Screen Time and Policy Approaches to Digital Media Use in Nurseries, Kindergartens, and Schools Worldwide: A Critical Analysis

Pavlin P. Petrov, Vanesa R. Dimova, Violeta R. Manolova and Stoyan R. Vezenkov

Center for applied neuroscience Vezenkov, BG-1582 Sofia, e-mail: info@vezenkov.com

For citation: Petrov P.P, Dimova V.R., Manolova V.R. and Vezenkov S.R. (2025) Screen Time and Policy Approaches to Digital Media Use in Nurseries, Kindergartens, and Schools Worldwide: A Critical Analysis. Nootism 1(2), 41-50, ISSN 3033 - 1765 (print), ISSN 3033 - 1986 (online)

Abstract

The growing number of children and adolescents affected by mental health issues, delays in typical developmental milestones, diminished learning, reading, and comprehension abilities, as well as declining social competencies, represent only a fraction of the problems society has observed for over 15 years – since the widespread introduction of smartphones. These outcomes correlate strongly with the increasing prevalence of digital devices, the progressively earlier age at which children begin using them, and the significant rise in screen time across all age groups.

This paper compiles international policy responses aimed at curbing what has become a global public health crisis. It examines both screen time limitations and restrictions on the use of digital devices in nurseries, kindergartens, and schools. A comparative analysis of existing national regulations is presented, along with evidence-based recommendations derived from clinical experience.

Based on our findings, we propose the following:

From 0 to 3 years of age, the use of screen devices should be criminalized, as it constitutes a form of mild to severe psycho-physical harm. In such cases, public prosecutors and child protection services should be required to act ex officio.
Up to 9 years of age, the use of screen devices offers no demonstrated developmental benefit and should be restricted to zero use.
After age 9, only euthymic screen use should be cautiously introduced. Hedonic (pleasure-driven) screen use should be prohibited until age 18, due to the established risk of developing screen addiction.
In cases where screen addiction is already present, generic screen time guidelines should no longer apply. Instead, individualized interventions must be developed, based on objective assessment of the child's functional status.

Finally, the introduction of digital technologies in schools must be approached with caution. Any such integration should follow longitudinal experimental trials that clearly demonstrate measurable benefits without health risks for children and students.

Keywords: screen time, screen use policies, screen addiction, screen use ban, children, youth, students

Introduction

A few days ago, on 15 May 2025, the OECD released a comprehensive report on the current health status and quality of life of children and adolescents (OECD, 2025). The data confirm a drastic deterioration in both physical and mental well-being over the past 15 years – closely correlated with the introduction of smartphones and their widespread adoption, along with the increasing duration of screen use.

The findings consistently show that the younger the child, the more severe the health impacts. Despite these trends, most reports continue to emphasize that digital services offer opportunities for learning, entertainment, access to information, exploration, and social connection with peers and communities.

However, they also pose risks, including problematic or excessive use of digital media, exposure to inappropriate content, harmful conducts, and other online safety concerns. In institutional and public policy debates, screen addiction is rarely addressed directly. Notable exceptions include countries such as China, Japan, Taiwan, South Korea, and Spain, where the phenomenon has been acknowledged more explicitly. Elsewhere, the discourse tends to focus primarily on terms like "excessive screen time" or "problematic screen use," which significantly understates the severity and clinical relevance of the issue.

Children today are growing up in an era of rapid digitalisation, which profoundly influences their development and everyday experiences. Exposure to digital media begins at an early age. By the age of 10, 93% of children had Internet access in 2021, compared to 85% a decade earlier, according to data from the Progress in International Reading Literacy Study (PIRLS). On average, around 70% of 10-year-olds already owned a smartphone.

