How is it defined?
Screen time involves “time spent with any screen, including smart phones, tablets, television, video
games, computers, or wearable technology” (Canadian Paediatric Society, 2019, p. 402). Unrestricted
screen time is associated with a variety of health risks, including attention problems, poor sleep quality
and obesity. As a result, the American Academy of Pediatrics recommends that children have 2 hours or
less of sedentary screen time per day (Reid et al., 2016). However, experiences with screen time can be
positive when adults are present, and content is educational and age-appropriate (Canadian Paediatric
Society, 2017). Therefore, parents are encouraged to create media plans that maximise the strengths
and reduce the risks associated with screen time (Nagata et al., 2020).
The Learning Bar’s framework on student engagement includes measures of social, institutional, and
intellectual engagement. The time variables, such as Screen Time, are a component of social
engagement, situated alongside participation in sports and clubs, sense of belonging and making
positive friendships at school.
Why is it important?
- The amount of time students spend watching television is negatively associated with academic
achievement (Cooper et al., 1999). - Children who consume 2 or more hours of screen time daily are more likely to experience poor
psychological outcomes (Page et al., 2010). - Families of children and adolescents are encouraged to minimise screen time, model positive
viewing habits, prioritise educational content, and monitor screen use (Canadian Paediatric
Society, 2019). - School based interventions can reduce the amount of time students spend on screen-based
activities (Friedrich et al., 2014)
How do we measure it?
In the Tell Them From Me primary and secondary school surveys, Students are asked how much time they spend online, texting, using social media, playing video games, or watching TV and streaming services. The results are reported as “the percentage of students who spend more than 2 hours a day on screen time.”
References
Canadian Paediatric Society, Digital Health Task Force, Ottawa, Ontario (2017). Screen time and young children: Promoting health and development in a digital world. Paediatrics & Child Health, 22(8), 461-468.
Canadian Paediatric Society, Digital Health Task Force, Ottawa, Ontario (2019). Digital media: Promoting healthy screen use in school-aged children and adolescents. Paediatrics & Child Health, 24(6), 402-408.
Cooper, H., Valentine, J. C., Nye, B., & Lindsay, J. J. (1999). Relationships between five after-school activities and academic achievement. Journal of Educational Psychology, 91(2), 369-378.
Friedrich, R. R., Polet, J. P., Schuch, I., & Wagner, M. B. (2014). Effect of intervention programs in schools to reduce screen time: A meta-analysis. Jornal de Pediatria, 90(3), 232-241.
Nagata, J. M., Magid, H. S. A., & Gabriel, K. P. (2020). Screen time for children and adolescents during the coronavirus disease 2019 pandemic. Obesity, 28(9), 1582-1583.
Page, A. S., Cooper, A. R., Griew, P., & Jago, R. (2010). Children’s screen viewing is related to psychological difficulties irrespective of physical activity. Pediatrics, 126(5), e1011-7.
Reid Chassiakos, Y. L. R., Radesky, J., Christakis, D., Moreno, M. A., & Cross, C. (2016). Children and adolescents and digital media. Pediatrics, 138(5), e20162593. doi:10.1542/peds.2016-2593