Written by Dr Jillian Doyle, Principal Clinical Psychologist and Chartered Member of the Psychological Society of Ireland
The important and substantive influence of technology on family life is undeniable. Smartphones, online platforms and AI bring clear advantages – enabling access to education, medical advice, networking opportunities, and everyday conveniences such as online shopping. For parents, these tools can offer practical support in managing the demands of modern life.
However, alongside these benefits, there is a growing concern among some professionals and researchers about the psychological and developmental effects of excessive or poorly managed screen use, both for children and for parents. While debate on this topic often drifts toward extremes – either demonising technology or ignoring its risks – the reality is more nuanced. A balanced, evidence-based approach is essential, and many parents will turn towards trusted healthcare professionals to assist them in making decisions that work for their family.
The Research Landscape
Evidence highlights both the benefits and risks of the online world and screens. Due to the relatively recent advances in these areas, much of the evidence base remains correlational rather than causational, and therefore it should be presented as a guide to be reflected upon and to inform decisions rather than as a guideline to be followed. For young children, research highlights how digital technology can enhance learning and social interaction, especially when content is educational and co-viewed with a parent (Livingstone & Blum-Ross, 2020; Madigan et al., 2020). However, excessive or unsupervised screen time is associated with delayed language development, poorer social skills, and emotional regulation difficulties in children (Madigan et al., 2019; Tamana et al., 2019; Stiglic & Viner, 2019).
The effects are not solely direct. Screen use can displace activities essential to health and development – such as face-to-face interaction, sleep, shared play, and physical activity (McDaniel & Radesky, 2018). For infants and young children, reduced parental responsiveness during screen use can have lasting consequences. Parental device use has been linked to increased parent-child relational problems and disruptions to the quality of face-to-face interactions and conversation quality (Lunkenheimer et al., 2023, McDaniel & Radesky, 2018, Przybylski & Weinstein, 2019).
Irish data from the Growing Up in Ireland shows that higher screen time in young children is associated with lower physical activity and increased obesity risk (Murray & Morgan, 2019). This is supported by wider evidence on sedentary behaviours and musculoskeletal risks (LeBlanc et al., 2015).
As children move into adolescence, the relationship between technology use and wellbeing becomes increasingly complex. Digital technologies can facilitate learning, creativity, social connection and access to support networks. At the same time, adolescents may encounter cyberbullying, harmful content, unrealistic social comparison, misinformation and persuasive technologies designed to maximise engagement. Recent evidence suggests that social media effects vary considerably between individuals, with online experiences, vulnerabilities, and patterns of use often being more important than overall time spent online (Odgers & Jensen, 2020; UNESCO, 2023).
Overall, research suggests that understanding the context, purpose and quality of digital engagement may be more important than focusing solely on screen-time totals (Odgers & Jensen, 2020).
Quality Over Quantity
Not all screen time is equal. Higher-quality, interactive content – especially when co-viewed – can support learning, whereas passive exposure is more likely to be harmful (Madigan et al., 2020).
This principle is equally relevant during adolescence. Research examining the so-called “Goldilocks Effect” suggests that moderate engagement with digital technology may be associated with better outcomes than either excessive use or complete restriction (Przybylski & Weinstein, 2017). While excessive use may interfere with sleep, physical activity, academic engagement and relationships, complete exclusion from digital environments may also limit opportunities for social participation and connection. For clinicians and families, this highlights the importance of asking not simply “How much screen time?” but also “What is the young person doing online?”, “Why are they doing it?”, and “What activities might technology be replacing?”
Supporting Healthy Development in the Digital Age
Screen use should be considered within the broader context of child and adolescent development. Before focusing on reducing device use, it may be helpful to consider whether key health-promoting behaviours are being adequately supported.
Children and adolescents benefit from sufficient sleep, regular physical activity, face-to-face social interaction, family connection, engagement in education, hobbies, sport, and opportunities for unstructured play and recreation. Concerns regarding screen use are often most relevant when digital engagement begins to displace these important activities.
For adolescents in particular, maintaining opportunities for in-person connection with friends remains important. While online communication can complement social relationships, it should not completely replace face-to-face interaction, participation in sport, recreation, community activities, or other experiences that support social and emotional development.
The Important Role of Parents
Parents remain the single most important influence on how children and adolescents learn to engage with the online world. While technology continues to evolve rapidly, the developmental needs of young people remain remarkably consistent: they need secure relationships, guidance, opportunities for learning, clear boundaries, and role models who help them develop sound judgement.
