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

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