Among older children, digital device usage is even more widespread. By 2022, access to digital technology had become nearly universal. According to PISA 2022 data, 96% of 15-year-olds in OECD countries had access to a desktop computer, laptop, or tablet at home, while 98% owned a smartphone with Internet connectivity. Furthermore, in nearly all countries, at least half of 15-year-olds reported spending 30 or more hours per week on digital devices. A significant minority – ranging from 10% in Japan to 43% in Latvia – reported spending 60 or more hours online weekly. (OECD, 2025)

Problematic digital media use arises when children are unable to regulate their time online, often feeling compelled to remain connected even when it interferes with daily responsibilities or compromises their well-being. In some cases, this behavior may escalate into excessive use or resemble patterns associated with addiction.

Research indicates that problematic digital use is associated with an increased risk of depression, anxiety, loneliness, academic difficulties, body image dissatisfaction, and sleep disturbances, with girls often being disproportionately affected. Moreover, several factors can amplify the negative impact of digital engagement, including intensified social comparison, exposure to idealised or unrealistic images, and experiences of cyberbullying.

A range of personal and environmental factors in the offline world can increase children's vulnerability to problematic digital media use. These include low engagement in physical activity, behavioural difficulties, poor peer relationships, and exposure to family adversity, such as maltreatment, parental conflict, or ineffective parenting practices. Low psychological well-being also plays a significant role. Importantly, the relationship between problematic digital media use and well-being is bidirectional – excessive use can exacerbate existing vulnerabilities, while pre-existing difficulties may increase reliance on digital media as a coping mechanism.

To mitigate these risks, it is essential to promote safe and age-appropriate technological design, implement clear time limits and regular breaks, and ensure active adult supervision and guidance.

The aim of this study is to conduct a comparative analysis of the policies and measures adopted by different countries to date in an effort to limit the harmful effects of screen devices and to manage the associated health and quality-of-life risks for children. Based on this international overview, we will also present a set of recommendations derived from our clinical experience, focusing on the most severely affected children and families who have sought our support.

Global Approaches

Australia

Australia has enacted one of the world’s strictest laws banning individuals under 16 from using social media. The law, passed by Parliament in 2024, imposes strict age verification requirements on platforms like Instagram, Facebook, TikTok, and X. Companies failing to comply face fines up to 50 million AUD (approx. 33 million USD). The law will come into effect after a one-year testing phase starting January 2025.

Prime Minister Anthony Albanese defended the decision, comparing it to existing alcohol restrictions for minors, acknowledging imperfect enforcement but emphasizing moral clarity. He stressed the law sends a strong message about prioritizing child safety over platform convenience. The law excludes YouTube due to its educational value.

Critics, including some lawmakers and social media companies like TikTok, argue the legislation was rushed and might drive youth to unsafe, unregulated parts of the internet. TikTok expressed disappointment, warning the ban may reduce safety by limiting access to platforms with moderation and guidelines. The bill sparked significant national debate but marks a major shift in governmental responsibility over digital childhood.

Bulgaria

In Bulgaria, a regulation on screen time in nurseries and kindergartens was adopted by the Minister of Health in 2022 and came into effect in 2023. According to this regulation:

For children aged 2 to 3 years, screen time is allowed once per week for a maximum of 10 minutes, only for educational purposes, and must be followed by at least 90 minutes of physical activity.
For children aged 3 to 5 years, screen use is permitted twice per week, for 10 to 15 minutes per session.
For those aged 5 to 7 years, screen time is limited to two sessions per week, each lasting 15 to 20 minutes, again strictly for educational purposes.

There is no national legal regulation regarding screen use in schools. However, some individual schools have taken their own measures to restrict or entirely prohibit the use of digital devices. In some cases, students’ devices are collected and locked away at the beginning of the school day.

Currently, the Minister of Education is leading an initiative to introduce legislative regulation concerning the use of screen devices in schools.

Germany
In Germany, there are no nationwide legal regulations specifically governing screen time in daycare centres (Kitas) or kindergartens. However, there are clear recommendations from health authorities and educational experts that guide practices in early childhood settings. Germany adheres to the World Health Organization's guidelines, which recommend: No screen time for children under 2 years old. For children aged 3 to 6 years, screen time should be limited to a maximum of 30 minutes per day. For children aged 6 to 9 years, screen time should not exceed 45 minutes per day.

