THE IMPACT OF SCREEN TIME ON ADHD SYMPTOMS IN CHILDREN
Maria Mukhin, MACP (Candidate), RP (Qualifying), RECE (Registered Early Childhood Educator)
In this era dominated by technology, it has become nearly impossible to envision our lives without the constant companionship of phones and computers. These devices have seamlessly integrated into our daily routines, serving purposes ranging from work to entertainment, and even ensuring our safety and that of our children. In fact, it is likely that our children will grow up never knowing a world devoid of technology and screen time. As we navigate this digital age, it is essential to pause and reflect on the profound impact these gadgets have on our lives and the mental well-being of our children. It is evident that many parents are increasingly allowing their children as young as 1 year old, more time on phones, computers, and laptops. This trend is visible everywhere – in restaurants, on road trips, and shopping malls – where parents often hand over gadgets to keep their little ones entertained while they attend to their activities. Consequently, an increasing number of children and adolescents are becoming addicted to gadgets, leading to difficulties in controlling their internet use. Multiple studies have shown that excessive gadget use is linked to psychiatric disorders, particularly ADHD, with the severity of ADHD symptoms being directly correlated with the amount of screen time (Weiss, Baer, Allan, Saran, & Schibuk, 2011).
Hegde and colleagues observed that parents of 53% of children reported significant declines in their children’s grades, noting that these children were extremely hyperactive and struggled to concentrate both in class and while studying at home. Research indicates a potential link between screen time and the development of attention deficit hyperactive disorder (ADHD) in children (Hegde, Suman, Unais, & Jeyakumar, 2019). Common ADHD symptoms include inattentiveness, being easily distracted, difficulty with organization and memory, hyperactivity, trouble sitting still, and impulsivity, such as making decisions without considering the consequences. Adolescents, who should be strengthen social connections through physical interactions, are increasingly spending time making friends on social media. They now engage more in video chatting and online messaging than in face-to-face interactions. Mid-adolescence is a period of significant neuroplasticity when the brain is developing attention and behavioural control rapidly and maybe particularly susceptible to disruptions in neurodevelopment (Hegde, Suman, Unais, & Jeyakumar, 2019). While further research is needed to fully understand the connection between gadgets use and all ADHD symptoms, the common factors linking the two cannot be ignored.
Thorell and colleagues (2022) delved deeper into how screen time and its context affect children of different ages. They examined numerous studies and found that there is evidence suggesting bidirectional connections between digital media usage and symptoms of ADHD. Specifically, they found stronger and more consistent connections between problematic digital media use and ADHD symptoms compared to mere screen time (Thorell, et al., 2022). Consequently, it seems that children displaying ADHD symptoms are more prone to developing excessive or problematic digital media habits (known as selection effects). Additionally, digital media usage also appears to influence later levels of ADHD symptoms, possibly due to specific attributes of digital media or indirect impacts such as disrupted sleep patterns and changes in social interactions (referred to as media effects) (Thorell, et al., 2022).
Prolonged screen time has been identified as a potential trigger for ADHD symptoms in typically developing children, with exacerbating effects on those already diagnosed with ADHD. Research underscores the significant stress experienced by families of children with ADHD, showing a positive correlation between ADHD severity and parental stress levels, alongside increased screen time exposure. This stress can impair parent-child interactions crucial for providing stimulation and a nurturing environment for optimal child development (Wahyuni et al., 2019). Furthermore, Wahyuni (2019) argued that high parental stress levels are associated with poor adherence to medical treatments and reduced engagement in behavioural interventions, ultimately hindering therapeutic effectiveness. Studies also suggest a link between parental depression and increased TV viewing, highlighting the interconnectedness of parental mental health and screen time habits. Both maternal depression and early TV exposure pose risks to infant development by limiting necessary stimulation. Addressing parental stress emerges as a pivotal strategy for enhancing motivation and parental involvement in therapeutic processes, thus improving outcomes for children with ADHD.
Why do children become addicted to gadgets so quickly? In today’s digital age, children are increasingly becoming addicted to technology. Social media and other digital platforms are meticulously crafted to capture and hold our attention. The more we interact with these platforms, the stronger our urge to continue engaging, creating a cycle of addiction that can be hard to break. This addictive cycle is driven by the brain’s release of dopamine each time we receive a notification. Dopamine, the same chemical released during activities such as smoking, drinking, taking drugs, and gambling, is responsible for the pleasure and reward sensations (Veteran Mentors, 2023). Furthermore, it is important to understand that young children have not developed the coping mechanisms needed to manage stress and anxiety effectively. At this stage of life, they are more prone to addiction than at any other time.
Often, parents are questioning why their children prefer screen time over independent play and constantly seek parental attention. Children need to be taught how to play independently, which does not come naturally, especially in a digital-heavy environment. Limiting screen time and encouraging outdoor or interactive play can enhance imagination and creativity, helping children learn to entertain themselves. In addition, excessive screen usage can lead to more issues such as obesity sleep disturbances, depression, anxiety, and impaired social-emotional skills. Therefore parents have a crucial role in managing this by setting boundaries and reducing screen time, such as keeping screen out of bedrooms and modelling healthy screen habits themselves (Muppala, et al., 2023).
In conclusion, many parents and caregivers proudly share that their toddlers can navigate technology better than they can. While this tech-savviness is impressive, it is essential to prioritize our children’s safety and holistic development. Let’s take a pride in their achievements from natural environment, encouraging them to learn through play rather than screen time, movies, or cartoons. By fostering their development and education through real-world experiences, we can support their growth into well-rounded individuals.
REFERENCES
Hegde, M. A., Suman, P., Unais, M., & Jeyakumar, C. (2019, January). Effect of electronic gadgets on the behaviour, academic performance and overall health of school going children- A descriptive study . Journal of Advanced Medical and Dental Sciences Research, 7(1), 100-103. doi:doi: 10.21276/jamdsr
Muppalla, S. K., Vuppalapati, S., Reddy Pulliahgaru, A., & Sreenivasulu, H. (2023). Effects of Excessive Screen Time on Child Development: An Updated Review and Strategies for Management. Cureus, 15(6). doi:https://doi.org/10.7759/cureus.40608
Thorell, L. B., Burén, J., Ström Wiman, J., Sandberg, D., & Nutley, S. B. (2022). Longitudinal associations between digital media use and ADHD symptoms in children and adolescents: a systematic literature review. European Child & Adolescent Psychiatry, 1-24. doi:https://doi.org/10.1007/s00787-022-02130-3
Veteran Mentors. (2023). Why are children addicted to technology? Retrieved 06 04, 2024, from Veteran Mentors: https://www.veteranmentors.com.au/kids-technology-addiction/#:~:text=Why%20children%20addicted%20to%20technology,brain%20releases%20the%20chemical%20dopamine.
Wahyuni, A. S., Siahaan, F. B., Arfa, M., Alona, I., & Nerdy, N. (2019). The relationship between the duration of playing gadget and mental emotional state of elementary school students. Open access Macedonian Journal of Medical Sciences, 7(1), 148–151. doi:https://doi.org/10.3889/oamjms.2019.037
Weiss, M. D., Baer, S., Allan, B. A., Saran, K., & Schibuk, H. (2011). The screens culture: Impact on ADHD. . Attention Deficit and Hyperactivity Disorders, 3(4), 327–334. doi:10.1007/s12402-011-0065-z