Screens are an important part of modern life. Phones, tablets, video games, social media, and streaming can support learning, creativity, communication, and connection. However, when screen use becomes excessive or begins to replace sleep, physical activity, social interaction, reading, play, or family time, it can negatively affect a child’s overall well-being.
This is especially important for children and adolescents, whose brains are still developing. The prefrontal cortex—the area of the brain involved in attention, impulse control, planning, decision-making, and emotional regulation—continues developing into young adulthood. Children therefore need opportunities to practice these skills through real-world experiences, relationships, play, problem-solving, and learning.
As a therapist who specializes in working with children and adolescents, I see the struggle minors go through with maintaining proper sleep hygiene. I have also noticed a correlation between screen time and attention span, even during sessions.
While research does not show that screen time causes ADHD, higher levels of screen exposure have been associated with difficulties involving attention, sleep, behavior, and emotional regulation. For some children, particularly those already experiencing ADHD-related challenges, excessive screen use may contribute to difficulties with sustained attention, transitions, impulse control, and frustration tolerance.
What Can Parents Do About Screen Time?
The goal does not have to be eliminating screens. Instead, families can work toward healthy boundaries and balance.
A few strategies that can help include:
- Create predictable screen-time boundaries rather than negotiating throughout the day. Set a rule and stop the constant bargaining.
- Keep bedrooms and mealtimes screen-free when possible. Use mealtimes as an opportunity to connect instead. Help them practice good social skills.
- Protect sleep by creating a technology-free period before bedtime. Help them build a wind-down routine they can use every day to build consistency and stability.
- Give transition warnings before screen time ends, especially for children who struggle with transitions. For example, calmly say, “In 5 minutes we need to put away the phone, okay?” and wait for them to engage and respond. Help them feel that you care about their sensitivity to the transition, and hold them accountable to the boundary.
- Replace rather than simply remove screen time by making room for outdoor play, reading, art, sports, hobbies, and social connection. Take them to the library, a local museum, a concert, or simply a walk around the block. Plan a play date. Go grocery shopping together; it doesn’t need to be complicated.
- Help children practice tolerating boredom and frustration without immediately turning to a screen. This will help them build impulse control and distress tolerance (which can strengthen their prefrontal cortex).
- Model healthy technology habits. Children learn from what they see, so putting our own phones away during meals and conversations can make a meaningful difference. Make eye contact with them and model good communication skills.
With psychoeducation, supportive parenting, consistent boundaries, and opportunities to practice self-regulation, children can develop healthier relationships with technology and strengthen the attention and emotional-regulation skills they need to thrive.
If this sounds like something you and/or your family would like to work on, call our office at 818-383-1399 to schedule a session!
References
Munzer, T., Parga-Belinkie, J., Milkovich, L. M., Tomopoulos, S., Ajumobi, T., Cross, C., … & Psych, R. (2026). Digital ecosystems, children, and adolescents: policy statement. Pediatrics, 157(2), e2025075320.
Moreno, M. A., Radesky, J., Walsh, M. C., & Tomopoulos, S. (2024). The family media plan. Pediatrics, 154(6), e2024067417.
American Academy of Pediatrics. (2016). Media Use in School-Aged Children and Adolescents. Pediatrics, 138(5), e20162592.
Ani Khodaverdian is an Associate Marriage and Family Therapist at Avedian Counseling Center who works with children, adolescents, adults, couples, and families. Her areas of focus include anxiety, emotional regulation, neurodivergence, trauma, relationships, self-esteem, and life transitions. Ani brings a warm, culturally responsive, and strengths-based approach to therapy and is especially passionate about supporting multicultural and Armenian-speaking clients. She practices in Glendale, Pasadena, and Sherman Oaks and is supervised by Chrysoula Gkotsi, LMFT 113638.
