Screen time linked to lower academic achievement among elementary students in Ontario, Canada

Higher levels of screen time in early childhood are associated with lower reading and math scores on Ontario standardized tests, with each additional hour of daily screen time associated with a 10% decline in the likelihood of achieving higher grade levels. Published in Open JAMA NetworkThe findings are part of a new study from TARGet Kids!, a collaborative research network co-led by Dr. Catherine Birken of the Hospital for Sick Children (SickKids) and Dr. Jonathon Maguire of Unity Health Toronto’s St. Michael’s Hospital.

The study followed more than 3,000 children across Ontario from 2008 to 2023. Researchers linked parent-reported screen time data collected during early childhood to later academic achievement using standardized tests administered by the Education Quality and Accountability Office (EQAO), particularly in Grade 3 reading and math and Grade 6 math.

“Screen time is a part of daily life for most families, and high levels of exposure, particularly to television and digital media, can have a measurable impact on children’s academic performance,” says Birken, lead author, a pediatrician and senior scientist in the Child Health Evaluative Sciences program. “This highlights the importance of developing early interventions for young children and their families that promote healthy screen habits.”

Although consistent associations were found between screen time and low reading and math scores, a limited impact was seen on writing scores.

“This research provides important insights into how early childhood experiences, such as screen time, can influence academic achievement,” says Dr. Jennifer Hove, collaborator and director of data and reporting at EQAO. “By linking health data to EQAO standardized assessments, we deepen our understanding of the factors that shape student outcomes and help educators, families and policymakers make informed decisions to support student success.”

Duration, type and content of screen time are essential for early interventions

The observational study, which relied on parent-reported questionnaires, is among the first longitudinal investigations to examine screen time in early childhood and its relationship to academic achievement in elementary school, thanks to the joint efforts of TARGet Kids! and EQAO.

For the Grade 3 EQAO data, screen time was measured at an average age of 5.5 years, with an average screen time of 1.6 hours per day. For the EQAO data in grade 6, screen time was measured at an average age of 7.5 years, with an average screen time of 1.8 hours per day.

“As a parent navigating the complexities of digital media with my daughters, this research is incredibly empowering,” says Jennifer Batten, Parenting Advisor at TARGet Kids! Program and parent of two children. “It’s encouraging to see the TARGet Kids! team continuing this vital research to understand the changing digital landscape our children are experiencing and inform early interventions.”

In addition to total screen time, time spent watching television and digital media, which includes television, computers and portable devices like smartphones, was associated with lower reading and math achievement among students of both sexes.

Among female students, video game use was associated with lower reading and math achievement in 3rd grade compared to male students; however, only 20% of parents reported using video games. Further research is needed to better understand these results.

Looking ahead, the research team wants to examine how different types of screen time, as well as the content children are exposed to and the context in which they interact with screens, may influence academic outcomes. They also want to expand their metrics to different measures of academic achievement, such as report cards and attendance rates.

“While our findings highlight the importance of considering how much screen time children are exposed to, any intervention should also take into account the type of content children watch and whether they watch it alone or with caregivers and friends,” said Xuedi Li, first author and epidemiologist at SickKids.

The team emphasized that any intervention should be co-developed with healthcare providers, educators, policymakers, and children and their families to support healthy screen use habits and improve academic outcomes.