The Glow of the Screen: Threat or Tool?

The Glow of the Screen: Threat or Tool?

Children and teenagers are spending more time than ever in front of screens. Phones travel in pockets. Tablets sit beside cereal bowls. Laptops hum through homework and late-night scrolling. For young people with ADHD, this digital world can feel especially powerful — sometimes overwhelming, sometimes supportive.

The common narrative is clear: screens worsen attention. And there is truth woven into that concern. A 2025 review by Winter and O’Neill found that excessive screen use is often associated with increased ADHD symptoms, including inattention, hyperactivity, and impulsivity. When screens push bedtimes later, sleep suffers — and tired brains struggle even more with focus, mood, and emotional regulation.

But this is not the whole story.

What the Research Actually Says

For decades, researchers have explored the relationship between screen media and ADHD-related behaviors. A large review by Beyens and colleagues (2018) found that the relationship between screen use and ADHD symptoms is statistically small. Earlier work by Stevens and Mulsow (2006) even concluded there was no meaningful relationship between television exposure and later ADHD symptoms in their sample.

So why the confusion?

Because “screen time” is not one thing.

Engelhard and Kollins (2019) suggest we stop treating it as a single block. They describe multiple dimensions: screen brightness, media multitasking, device notifications, addictive design features, and the type of content consumed. Fast-paced, notification-heavy apps may strain attention differently than a calm documentary. Constant multitasking is not the same as a focused, problem-solving game.

When we pull apart the strands, we see something important: not all digital experiences affect ADHD in the same way.

When Screens Amplify Struggles

There are clear risks. Rapid-fire content, endless scrolling, and algorithm-driven platforms can overstimulate the ADHD brain. Notifications interrupt focus. Late-night use disrupts circadian rhythms. Sleep deprivation intensifies impulsivity, irritability, and emotional dysregulation.

For children already navigating attention differences, this can create a feedback loop:
More screen use → less sleep → more symptoms → more escape into screens.

This is where boundaries matter. Timing matters. Structure matters.

When Screens Support Regulation

And yet — I have seen screens used as tools.

Some individuals with ADHD describe television as “background noise” that helps them concentrate. A steady stream of predictable sound can anchor attention, filtering out more chaotic environmental distractions. The structured rhythm of certain programs can feel regulating rather than destabilizing.

Parents also report benefits. Blaine and colleagues (2021) found that families describe screen use as helpful for behavior management, learning, and social connection. Educational programming can reinforce academic skills. Online communities can reduce feelings of isolation.

In some cases, digital spaces feel safer and more navigable than overwhelming physical environments.

Digital Therapeutics and the Power of Design

Perhaps most promising is the rise of intentional digital intervention.

Engelhard and Kollins (2019) note that digital health tools can both measure and intervene in ADHD symptoms. Novel digital therapeutics are being developed to train attention and executive function directly through structured gameplay.

Music offers another fascinating pathway. A systematic review by Martin-Moratinos and colleagues (2023) found that music — both listening and active participation — can improve attention, reduce impulsivity, and enhance academic skills. When music is integrated into video games thoughtfully, rhythm can support timing skills and immersion, creating a state of “flow” that strengthens focus rather than fragments it.

Technology-assisted relaxation tools also hold promise. Culbert (2017) describes apps and computer-based biofeedback systems that promote breathwork, mindfulness, and self-regulation skills. When children experience mastery and positive reinforcement through engaging design, motivation increases. Practice becomes play.

In these contexts, the screen is not a thief of attention. It becomes a trainer of it.

The Real Question: Balance, Not Banishment

The goal is not to demonize screens — nor to surrender to them.

Winter and O’Neill (2025) suggest that combining traditional ADHD treatments — such as medication and behavioral therapy — with lifestyle adjustments may produce the strongest outcomes. Reducing excessive screen use, encouraging physical activity, protecting sleep, and guiding intentional digital choices can work together.

This is not about elimination. It is about calibration.

What type of content?
What time of day?
What purpose?
What effect afterward?

These questions matter more than total minutes alone.

Raising Children in a Digital World

We are not raising children in the 1990s. We are raising them in a world of glowing rectangles and endless connectivity. For young people with ADHD, stimulation is not the enemy — but unstructured, relentless stimulation can be.

When screens are chaotic and limitless, they can amplify symptoms.
When screens are purposeful and bounded, they can support growth.

The conversation deserves nuance. It deserves curiosity. It deserves hope.

With thoughtful boundaries, evidence-based treatment, movement, sleep, and connection woven around it, screen use can become one tool among many — not a villain, but a variable.

And in a world that will only grow more digital, helping children learn how to relate to technology wisely may be one of the most important skills we can teach.

References

Beyens, I., Valkenburg, P. M., & Piotrowski, J. T. (2018).
Screen media use and ADHD-related behaviors: Four decades of research. Proceedings of the National Academy of Sciences, 115(40), 9875–9881. https://doi.org/10.1073/pnas.1611611114

Blaine, R. E., Bowling, A., Kaur, R., & Davison, K. K. (2021).
Promoting sleep and balanced screen time among school-aged children with neurodevelopmental and mental health disorders: A parent perspective. Childhood Obesity, 17(5), 329–341. https://doi.org/10.1089/chi.2021.0043

Culbert, T. (2017).
Perspectives on technology-assisted relaxation approaches to support mind-body skills practice in children and teens: Clinical experience and commentary. Children, 4(4), 20. https://doi.org/10.3390/children4040020

Engelhard, M. M., & Kollins, S. H. (2019).
The many channels of screen media technology in ADHD: A paradigm for quantifying distinct risks and potential benefits. Current Psychiatry Reports, 21(9), 90. https://doi.org/10.1007/s11920-019-1081-5

Martin-Moratinos, M., Bella-Fernandez, M., & Blasco-Fontecilla, H. (2023).
Effects of music on attention-deficit/hyperactivity disorder (ADHD) and potential application in serious video games: Systematic review. Journal of Medical Internet Research, 25, e37742. https://doi.org/10.2196/37742

Stevens, T., & Mulsow, M. (2006).
There is no meaningful relationship between television exposure and symptoms of attention-deficit/hyperactivity disorder. Pediatrics, 117(3), 665–672. https://doi.org/10.1542/peds.2005-0863

Winter, H., & O’Neill, J. (2025).
The Impact of Screen Time on ADHD Symptoms in Children and Adolescents: A Narrative Review of Treatment Approaches. Clinical Child Psychology and Psychiatry. Advance online publication. https://doi.org/10.1177/13591045251399697