Rising Screen Time Linked to Increased Behavioral Issues in Students

In a significant study conducted by the Australian Catholic University (ACU), researchers have found a troubling correlation between excessive screen time and behavioral problems among students, particularly in the context of video gaming. This study, which is one of the largest meta-analyses of its kind, analyzed data from 117 different studies involving 292,000 children worldwide. It highlights a pressing concern that as screen usage rises, so too do issues related to aggression, anxiety, attention difficulties, and depression among youth.

The findings come amid growing alarm over classroom disruptions in Australian schools and follow a federal parliamentary inquiry focused on managing student behavior. According to the Organisation for Economic Co-operation and Development (OECD), the disciplinary climate in Australian educational institutions ranks among the least favorable compared to other OECD countries. This has prompted the Australian Federal Government to introduce additional support for teachers and principals to tackle classroom disruptions effectively.

Roberta Vasconcellos, the lead author of the study and a researcher at ACU’s Institute for Positive Psychology, emphasized the importance of understanding the underlying causes of students' screen time behavior. "The key is spotting when screen use is a cry for help, not just bad behavior," Vasconcellos stated. She pointed out that when students are excessively engaged with their screens, it may be a coping mechanism for issues such as bullying, family stress, or feelings of exclusion. Therefore, instead of merely confiscating devices, wellbeing teams in schools should probe deeper into these behaviors.

Vasconcellos proposed various strategies for schools to help students manage their screen time better. She suggested creating environments where students feel recognized and supported through initiatives like buddy systems, inclusive activities, and regular emotional check-ins. These strategies can often yield more positive outcomes than strict bans on device usage.

The ACU study also calls for an urgent review of existing screen time guidelines. Vasconcellos noted a stronger bidirectional link between screen use and emotional difficulties in older children, suggesting that as students progress through their educational journey, they are given more autonomy—even as they still develop essential self-regulation skills.

This indicates that schools should reassess their approach to screen use, particularly during late primary years. Rather than implementing blanket restrictions, a more nuanced and supportive methodology could be beneficial. Vasconcellos recommends a traffic-light system to categorize screen use: green for educational purposes, yellow for limited personal use, and red for no-screen zones.

Ultimately, Vasconcellos argues that the solution lies not just in limiting screen time but in understanding the reasons behind students' attraction to screens. For instance, if a student avoids playground activities due to social anxiety or bullying, they require emotional support and constructive alternatives—such as arts and crafts or musical instruments—to help them reconnect with their peers in healthier ways.

As educators and policymakers grapple with these findings, the implications for the future of student wellbeing and educational success are profound. The challenge remains for schools to balance the integration of technology while fostering an environment conducive to emotional and social development. The ACU’s research serves as a vital resource for this ongoing discussion, calling for a re-evaluation of how screen time guidelines are established and enforced in educational settings.