Research consistently highlights the importance of parental modelling. Children and adolescents learn not only from what parents say about technology, but also from what they observe. Parents who demonstrate balanced device use, maintain device-free family interactions, prioritise face-to-face relationships, and engage thoughtfully with digital technology are helping to establish healthy norms for their children (McDaniel & Radesky, 2018).
Parents also play a critical role in teaching values and ethics in the digital environment. Just as children are taught how to behave respectfully in schools, communities and workplaces, they benefit from guidance regarding kindness, empathy, responsibility and respect online. Promoting pro-social online behaviour – including respectful communication, inclusion, empathy towards others, and awareness of the impact of one’s actions online – may be more beneficial than focusing exclusively on restrictions or screen-time limits.
As children enter adolescence, parents can support the development of critical thinking and digital literacy skills. Increasingly, young people are exposed to misinformation, algorithmically curated content, influencer marketing, and artificial intelligence tools that can blur the distinction between fact and opinion. Parents can encourage adolescents to ask reflective questions such as: “Who created this content?”, “What is their motivation?”, “How do you know this is true?”, and “What evidence supports this claim?” Such conversations help young people become more discerning consumers of digital information (Odgers & Jensen, 2020).
The availability of artificial intelligence presents both opportunities and challenges. International guidance highlights the potential of AI to support learning, creativity and productivity, while also emphasising the importance of maintaining critical thinking, independent judgement and digital literacy skills (UNESCO, 2023). This highlights the need for young people to be encouraged to develop independent thinking, problem-solving skills and creativity rather than becoming overly reliant on digital tools to think on their behalf. Technology should not replace human thought and capacity to form our own opinions.
Perhaps most importantly, parents can help children and adolescents maintain a healthy balance between online and offline life. Ensuring opportunities for physical activity, sleep, family interaction, hobbies, community involvement and face-to-face friendships remains one of the most effective ways of promoting wellbeing in the digital age. Rather than attempting to eliminate technology, parents can help young people learn how to use it thoughtfully, critically and in ways that support their long-term development.
Supporting Behavioural Change
Making behavioural change is hard. Supporting parents requires clear, consistent messaging about why change matters, and practical help in replacing device use with meaningful alternatives. Families benefit from wide-ranging supports that fill the space created by reducing reliance on devices, such as outdoor activities, shared play, sport, recreation, and social engagement.
Parents should be made aware that smartphones and apps are designed to capture and hold attention (Mujica et al., 2022). When parents notice patterns of screen-use or online behaviour that they want to change, they should be supported in practising self-compassion and building healthier habits that benefit both themselves and their families. Thoughtful, dynamic engagement with devices allows for nuanced decisions at every developmental stage, from infancy to adolescence and beyond.
Major health bodies, including the WHO (2019) and the American Academy of Paediatrics (2024), recommend limiting passive screen time in the early years, promoting daily offline activities, and managing parental device use. Increasingly, professional guidance also emphasises the importance of digital literacy, online safety, and balanced technology use throughout childhood and adolescence.
For adolescents, approaches based solely on restriction may be less effective than collaborative approaches that support autonomy and reflection. Collaborative family discussions about technology can be valuable. Technology agreements or family digital contracts may help establish expectations regarding screen use, online safety, sleep, privacy and respectful behaviour. However, such agreements are most effective when they form part of an ongoing conversation rather than a set of rigid rules. The ultimate goal is to support the gradual development of self-regulation, good judgment, and personal responsibility.
An important developmental goal is helping young people become thoughtful digital citizens. This includes encouraging critical thinking, helping adolescents reflect on how online experiences affect their wellbeing, teaching them to evaluate online information critically, and supporting their capacity to say “no” to online peer pressure, harmful challenges, manipulative content, or risky online interactions. Promoting pro-social online behaviour, empathy and respectful communication may ultimately be more effective than attempting to eliminate digital engagement altogether.
Ultimately, the goal is not to vilify technology, but to integrate it in ways that protect developmental needs, preserve parent-child connection, and promote healthy living. Human interaction with the online world is an ongoing determinant of population health, and mindful, supported engagement is key to ensuring the benefits of technology are realised – without compromising the wellbeing of the next generation (Gibney & McCarthy, 2020).
References available on request