In practice, many German daycare centres and kindergartens limit or entirely avoid the use of screens. For example, Waldorfkindergärten operate entirely outdoors, focusing on experiential learning without the use of digital devices until age of 12.

Many schools have independently restricted internet access on school premises, and the use of smartphones is prohibited during the school day. School-owned digital devices are distributed to students and used exclusively for educational purposes, primarily in lower secondary and upper secondary classes.

Brazil

Brazil’s new national law restricts student use of mobile devices in schools across all education levels. Students are prohibited from using phones during classes, recess, and breaks – unless allowed for educational, health, or accessibility reasons, or in emergencies.

The law mandates mental health programs in schools, focusing on preventing digital overuse and training educators to spot signs of psychological distress. These reforms are meant to protect children’s mental, physical, and psychological health.

President Lula emphasized the need to restore physical socialization, asserting that technology must not replace human connection. However, educators and student groups raised concerns about enforcement. Challenges include a lack of secure phone storage, insufficient teacher training, and the need to redesign lessons to keep students engaged without relying on devices.

Union leaders and student advocates agree in principle but urge deeper consultation and collaboration to ensure successful implementation. Overall, Brazil’s law combines prohibition with support mechanisms, aiming for long-term cultural change.

France

Since 2023, France has required parental consent for children under 15 to register on social media. Platforms must implement age verification systems or face fines up to 1% of global revenue. Parents can also request the deletion of their underage child’s account.

The move responds to alarming data: 82% of minors encounter harmful content, and cyberbullying affects one in four families. Health issues tied to digital overexposure include sleep disruption, anxiety, and academic decline.

France’s approach is twofold: legislative enforcement paired with family education. Advocacy groups urge parents to engage in open dialogue with children, warning of predatory online behavior and the dangers of oversharing. The government also targets hate speech, exclusion, and online harassment.

Notably, France is piloting a phone ban in schools for students under 15, aligning with global trends. The country’s strategy prioritizes proactive parenting and digital literacy, not just regulation.

China

China has introduced draft regulations limiting minors' smartphone use, building on prior gaming restrictions. The proposal, led by the Cyberspace Administration of China (CAC), includes age-based daily screen time caps:

<8 years: 40 minutes
8–15 years: 1 hour
16–17 years: 2 hours

Phones must feature a “minor mode” to enable parental controls and age-specific content. Devices will also be barred from functioning for minors between 10 p.m. and 6 a.m.

The regulations are not yet binding, as public feedback is still being collected. The move is part of China’s broader digital health policy targeting addiction and overexposure, especially among youth. A 2021 gaming ban limits minors to just 3 hours of online gaming per week.

China’s model emphasizes state-enforced digital minimalism.

Spain

Spain is advancing a comprehensive digital protection law for minors. The minimum age for creating social media accounts and consenting to data processing will rise to 16, with platforms required to verify age and parental consent.

The legislation combats harmful online content, including pornography, gambling, deepfakes, and digital grooming. Key reforms include:

Mandatory parental controls pre-installed on devices
Digital distancing penalties for online crimes
Deepfake dissemination punishable by up to 2 years in prison
Digital literacy education integrated into school curricula

Healthcare professionals will screen children for digital addiction during medical exams. Influencers must disclose potentially harmful content. Spain’s law places responsibility on tech firms, educators, and parents, forming a multi-layered shield around minors’ digital experience.

Sweden

Sweden has issued first-ever screen time guidelines, recommending:

No screen use for children under 2
Max 1 hour for ages 2–5
Max 2 hours for ages 6–12
Max 3 hours for teens 13–18

Health officials emphasize screens should be kept out of bedrooms and avoided before sleep. Sweden’s social affairs minister cited risks including sleep disruption and depression. The country is exploring a smartphone ban in primary schools, mirroring France.

