problems.
SLEEP DISRUPTION:
As mentioned, screens before bed cause shorter, poor-quality sleep, which affects growth, concentration, mood and immunity.
REDUCED OUTDOOR PLAY AND MOVEMENT:
Time spent on screens is time not spent in active play, which is critical for motor skills, social interaction and physical health.
3. SOCIAL/EMOTIONAL DEVELOPMENT:
INTERPERSONAL SKILLS:
Children may lose opportunities to practice face-to-face communication—reading emotions, turn-taking in conversations, and conflict resolution.
One article suggested that children with heavy screen exposure resemble aspects of autism in social withdrawal and poor frustration tolerance.
EMOTIONAL SELF-REGULATION:
Screens can offer instant gratification and distraction; children may fail to learn how to tolerate boredom, frustration or wait for rewards.
IDENTITY AND SELF-ESTEEM:
Especially among adolescents, social media magnifies issues of comparison, belonging, validation and may amplify anxiety about self-image.
RECOMMENDATIONS:
1. PARENTS/CAREGIVERS:
SET AGE-APPROPRIATE SCREEN LIMITS:
Experts recommend no screens for children under 2; for ages 2-5, limit to 1 hour/day; for older children, ideally a maximum of 2 hours/day of recreational screen time.
MODEL HEALTHY DIGITAL BEHAVIOUR:
Children learn by observing.
If parents and caregivers are constantly on screens, it sends a strong signal. As Prof. Renata Schoeman put it: “If we as adults are addicted, how can children not be?”
CREATE SCREEN-FREE ZONES AND TIMES:
Family meals without devices, the hour before bed device-free, no screens in bedrooms or overnight custody of devices can help ensure better sleep and connection.
PROMOTE OFFLINE AND OUTDOOR TIME:
Encourage children to play outside, do crafts, read books, engage in sports or simply spend unstructured time away from screens.
BE INTENTIONAL ABOUT CONTENT AND CONTEXT:
Not all screen time is equal.
Educational, interactive, well-supervised use is better than passive, prolonged scrolling or gaming.
COLLABORATE WITH SCHOOLS:
Ask about digital homework policies and whether there are ways to reduce students’ after-hours online demands.
As one article suggests, parents should “talk to your schools … raise the issue in parent meetings.”
2. SCHOOLS/EDUCATORS:
Review how much time students spend on devices, not just in class but also for after-school homework and communication.
Minimise unnecessary digital notifications and require face-to-face engagement where possible.
Design lessons and learning environments that support movement, active participation, offline tasks and social interaction.
Guide students and parents about healthy screen use, attention management and the importance of rest and offline transitions.
Advocate for age-appropriate digital use policies and support the creation of device-free times, in homework, evening communication and weekends.
3. POLICYMAKERS:
The Department of Education (and relevant bodies) should provide clear guidelines on screen-time limits in educational settings, homework policies and student device use.
Public health campaigns should raise awareness about the risks of excessive screen use, not simply for physical health but for mental well-being.
Invest in children’s mental-health services and ensure accessibility for young people whose screen-related issues may manifest as depression, anxiety or behavioural problems.
Support research into screen time, content quality, socio-economic correlates and long-term outcomes for children in the South African context.
In sum, the digital age has brought great possibilities for connection, learning and entertainment.
But as with any tool, its power can become a liability when left unchecked—especially for children whose brains, emotions and social skills are still developing. The mounting evidence, including alarming statistics from South Africa,
shows that excessive screen time is associated with heightened risk of mental-health issues, diminished attention,
poorer academic performance, and social and physical consequences.
Our children’s mental health is paying the price when screens take precedence over sleep, play, conversation and connection. But this is not an inevitable fate. With thoughtful boundaries, role modelling, offline time and institutional support,
we can protect children’s emotional and cognitive development while still using technology wisely.
In the South African context, with high device access, increasing digital demands in schools,
and already strained mental-health infrastructure, that balance is especially urgent. It is time for parents,
educators and policymakers to act together to ensure that children’s childhoods are not swallowed by screens,
but enriched by real life.
PREVIOUS RELEVANT PROJECTS POSTED BY SSS:
https://www.mikebolhuis.co.za/post/project-social-media-addiction-and-children
https://www.mikebolhuis.co.za/post/project-the-many-faces-of-social-media-bullying
https://www.mikebolhuis.co.za/post/project-safety-vs-privacy-of-children-s-google-account
https://www.mikebolhuis.co.za/post/project-safeguarding-children-in-the-age-of-cell-phones
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