Unplug: How Cellphones Shape Children’s Moods, Minds, and More

By Sarah McCarthy, LPC

At Pearl Counseling, we support children and youth as they navigate emotional, behavioral, and social challenges in a world that’s constantly connected. As therapists, one of the most common concerns we hear from parents is emotional dysregulation, struggles with following directions, and struggles with sleep. One question we have to ask is: How often does your child have access to or use a device? When it comes to cellphone use, how much is too much, and what impact might it be having on their mental and emotional well-being? While technology can offer connection, creativity, and learning, research shows that excessive or unbalanced cellphone use can have significant downsides for children’s mental health and development.

1. Poorer Sleep Quality

Cellphone and screen use, especially before bedtime, can interfere with children’s sleep. The blue light from screens delays melatonin production, making it harder for kids to fall asleep and stay asleep. We know that a lack of sleep negatively impacts many areas of our functioning! Over time, lack of quality sleep can contribute to irritability, attention problems, and lower academic performance.

(Carter et al., 2016; Hale & Guan, 2015)

2. Increased Risk of Depression and Anxiety

Several studies link heavy cellphone and social media use with higher rates of depression and anxiety in youth. Constant notifications, social comparison, and exposure to negative content can create stress and reduce self-esteem. Many children experience online bullying, which can lead to feelings of sadness, isolation, and anxiety. Parents and schools play an important role in monitoring and discussing online safety. Teaching children to set boundaries with technology and engage in real-world connections can help buffer these effects.

(Keles, McCrae & Grealish, 2020; Patchin & Hinduja, 2020; Twenge et al., 2018)

3. Reduced Focus and Executive Function

One of the most overlooked impacts of excessive cellphone use is its effect on attention, memory, and executive functioning — the mental skills that help children plan, organize, control impulses, and manage emotions. These abilities develop rapidly during childhood and adolescence, and they depend heavily on real-world practice: playing with others, solving problems, waiting their turn, and learning through trial and error. For younger children, too much screen time can affect brain development and executive functioning which include skills like attention, organization, and emotional regulation. Interactive, real-world play helps build these skills in ways screens simply can’t. Another helpful suggestions includes encouraging hands-on play, art, and outdoor time.

(Madigan et al., 2019; McNeill et al., 2019)

4. Lower Physical Activity and Higher Obesity Risk

Physical movement is essential for every aspect of a child’s well-being, from cardiovascular health and coordination to emotional regulation and stress relief. When screen time goes up, physical activity often goes down. This shift can contribute to weight gain, weaker motor skills, and less time spent outdoors all of which are crucial for healthy development.

(Stiglic & Viner, 2019; Tremblay et al., 2011)

5. Problematic or Addictive Phone Use

While most children use phones casually, some develop patterns that resemble behavioral addiction where the brain’s reward system becomes overly tied to digital stimulation. Each notification, “like,” or new video releases dopamine, reinforcing the urge to check the phone again and again. Over time, this can lead to compulsive checking, irritability when separated from the device, and difficulty finding joy in offline activities. Some children feel anxious or upset when separated from their devices. These patterns have been linked to higher rates of anxiety, depression, and social difficulties. Helping children build self-awareness and balanced tech routines can reduce these risks.

(Elhai et al., 2017; Sohn et al., 2019)

What Can Help?

It’s important to remember that not all screen time is harmful. Educational activities, creative apps, mindfulness apps, and connecting with loved ones can be beneficial. The key is balance! Setting screen-free routines around meals and bedtime, and encouraging outdoor play can make a big difference. It is also important for parents to model appropriate cellphone use by avoiding use during times when the child is present and needs your presences including playtime, bedtime, and mealtime.

Parents can take proactive steps by:

• Building daily movement into routines such as walking the dog together or having a family dance break after dinner.

• Using “movement before media” as a household guideline. Screens come after outdoor play or exercise. You, too, parents!

• Setting clear boundaries around phone use (e.g., no phones in bedrooms at night, screen-free family meals).

• Modeling balance! Children mirror adult behavior, so limiting your own scrolling sends a strong message.

• Having open conversations about what’s enjoyable versus what feels stressful online.

