Higher Screen Time Linked to Declining Academic Scores in Ontario

A recent study has revealed a concerning correlation between increased screen time and lower academic performance among students in Ontario. The research, which examined data from over 3,322 children over a span of 15 years, highlights the potential impact of excessive screen exposure on reading and math scores.

The study, conducted by the collaborative research network TARGet Kids! and Ontario’s Education Quality and Accountability Office (EQAO), tracked parent-reported screen time from 2008 to 2023 and compared this information with standardized test results for students in grades three and six. Findings show that children who engaged in more screen time before the age of eight consistently scored lower in both subjects.

In terms of daily screen use, grade three students averaged 1.6 hours, while those in grade six reported an average of 1.8 hours each day. The analysis revealed that each additional hour of screen time was linked to a 9 to 10 percent decrease in the chances of achieving high scores in reading and math. Interestingly, the study found that female students were more negatively impacted by video game use compared to their male counterparts.

Dr. Catherine Birken, a senior author of the study and a pediatrician at the Hospital for Sick Children, emphasized the significance of these findings. “Screen time is a part of everyday life for most families, and high levels of exposure, particularly to TV and digital media, may have a measurable impact on children’s academic outcomes,” she stated in a news release. “This underscores the importance of developing early interventions for young children and their families that promote healthy screen habits.”

Although the study indicated a negative association between screen time and performance in reading and math, it found no significant impact on writing achievement. This nuanced insight into the effects of screen time on different academic areas suggests the need for targeted strategies to support children’s education.

Insights and Future Directions

The research, published in JAMA Network Open, represents one of the first long-term investigations to assess the relationship between early childhood screen time and academic success in elementary school. The study’s findings provide valuable insights into the factors that shape student outcomes. Jennifer Hove, the EQAO’s director of data and reporting, noted, “By linking health data with EQAO’s standardized assessments, we’re deepening our understanding of the factors that shape student outcomes and helping educators, families, and policymakers make informed decisions to support student success.”

The study evaluated screen time across various activities, including computer use, video gaming, television viewing, and interactions with handheld devices like smartphones and tablets. The researchers highlighted the necessity of developing clear guidelines to mitigate screen exposure, aiming to enhance academic performance in elementary education.

Moving forward, the research team plans to investigate how different types of screen time and the content accessed may influence educational outcomes. They aim to broaden their analysis to include additional measures such as report cards and student attendance.

The study concludes with a call for attention to existing screen time recommendations, which increasingly emphasize the importance of content quality and contextual factors. “This underscores the need to examine not only the duration of screen time, but also its content and context, such as the quality of content, school-based screen use, and the degree of family involvement,” the researchers noted.

As families navigate the digital landscape, the implications of this study are clear: prioritizing healthy screen habits is essential for fostering academic success among young learners in Ontario and beyond.