Parents are encouraged to model healthy habits and explain their own screen use to children.

Argentina

In Buenos Aires, Argentina, mobile phone use is now regulated across all school levels.

In kindergarten and primary school, parents decide if devices are brought, but usage is banned during lessons and breaks.
In secondary schools, phones must be stored unless needed for educational purposes.

Each institution defines its enforcement strategy. Students with disabilities are exempt. The city government hopes this will enhance learning and social interaction for the 566,000 students in its public education system.

Austria

Austria has banned mobile devices during school hours and events for students up to eighth grade, effective May 2025.

The law prohibits phones and smartwatches during excursions, except in emergencies or for educational use authorized by teachers.

Violations may lead to devices being confiscated until day’s end. Medical exemptions apply. The Education Minister called it a major reform aimed at boosting focus, classroom interaction, and social skills by removing digital distractions from schools.

Taiwan

Taiwan was the first country to legally regulate children’s screen time. In 2015, it classified excessive screen use as akin to addictive behaviors like smoking. Parents who permitted screen use leading to “physical or mental illness” risked fines of up to $1,600 USD. (Chibber et al., 2015) This law set a global precedent, recognizing digital overuse as a public health issue. The legislation linked device addiction to health risks and placed legal responsibility on guardians. Taiwan remains a reference point in academic and regulatory discussions about childhood digital wellbeing.

Japan (Kagawa Prefecture)

In 2020, Japan’s Kagawa Prefecture introduced voluntary guidelines limiting screen time for anyone under 20. Parents were advised to restrict digital use to 60 minutes on weekdays and 90 minutes on weekends, aiming to curb video game addiction. The policy is not legally binding, but it sparked national debates and youth-led resistance, highlighting generational divides in digital norms. (Dooly et al., 2020)

South Korea

From 2011 to 2021, South Korea enforced the “Shutdown Law,” banning online gaming for those under 16 between midnight and 6 a.m. The law aimed to reduce gaming addiction but faced criticism for being ineffective and overly paternalistic. It was repealed in 2021, replaced by parental control measures, yet remains a landmark in digital regulation history. (Sang et al., 2016)

Bangladesh

In 2017, Bangladesh issued a total mobile phone ban for both students and teachers in schools and colleges. The measure targeted distractions and misuse of mobile technology in the educational environment. Enforcement challenges persist, but the ban signified a sweeping policy affecting educational stakeholders at all institutional levels. (BBC News, 2023)

Singapore

In 2019, Singapore required students to store their phones in lockers during the school day. This effectively removed access until classes ended, reducing distraction and promoting face-to-face interaction. The government continues to frame the initiative as part of a broader digital health strategy. The locker model inspired similar policies across Southeast Asia. (Tushara, 2024)

China (Zhengzhou)

In early 2025, Zhengzhou became the first Chinese city to ban mobile phone use in primary and secondary schools, except when required for educational purposes. This marks an escalation from national screen time caps to localized, school-based bans. It complements China's broader policy landscape focused on minor mode enforcement and screen addiction prevention. (Chen et al., 2025)

Canada

Starting in the 2024/2025 academic year, multiple Canadian provinces banned mobile phone use in schools. While rules vary – some apply only during class, others also during breaks – the shared goal is reducing distraction and dependency. Enforcement mechanisms are being piloted, including lockers, designated storage areas, and classroom-level discretion. The policy reflects increasing alignment with global trends emphasizing focus, well-being, and digital discipline. (Stechyson, 2024)

Netherlands

The Dutch government banned phones in secondary schools as of January 2024, expanding to primary schools by September 2024. (NOS, 2024) Half of Dutch secondary schools have gone further by including recess in the ban. Public reception has been largely positive, with studies reporting improved classroom atmosphere. The ban prioritizes concentration and peer interaction, supported by educators and backed by the government as a model for other EU states. (Volkskrant, 2024)

