The mobile phone, iPad and other interactive devices have become ubiquitous for every generation across the globe. Their usefulness is manifestly clear, but what is also becoming increasingly apparent is the developmental damage they can do to children and young people who have become dependent on their lure.
According to online safety charity CyberSafeKids, 83 per cent of primary school children use devices in their bedroom, with 63 per cent of 8- to 12-year-olds using devices overnight. This, says the Heath Service Executive (HSE), is far from ideal: “While the benefits of technology are increasingly seen through digital mental health supports and innovations, the distraction and harm caused by constant social media use is undoubted.”
These fears have been further echoed by a recent study from the US, which claims the younger generation has become “cognitively stunted” by an overreliance on digital technology, which is also being used in schools to replace traditional textbooks and copies.
Neuroscientist and former teacher Dr Jared Cooney Horvath says those born between 1997 and the early 2010s are the first generation since records on cognitive development began to score lower than the generation before them.
READ MORE
The study showed a decline in attention, memory, reading and maths skills, problem-solving abilities and overall IQ. This, he says, is directly tied to the amount of learning carried out using “educational technology”.
“More than half of the time [when] a teenager is awake, half of it is spent staring at a screen,” he said in a recent interview for a US newspaper. “Humans are biologically programmed to learn from other humans and from deep study – not flipping through screens for bullet-point summaries.”
Helen Keane, a parent of three children, says she is “very worried” about the amount of time her teenage daughters spend on their tablets, “for recreation and supposed study”.
[ Is there an alternative to banning children from social media?Opens in new window ]
“Their school introduced tablets instead of books a few years ago and I immediately had my doubts,” she says. “It was supposed to make everything easier for them and reduce the dependency on heavy schoolbags, but I didn’t like the idea from the start. They, of course, thought it was fantastic, as it not only meant that they didn’t have to lug around a big bag, but they also could legitimately look at screens all day long.
“My son goes to a different school which does not allow screens, and I find that he studies better and is able to compartmentalise study and leisure time, as they are not the same format. I found that his results have been better than his sisters’, coming up behind him, and so I try to get them to do some of their homework with physical books as opposed to looking at the screen all the time, but it is difficult, as they can’t present it in written form; so of course, they don’t want to do the work twice.
“I really do feel for them going forward, and particularly the generation behind them, who will never know anything about life without a heavy dependency on technology – I believe they are not only missing out, but I don’t think we will know the depth of the damage for years – and at that point it will be too late.”
Too much screentime also reduces physical movement and outdoor play and puts a strain on the eyes, posture and overall physical wellbeing. It’s not just about the screens themselves, but how much time is spent on them
— Dr Malie Coyne, psychologist
Psychologist Dr Malie Coyne says while reducing screen time is always beneficial, the US study doesn’t provide “concrete proof”, so it’s important to look at the wider picture.
“I don’t think the author of the study is necessarily saying that young people are lacking intelligence per se,” she says.
“But the specific cognitive skills of sustained attention, deep reasoning, independent problem-solving and verbal ability might be declining because of increased screen time, especially the passive consumption of short-form digital content.
“I believe that the author of the study is concerned about reduced opportunities for boredom, reflection and deep thinking – also less engagement and fewer activities which traditionally build cognitive stamina, such as reading. Humans are biologically programmed to learn from real human interaction, face-to-face with teachers and peers, not from screens – so with educational establishments using more screens within the school to help with teaching, it might be reshaping how young brains develop, prioritising speed, reactivity and surface-level processing over depth and critical thinking.
“He [ Horvath] is saying that this is a warning sign for education systems, families and society. However, it is not definitive proof, and doesn’t fully account for wider contextual factors, like changes in education generally, assessment methods for how we would look at cognitive skills, social stressors that might be there for the young people, or even look at the benefits of digital literacy.”
Coyne says that while the younger generation may be doing less well in some cognitive skills, they could be improving in others. “Intelligence is not a fixed, singular trait,” she says. “It is shaped by context, opportunity, environment and culture. So, we may not be seeing a decline in intelligence, but a shift in the kinds of skills that are being exercised and rewarded.
[ How parents’ smartphone use can affect babies and young childrenOpens in new window ]
“Young people are highly skilled at rapid information processing, visual learning, multitasking, and navigating complex digital environments - abilities that weren’t measured or valued in the same way in previous generations. So, we can’t really make a definitive comparison, and really labelling a whole generation as less intelligent is not only scientifically questionable, but psychologically unhelpful.
“Young people need a sense of possibility, hope and agency – and if we tell them they’re fundamentally behind before they’ve even begun, we risk creating hopelessness rather than motivation.”
She does acknowledge, however, that it is important to “be thinking about children’s attention, their depth of thinking and their cognitive overload”.
“I do agree that excessive and unbalanced screen use can have real impacts, but these aren’t moral failings or personal weaknesses,” she says. “They are predictable effects of highly stimulating technologies – and all the social media companies know about interacting with developing brains.
“This is why certain countries are banning social media for under-16s – as it can result in reduced attention span, difficulty sustaining focus on slower and more demanding tasks, being dependent on excessive or unbalanced screen use, increased mental fatigue, ‘overwhelm’ due to constant stimulation, and a heightened anxiety due to social comparison.
“Also, boredom is crucial for creativity and self-directed thinking, so this, combined with fewer opportunities to practise face-to-face communication - including reading body language and managing conflict - and relying on digital validation, can shape their self worth around likes, views and external approval. And then there is this paradox that young people are constantly connected digitally, but they’re emotionally disconnected or lonely. Of course, not all of them are, and many are connected with friends, but nothing compares to face-to-face interaction.”
The Galway-based expert says it is important to teach young people about the power of the internet and social media, and to give them the tools to make the right choices for themselves, while also laying down some ground rules. “Firstly, I really don’t recommend the phone in the bedroom at night as it can have an impact on sleep,” she says. “Also, I would say they shouldn’t be on their phones during dinner time – parents have to be a mentor for them.
“Too much screentime also reduces physical movement and outdoor play and puts a strain on the eyes, posture and overall physical wellbeing. It’s not just about the screens themselves, but how much time is spent on them. I’m currently involved in a programme which is being developed for secondary schools, and we have a lesson plan all about digital literacy.
“We talk about digital mentorship rather than restriction, as the goal is not to scare or shame young people about screens but to educate them and empower them. We don’t need to remove screens from their lives, but we need to help them to understand that they are designed to work on their brain; this will help them to make more informed choices.
“So what parents and educators can do is explain what dopamine is in simple, non-judgmental terms; that it is the brain’s reward system, and not a flaw or weakness. In our programme, students learn that dopamine motivates repetition, and social media platforms are deliberately designed to trigger it. Feeling hooked isn’t a personal failure, it is a predictable brain response. Knowing this gives young people language for their experiences, which is hugely regulating.
“So, digital literacy has to include understanding that social media companies are competing for attention because attention equals profit. And instead of becoming passive users, we want them to become more empowered – to pause before opening certain apps and choosing one small change to try for a week.
“Students need to choose their own strategies, which builds autonomy rather than compliance. So although the study is a conversation starter, I think that branding a whole generation as ‘less intelligent’ is never a good thing.”
