Children who spend too much time on screens face increased risk of mood and behaviour issues, with video gaming showing the strongest link.
The research by the Australian Catholic University (ACU) follows widespread reports of increasing disruption in Australian school classrooms and a federal parliamentary inquiry into student behaviour.
A 2023 study by the OECD found that the “disciplinary climate” in Australian schools is one of the “least favourable” compared to other OECD countries, leading the Federal Government to introduce new supports for teachers and principals to manage disruptive classrooms.
A vicious cycle
Researchers from the ACU’s Institute for Positive Psychology conducted a meta-analysis of 117 studies covering 292,000 children globally, making it one of the largest studies of its kind.
Worryingly, the study revealed that higher screen use in children could exacerbate aggression, anxiety, attention difficulties and depression which in turn drives them to screens to feel better and connect with peers.
However, lead author Roberta Vasconcellos said there are some important ways for school wellbeing teams to help.
“The key is spotting when screen use is a cry for help, not just bad behaviour,” Vasconcellos told The Educator. “If a student is constantly on their phone, they might be using screens to cope with anxiety or feeling left out.”
Instead of just confiscating devices, wellbeing teams should ask what’s driving this behaviour, says Vasconcellos.
“Sometimes that kid glued to their screen is actually dealing with bullying, family stress, or feeling like they don’t fit in,” she said.
“Wellbeing teams can support students by teaching healthier ways to manage emotions. Instead of escaping into TikTok, they might benefit from quiet spaces, trusted adults, lunchtime clubs, or peer support programs.”
Vasconcellos said it’s essentially about replacing avoidance with connection.
“Most importantly, schools should create environments where students feel seen and supported. Initiatives like buddy systems, inclusive activities, and regular emotional check-ins can make a real difference—often more than a strict phone ban ever could.”
‘Urgent review’ of screen time guidelines needed
The research also stressed the need for an urgent review of screen time guidelines.
Vasconcellos said the study found a stronger two-way link between excessive screen use and emotional difficulties in older children.
“Yet as students grow, they’re often given more autonomy—despite still developing key self-regulation skills. This suggests that schools should take a closer look at screen use, especially during the late primary years,” she said.
“While some schools have opted for outright bans, blanket restrictions may not work for every student.”
Vasconcellos said a more supportive approach would involve teaching students how to manage their screen use.
“For example, schools could implement a ‘green, yellow, red’ system: green for educational use, yellow for limited personal use, and red for no-screen zones,” she said. “Again, schools should consider why a child is drawn to screens.”
Vasconcellos said the answer isn’t simply about cutting screen time, but understanding the underlying reasons behind students’ behaviour.
“If students are avoiding the playground due to bullying, social anxiety, or low self-esteem, what they need is not just limits, but emotional support and positive alternatives—such as arts and crafts, musical instruments, or board games—to help them reconnect and cope in healthier ways.”