Portugal

Portugal plans to enforce a mobile phone ban for students in grades 1 to 6 beginning in 2025. The measure includes governmental guidelines to assist parents in managing digital risks at home. Still in its implementation phase, the law reflects Portugal’s intent to align early education with healthy screen-time boundaries. (Ellis et al., 2024)

Hungary

Hungary instituted a nationwide school phone ban in 2024, citing negative academic and behavioral effects of smartphone overuse. The ban applies across educational stages and was supported by research linking screen use to decreased performance. The initiative fits into Hungary’s broader education reform agenda aimed at restoring student focus. (Hungary Today, 2024)

Norway

In 2024, Norway’s Screen Use Committee recommended that children under age 2 have no screen time at all, citing lack of developmental benefits. The recommendations are non-binding but influential, reinforcing a Scandinavian trend toward early childhood digital minimalism and public health-oriented parenting strategies. (Norwell, 2024)

Belgium (French-speaking region)

Starting from the 2025/2026 school year, French-speaking Belgium will ban mobile phone use for all students from nursery to secondary education. The decree aims to boost concentration and educational outcomes. The policy covers recreational use, marking one of Europe’s most comprehensive regional-level bans. (The Brussels Times, 2025)

Italy

Italy plans to introduce a school phone ban in late 2025. Tablets and computers will be allowed only under teacher supervision. This change aligns Italy with other EU countries responding to concerns over digital distraction, cyberbullying, and the erosion of student engagement in traditional classroom settings. (InTrieste, 2024)

Luxembourg

Under its Screen Life Balance campaign, Luxembourg will enforce a total daytime school phone ban starting April 2025. The policy includes recess and extracurriculars. Framed as a mental health measure, it reflects growing governmental responsibility in shaping children’s digital environments both in and outside the classroom. (RTL Today, 2025)

Finland

In April 2025, Finland passed legislation restricting student phone use during the school day. Phones are only allowed for medical or educational needs. The Department of Education will conduct a nationwide impact study concluding in 2026, making Finland the first country to systematically assess digital bans on an academic level. (Bryant, 2025)

Denmark

Denmark is preparing a nationwide school phone ban, aiming for all schools to become "phone-free" by law. Children aged 7 to 17 will be prohibited from bringing devices to school. The Well-Being Commission recommends that children under 13 should not own smartphones at all, linking device ownership to mental health risks and diminished cognitive development. (Bryant, 2025a)

Country/ Region	Policy Type	Applies To	Key Features
Taiwan	Screen time law	All children	Excessive use fined as health violation
Japan (Kagawa)	Time limit guidelines	Under 20	60–90 min/day caps, parental enforcement
South Korea	Shutdown law (ended 2021)	Under 16	No gaming from 12 am–6 am
Bangladesh	Total school phone ban	Teachers & students	All educational institutions
Singapore	Locker system for phones	All students	Access denied until end of school day
Zhengzhou, China	City-level school phone ban	Primary & secondary students	Use allowed only for learning
Canada	School phone bans by province	Varies	Classroom & sometimes break-time bans
Netherlands	National school ban	Primary & secondary	Recess included by many schools
Portugal	Primary school ban (2025)	Grades 1–6	Gov’t guidelines for parents
Hungary	National school ban	All levels	Based on attention studies
Norway	Screen-time guidelines	<2 years	No positive effect found
Belgium (FR)	Complete school ban	Nursery to secondary	Applies in full school day
Italy	Partial school ban (2025)	All students	Tech use only with teacher
Luxembourg	Full daytime ban	All levels	Includes extracurriculars
Finland	Legal school ban + research	All students	Nationwide evaluation in 2026
Denmark	Full ban planned	Ages 7–17	Under 13s should not own phones

Global Trends in School Mobile Phone Bans

Overview

Countries worldwide are increasingly implementing policies to restrict or ban mobile phone use in schools. These measures aim to enhance student focus, reduce distractions, and address concerns related to mental health and social interactions.

