Increased Social Media Use Linked to Poorer Reading and Memory in Adolescents
A new study has found that just one extra hour of daily social media use is enough to reduce adolescents’ reading and memory performance. The research, drawn from the Adolescent Brain Cognitive Development study and published in JAMA, tracked more than 6,500 children aged 9 to 13 as their screen time increased.
Using standardized tests of reading, memory, and vocabulary, researchers discovered that even small increases in social media use were tied to measurable declines in cognitive skills.
Children who used around 80 minutes of social media daily performed worse on reading and memory tasks than those who used it for only about 20 minutes. Those with high rising use, adding up to three hours per day, scored up to four points lower on cognitive tests.
Experts say these differences, though subtle, may carry real academic consequences. They could mean longer homework completion times, difficulty keeping up in cumulative subjects like math and reading, and lower overall academic engagement.
The findings land at a time when many schools are weighing classroom phone bans. But researchers caution that the study shows correlation, not causation. Factors such as sleep loss, reduced reading time, multitasking, and home environment may also contribute to declines in memory and focus.
Child and adolescent psychiatrists note that the issue may be less about social media’s direct effects and more about time displacement. Hours spent scrolling often replace time that could be used for learning, reading, exploring interests, or sleeping.
While experts do not recommend total bans, they encourage parents to guide children’s use, setting limits, keeping devices out of bedrooms, and creating screen-free routines before bedtime.
With earlier research linking heavy social media use to anxiety and depression, this new evidence broadens understanding of how screen habits may also shape children’s cognitive development.
