The impacts of screen and AI use on children and young people

DOI: https://doi.org/10.58248/PN778

Screen use encompasses a broad range of digital technologies and tools that are integrated into many aspects of children's daily lives. Artificial intelligence (AI) is an increasingly prominent component of this digital ecosystem.

Evidence indicates that the impacts of screen use and AI are context-dependent, with outcomes shaped by who is using them, how and why. Policymakers may experience challenges in balancing potential benefits of digital technologies with risks to children’s development and wellbeing.

Prevalence and trends

Screen use in the UK begins early, with a study showing 98% of children using digital screens on a typical day by age two. Use of generative AI (GenAI) among young people is rapidly increasing, including for, but not limited to, education and social interaction.

Screen and AI use appears to vary by demographic factors, influencing patterns of use and exposure to risks.

Impacts of screen and AI use

Evidence on the impacts of screen use on children is predominantly observational. This reflects the methodological and ethical challenges of establishing causal relationships with experimental research.

Social and emotional development

Screen and AI use can support learning, creativity and connection, but they may also displace face-to-face interactions and are associated with poorer socio-emotional outcomes when use is excessive or poorly supported.

Cognitive outcomes

The cognitive effects of screen and AI use depend heavily on content and context. Evidence suggests both benefits for learning and problem-solving and potential risks to attention, language development and independent thinking.

Health outcomes

Screen use is consistently associated with sleep disruption, sedentary behaviour, obesity risk, neck pain and myopia. Evidence on AI-related health impacts remains limited, but suggests both opportunities and risks for mental health support.

Financial outcomes

Digital technologies expose children to persuasive advertising, monetisation and gambling-like mechanisms that may contribute to financial harm, although some forms of digital engagement may support financial literacy and decision-making skills.

Policy

Policy and legislation related to children’s screen and AI use in recent years (2020–2026), include:

• the Online Safety Act 2023
• the Children’s Wellbeing and Schools Act 2026 and subsequent statutory guidance on mobile phones in schools
• new national guidance for parents and schools on managing screen use for under 5s
• an announcement of new national guidance on screen use for children aged 5–16 (2026)
• a UK Government consultation on “Growing up in the online world”
• an announcement of plans to introduce a social media ban for under-16s

Regulation of technology is UK-wide, whereas education policy is devolved. This POSTnote focuses on devolved policies in England, such as mobile phone use in schools. Where relevant, it covers UK-wide policy and research.

Scope

This briefing focuses on the impacts of screen use on children and young people (ages 0 to 18). Children increasingly encounter AI through digital devices and online environments. Considering that screen and AI use are typically brought together through broader debates about children's digital lives, this briefing also explores the impact of AI use on children and young people.

The briefing does not cover the impacts of social media; for more information, see the complementary POSTnote ‘Impacts of social media on children and young people’ (2026). It also expands and updates the POSTnote Screen use and health in young people (2020).

Acknowledgements

This briefing was produced in consultation with experts and stakeholders, who are listed at the end of the briefing. It was co-funded by the Nuffield Foundation. POST would like to thank everyone who contributed their expertise to this briefing.