Screen Time Over Two Hours and Child Psychological Risk
Author: University of Bristol
Published: 11 Oct 2010 - Updated: 29 Jun 2026
Publication Details: Peer-Reviewed | Research, Study, Analysis
Table of Contents:
Synopsis - Definition - Introduction - Main - Insights, Updates - Related Publications
Synopsis: This research draws on the PEACH project, a peer-reviewed study of more than 1,000 children aged ten and 11, and was published in the November edition of the American journal Pediatrics. Using activity monitors alongside a strengths and difficulties questionnaire, the authors measured both sedentary time and moderate physical activity against children's psychological wellbeing, finding that more than two hours per day of television viewing or recreational computer use was linked to higher psychological difficulty scores no matter how active a child was. Led by Dr Angie Page of the University of Bristol's Center for Exercise, Nutrition and Health Sciences, the findings carry weight because they rest on objective measurement rather than self-reported habits alone, offering parents, caregivers, seniors raising grandchildren, and families supporting children with disabilities a clear, evidence-based reason to set sensible limits on daily screen use.*
At a Glance
- 1 - Physical activity could not compensate for long hours of screen viewing.
- 2 - The work was supported by the World Cancer Research Fund and the National Prevention Research Initiative.
- 3 - Children who spent more time sedentary scored better psychologically overall, though more moderate activity brought mixed results, helping with emotional and peer problems but worsening some behavioral areas such as hyperactivity.
- Topic Definition: Screen Time
Screen time refers to the total amount of time a person spends looking at a screen on a device such as a television, computer, tablet, smartphone, or gaming console. In the context of child health, it is typically measured as daily hours of recreational or non-educational use and is studied as a factor in physical, emotional, and behavioral development. Guidance on appropriate amounts varies by age, with very young children generally advised to have little to none, and researchers continue to examine how the quantity and quality of screen exposure relate to outcomes such as sleep, mood, social behavior, and overall psychological wellbeing.
Introduction
Children who spend longer than two hours in front of a computer or television screen are more likely to suffer psychological difficulties, regardless of how physically active they are.
The PEACH project, a study of over a 1,000 children aged between ten and 11, measured the time children spent in front of a screen as well as their psychological well being. In addition, an activity monitor recorded both children's sedentary time and moderate physical activity.
The results showed that more than two hours per day of both television viewing and recreational computer use were related to higher psychological difficulty scores, regardless of how much time the children spent on physical activity.
The authors of the report, published in the November edition of the American journal Pediatrics, conclude that limiting children's screen time may be important for ensuring children's future health and wellbeing.
Main Content
According to the activity monitor, the children in the study who spent more time sedentary had better psychological scores overall. Those children who did more moderate physical activity fared better in certain psychological areas, including emotional and peer problems, but fared worse in some areas related to behavior, including hyperactivity.
Lead author Dr Angie Page from the University of Bristol's Center for Exercise, Nutrition and Health Sciences said:
"Whilst low levels of screen viewing may not be problematic, we cannot rely on physical activity to 'compensate' for long hours of screen viewing."
"Watching TV or playing computer games for more than two hours a day is related to greater psychological difficulties irrespective of how active children are."
Children's psychological wellbeing was assessed on the basis of a strengths and difficulties questionnaire which rated their emotional, peer, conduct and hyperactivity problems.
The children were asked to rate a series of statements as true on a three-point scale, varying from not true, to somewhat true to certainly true.
Statements to assess their emotional wellbeing included; 'I am often unhappy, down-hearted or tearful', while statements to assess their peer problems included; 'I am usually on my own', 'I generally play alone or keep to myself'.
This work was supported by the World Cancer Research Fund (WCRF UK) and the National Prevention Research Initiative.
Also See:
- Why Babies Under Two Should Have No Screen Time at All: UK researchers warn that screen time for children under two carries long-term health risks and offers few real benefits during early development.
- Link Between Child TV Time and Metabolic Syndrome: Study adds weight to the evidence that watching too much television as a child can lead to poor health in adulthood.
- When Children Are Allowed TV and Games in Bedroom: Education, health and behavior problems arise when children allowed televisions, mobile devices, and video game systems in their bedroom.
- Link Between Excessive Screen Time and Teen Suicide Risk: The more time teenagers spend on smartphones and other electronic screens, the more likely they are to feel depressed and think about, or attempt, suicide.
- 20-20-20 Screen Rule: Does it Help Prevent Eye Strain?: Researchers confirm that computer users taking a short break to look away from a device screen every 20 minutes improves symptoms of eye strain.
Insights, Analysis, and Developments
Editorial Note: What makes this study endure well beyond its original publication is its refusal to offer easy answers - it would be comforting to believe that an hour of running around could cancel out an afternoon glued to a screen, but the data simply does not support that trade-off. By measuring sedentary time and activity independently, the researchers separated two things that are often lumped together, and the result is a quieter, more uncomfortable conclusion: the screen itself appears to matter, not just the stillness it encourages. For any household weighing the genuine educational value of digital media against its costs, that distinction is worth keeping close.*Attribution/Source(s): This peer reviewed publication was selected for publishing by the editors of Disabled World (DW) due to its relevance to the disability community. Originally authored by University of Bristol and published on 11 Oct 2010, this content may have been edited for style, clarity, or brevity.
* Editorial additions by Ian C. Langtree.