Comparative Analysis

Country/ Region	Policy Type	Age Group Affected	Implementation Year
Australia	Social media ban	Under 16	2024
France	School phone ban	Up to 15	2018
Spain	Proposed social media age increase	Under 16	Pending
Sweden	Screen time guidelines	Under 18	2024
China	Screen time restrictions	Under 18	Drafted 2023
Brazil	School phone ban	4–17	2024
Canada	Provincial school bans	Varies	2024
Netherlands	School phone ban	All students	2024
Portugal	Proposed school phone ban	Grades 1–6	2025
Hungary	School phone ban	All students	2024
Norway	Screen time recommendations	Under 2	2024
Belgium (FR)	School phone ban	Nursery to secondary	2025
Italy	School phone ban	Primary and lower secondary	2025
Luxembourg	School phone ban	All students	2025
Finland	School phone restrictions	All students	2025
Denmark	Proposed school phone ban	7–17	Pending
Taiwan	Screen time legislation	All children	2015
Japan (Kagawa)	Screen time guidelines	Under 20	2020
South Korea	Online gaming curfew (repealed)	Under 16	2011–2021
Bangladesh	School phone ban	Students and teachers	2017
Singapore	School phone storage policy	All students	2019
Zhengzhou, China	School phone ban	Primary and secondary students	2025

Regional Trends Breakdown

Europe

Europe has seen a significant shift towards restricting mobile phone use in schools:

France: Implemented a nationwide ban in 2018 for students up to age 15, prohibiting phone use during school hours and activities.

Spain: Proposing to raise the minimum age for social media accounts to 16, requiring parental consent and age verification systems.

Sweden: Issued screen time guidelines recommending limits based on age, with schools determining implementation.

Netherlands: Banned phones in schools starting in 2024, with some schools extending the ban to recess.

Hungary: Enforced a school phone ban in 2024 to improve student attention and performance.

Belgium (French-speaking region): Set to ban phone use from nursery to secondary education starting in 2025.

Italy: Plans to ban smartphones in primary and lower secondary schools by 2025, allowing device use only under teacher supervision.

Luxembourg: Will implement a complete daytime school phone ban, including extracurricular activities, in 2025.

Finland: Introduced restrictions allowing phone use only for educational or health reasons, effective from 2025.

Denmark: Proposing a law to make all schools phone-free, discouraging children under 13 from owning smartphones.

Asia-Pacific

The Asia-Pacific region exhibits diverse approaches:

Taiwan: Pioneered screen time legislation in 2015, treating excessive use as an addiction and penalizing parents.

Japan (Kagawa Prefecture): Introduced guidelines in 2020 recommending daily screen time limits for individuals under 20.

South Korea: Enforced a gaming curfew for minors from 2011 to 2021, banning online gaming during nighttime hours.

Bangladesh: Implemented a total mobile phone ban in schools and colleges for students and teachers in 2017.

Singapore: Mandated that students store phones in lockers during school hours starting in 2019.

China (Zhengzhou): Banned mobile phone use in primary and secondary school classrooms in 2025, allowing exceptions for educational purposes.

Americas

In the Americas, policies vary by country and region:

Brazil: Enacted a federal law in 2024 banning mobile phone use in schools for students aged 4 to 17, with exceptions for educational purposes.

Canada: Several provinces implemented school phone bans in 2024, with restrictions varying from classroom-only to entire school day prohibitions.

United States: Some states and school districts have introduced phone bans or restrictions, but policies differ widely across the country.

Our own Recommendations and Policy Proposals

In our long-standing clinical practice with children affected by screen addiction, we have identified a set of objective biomarkers that allow us to assess both the severity of the condition and the degree to which cortical and broader nervous system functioning is impaired (Vezenkov et al., 2025b).