• Encouraging alternative activities that provide real-world satisfaction such as sports, art, volunteering, or in-person social time.

• Using built-in tools (like Apple’s Screen Time or Android’s Digital Wellbeing) to track and discuss patterns together.

• Set limits on the time a child is able to have screen time!

In today’s digital world, completely unplugging isn’t realistic, nor is it the goal. Technology is an integral part of children’s social lives, learning, and entertainment. The key is helping kids develop a healthy relationship with it. When parents set consistent boundaries, encourage screen-free moments, and model balanced habits themselves, children learn that devices are tools. At Pearl Counseling, we often work with children and families who are navigating the emotional ups and downs of growing up in a tech-saturated world. Through therapy, we help kids strengthen emotional regulation, attention, and coping skills which are the very qualities that protect them from the negative effects of excessive screen time. We also guide parents in setting practical routines and expectations around technology that support calm, connected family life. With mindful guidance, empathy, and open communication, families can find a balance that supports both emotional health and modern life. Helping children unplug and reconnect with themselves, their families, and the world around them can make all the difference.

References

Carter, B., Rees, P., Hale, L., Bhattacharjee, D., & Paradkar, M. (2016). Association between

portable screen-based media device access or use and sleep outcomes: A systematic review and meta-analysis. JAMA Pediatrics, 170(12), 1202–1208. https://doi.org/10.1001/jamapediatrics.2016.2341

Elhai, J. D., Dvorak, R. D., Levine, J. C., & Hall, B. J. (2017). Problematic smartphone use: A conceptual overview and systematic review of relations with anxiety and depression psychopathology. Journal of Affective Disorders, 207, 251–259. https://doi.org/10.1016/j.jad.2016.08.030

Hale, L., & Guan, S. (2015). Screen time and sleep among school-aged children and adolescents: A systematic literature review. Sleep Medicine Reviews, 21, 50–58. https://doi.org/10.1016/j.smrv.2014.07.007

Keles, B., McCrae, N., & Grealish, A. (2020). A systematic review: The influence of social media on depression, anxiety, and psychological distress in adolescents. International Journal of Adolescence and Youth, 25(1), 79–93. https://doi.org/10.1080/02673843.2019.1590851

Madigan, S., Browne, D., Racine, N., Mori, C., & Tough, S. (2019). Association between screen time and children’s performance on a developmental screening test. JAMA Pediatrics, 173(3), 244–250. https://doi.org/10.1001/jamapediatrics.2018.5056

McNeill, J., Howard, S. J., Vella, S. A., Cliff, D. P., & de Rosnay, M. (2019). Longitudinal associations of electronic application use and media program viewing with cognitive and psychosocial development in preschoolers. Academic Pediatrics, 19(5), 520–528. https://doi.org/10.1016/j.acap.2019.02.010

Patchin, J. W., & Hinduja, S. (2020). Cyberbullying among adolescents: A decade of research. Journal of Adolescent Health, 66(6), S100–S107. https://doi.org/10.1016/j.jadohealth.2019.11.005

Sohn, S. Y., Rees, P., Wildridge, B., Kalk, N. J., & Carter, B. (2019). Prevalence of problematic smartphone usage and associated mental health outcomes: A systematic review and meta-analysis. BMC Psychiatry, 19(1), 356. https://doi.org/10.1186/s12888-019-2350-x

Stiglic, N., & Viner, R. M. (2019). Effects of screentime on the health and well-being of children and adolescents: A systematic review of reviews. BMJ Open, 9(1), e023191. https://doi.org/10.1136/bmjopen-2018-023191

Tremblay, M. S., LeBlanc, A. G., Kho, M. E., Saunders, T. J., Larouche, R., Colley, R. C., Goldfield, G., & Connor Gorber, S. (2011). Systematic review of sedentary behaviour and health indicators in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 8, 98. https://doi.org/10.1186/1479-5868-8-98

Twenge, J. M., Joiner, T. E., Rogers, M. L., & Martin, G. N. (2018). Increases in depressive symptoms, suicide-related outcomes, and suicide rates among U.S. adolescents after 2010 and links to increased new media screen time. Clinical Psychological Science, 6(1), 3–17. https://doi.org/10.1177/2167702617723376