One of the core issues we have identified – one that remains significantly underexplored in the literature, and is often overlooked even by researchers – is the phenomenon of "screen trauma", along with the related pattern of "addiction-based functioning." What does this mean, and why is it typically excluded from studies that focus solely on screen time duration or device misuse (regardless of content)? Once screen addiction develops during a certain period of exposure, it leaves a lasting imprint on the brain and nervous system, much like any other form of trauma or toxic stress. This imprint reflects the prioritisation of the child's age and functional state at the time the addiction was forming. Over time, this pattern of functioning persists and can continue to manifest for many years after its initial emergence. If left untreated, this trauma continues to impair the individual’s functioning, regardless of how minimal their subsequent screen time may be. In fact, even 15 minutes per day can be enough to reactivate traumatic neural patterns established earlier. This is especially true for young children. When screen addiction forms in the 0 – 3-year age window, even a complete digital detox in later years is not sufficient for recovery without targeted therapeutic intervention (Manolova et al., 2025; Vezenkov et al., 2025a; Petrova et al., 2025).

A major shortcoming in most recommendations and public discussions on this topic is the avoidance of the deeper issue of addiction. Screen exposure leads to screen addiction – with varying degrees of severity – depending on factors such as age, gender, and lifestyle (Vezenkov et al., 2025b). Despite this variability, it is addiction itself, and the resulting addiction-based functioning, that most profoundly undermines children’s health and development, though adults may also be affected.

The clear indicators of addiction observed in cortical activity and nervous system function should serve as a serious warning sign – a red flag that structural changes are underway. From this point forward, developmental deformation becomes likely, and individual coping – whether through personal willpower or parental restrictions and rules – is no longer sufficient, and often not possible without professional intervention.

Society is deeply deluded in believing that issuing recommendations to families and teachers – let alone directly to children, which is entirely absurd – can neutralize already established addiction-based functioning or reverse the developmental damage it causes. Recommendations and protective measures must be directed primarily toward children who have never been exposed to screens, and these measures should be far more restrictive than those currently in place.

For children who already have screen exposure, a personalized approach is necessary. This involves assessing the severity of screen addiction and/or screen-induced trauma, prescribing treatment that includes digital detox to eliminate the addiction, and engaging the entire family system in therapeutic work. In parallel, the child must be supported in an environment free from screen-related stimuli, both during the treatment phase and for at least two years afterward. This environment should not be artificial or isolated, but should preserve the child’s natural rhythm of life and social engagement. For children without alarming indicators, appropriate measures should focus on ensuring adherence to age-specific screen time recommendations.

Based on our clinical findings, we strongly support existing recommendations that screen time be completely avoided for children under the age of 3. However, we go a step further: we propose that the intentional exposure of children aged 0 to 3 to screen devices be criminalised as a form of moderate to severe psycho-physical harm.

The serious developmental disorders we observe in our clinical practice not only correlate with screen time but, more importantly, we have provided evidence of a causal relationship between early screen addiction and diagnoses such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Oppositional Defiant Disorder (ODD). In many cases, once the addiction and trauma are properly treated, the diagnoses themselves recede or disappear (Stefanova et al., 2025; Vezenkov et al., 2025a).

There is now sufficient evidence to support the cause-and-effect link between screen exposure during the 0–3-year developmental window and subsequent developmental disorders. This demands decisive societal action. Stronger legislative and policy measures are urgently needed to protect young children, especially given that recommendations from the WHO and national institutions are routinely ignored by parents and caregivers.

Since there is no proven developmental benefit from the use of screen devices in children under the age of 9, we recommend that no screen exposure be introduced at all before this age.

After the age of 9, only euthymic screen time should be introduced, (Manolova et al., 2025a) and only under strict adherence to the following core principles:

Children 9-12 Y

EST – up to 2 hours per week in the presence of an adult, not on the same day

HST – up to 90 minutes of a feature or documentary film (excluding animations, VR, and augmented reality) in the presence of a parent, once every two weeks

Ages 12-18 Y

EST – up to 5 hours per week, no more than 60 minutes per day

HST – up to 120 minutes per week of a feature or documentary film (excluding animations, VR, and augmented reality)

Ages 18+ Y

EST – unrestricted

HST – up to 3 hours per week, excluding animations, gaming, social media, pornography, and gambling.

EST – Euthymic screen time – screen engagement that supports cognitive activity, psycho-emotional balance, and autonomic nervous system stability without leading to addiction or compulsive use.

HST – Hedonic screen time – screen engagement aimed at pleasure, emotional regulation, or stress avoidance, which may cause addiction, cognitive fatigue, brain and nervous system imbalance.

Screen time should be measured in hours per week, not per day.
Children should have at least two digital fasting or detox days per week.
These days should not be fixed but should remain flexible, at the discretion of parents or caregivers, to avoid rigid screen-use routines.
Both EST and HST – never during the night and at least 2 hours before sleep.
These recommendations do not apply to individuals with screen addiction and/or screen trauma. In cases of established screen addiction or addiction-based functioning, individualized interventions must be applied, based on objective assessment of the severity of the condition.
Screen device use is not a right of the child, but a potential developmental risk. It should be treated as such, and society – not only the parents or caregivers – must bear responsibility for any harm digital exposure causes to children’s health and development.

In situations involving neglectful, uninformed, or irresponsible caregivers (Manolova et al., 2025b), legal sanctions should be introduced through the development of appropriate regulatory frameworks. Social services should be empowered to act proactively to protect any child deemed at risk.

Screen addiction also affects children indirectly – through their addicted parents – a critical issue that remains one of the least discussed in public discourse. Of particular concern are parents who themselves exhibit screen-related addictions, including but not limited to gaming, compulsive scrolling, online gambling, pornography, social media, and online shopping. These behavioral patterns significantly increase the risk to their children, both through direct modeling and environmental exposure.

These are individuals who themselves experience the negative effects of screen addiction in the form of various symptoms and dysfunctions—typically presenting with anxiety, depression, chronic fatigue, insomnia, and other related conditions. They are often psychologically fixated on their addiction and exhibit neglectful behavior toward their children. Such parents are unable to provide the attentive care their children need, to model healthy screen-related habits, or to set clear boundaries and make informed judgments about what is beneficial or harmful for their child. Their tolerance toward screen use undermines their ability to fulfill their parental role. This concern extends to teachers who themselves suffer from screen addiction, yet are entrusted with deciding how, when, and with what content children are engaged—both in the real world and through digital media. Digital content is always the easier option: it captures children's attention instantly, but it is often less effective for educational purposes, particularly in early childhood. When such choices are made, the first and most critical question to ask is: Does this adult have a screen addiction, or are they capable of making an objective, developmentally sound decision?

Conclusion

All countries should increasingly develop policies aimed at safeguarding children in digital environments, promoting digital literacy, and addressing risks such as screen addiction, gaming addiction, cyberbullying, misinformation, and data privacy breaches. To enhance the effectiveness of these initiatives, a comprehensive, whole-of-society and whole-of-government approach is essential. Such an approach should draw on interdisciplinary expertise, align policy measures with the needs and lived experiences of children, and promote coordinated action among key stakeholders – including governments, digital service providers, public health institutions, healthcare professionals, the therapeutic community, educators, and families.

Society as a whole must bear responsibility for the health damage and decline in quality of life experienced by today’s children and adolescents. This is particularly urgent for the highest-risk group – children aged 0 to 9 years. The provision of screen devices to children under the age of 3 should be criminalized, as it constitutes moderate to severe psycho-physical harm. This recommendation is grounded in the established causal relationship between early screen exposure and the emergence of serious neurodevelopmental conditions such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), language delays, and other developmental impairments.

Society has a duty to protect its children – even from negligent, uninformed, or irresponsible parents who provide screen devices to children under the age of 3, particularly in cases where the parents themselves suffer from screen-related addictions.

References

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18.05.2025

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