Introduction
This literature review seeks to explore existing research on the relationship between increased school-based screen time and the social and emotional wellbeing of children experiencing poverty in Scotland. With the rapid integration of digital technologies in educational settings, screen time has become a significant aspect of children’s daily lives, particularly in schools. However, while digital tools offer opportunities for learning, concerns have arisen about their potential impact on mental health and social interactions, especially among vulnerable populations such as children in poverty. This essay examines the broader evidence on screen time and wellbeing, focusing on socio-economic contexts, and considers the unique challenges faced in Scotland. It will address key themes, including the psychological effects of screen use, socio-economic disparities, and the role of school environments. By synthesising relevant studies, this review aims to identify gaps in knowledge and inform future research specific to the Scottish context.
Screen Time and Social and Emotional Wellbeing: General Insights
A growing body of research highlights the complex relationship between screen time and children’s social and emotional wellbeing. Studies suggest that excessive screen use can be associated with increased risks of anxiety, depression, and reduced self-esteem. For instance, Twenge and Campbell (2018) found a correlation between high screen time and lower psychological wellbeing among adolescents, noting that over two hours of daily recreational screen use often coincided with heightened emotional distress. While their research primarily focused on leisure screen time rather than school-based use, the findings raise pertinent questions about cumulative exposure across contexts.
Conversely, moderate and purposeful screen use in educational settings has been linked to positive outcomes, such as improved engagement and access to learning resources (Plowman et al., 2010). However, the benefits appear contingent on the quality of content and the context of use. For children, particularly those in disadvantaged circumstances, the balance between beneficial and harmful screen exposure remains unclear. This ambiguity underscores the need to examine how school-based screen time, often structured and mandatory, specifically influences emotional and social outcomes.
Socio-Economic Disparities and Digital Access
Children experiencing poverty face unique challenges that may exacerbate the potential negative effects of increased screen time. Research consistently shows that socio-economic status (SES) influences both access to technology and its impact on wellbeing. In Scotland, children from low-income households often encounter a ‘digital divide,’ where limited access to high-quality devices or internet outside school can create disparities in digital literacy and engagement (Livingstone & Helsper, 2007). Schools, therefore, become critical environments for digital exposure, but this can also mean prolonged screen time without adequate support or balance with offline activities.
Moreover, children in poverty are more likely to experience stressors such as family instability or inadequate housing, which can compound the emotional effects of screen overuse. A study by Odgers and Jensen (2020) suggests that disadvantaged children may be more susceptible to the adverse mental health impacts of screen time due to a lack of protective factors, such as parental mediation or access to extracurricular activities. While this research was conducted in a broader international context, its implications are highly relevant to Scotland, where child poverty rates remain a pressing concern, with around one in four children living in poverty (Scottish Government, 2022).
School-Based Screen Time: Opportunities and Risks
In schools across Scotland, the use of digital technologies has expanded significantly, driven by initiatives such as the Scottish Government’s ‘Digital Learning and Teaching Strategy’ (Scottish Government, 2016). These policies aim to enhance educational outcomes through technology but have also increased daily screen exposure for students. Research indicates that school-based screen time, when poorly managed, can contribute to social isolation and reduced face-to-face interaction, both of which are critical for emotional development. For instance, a study by Przybylski and Weinstein (2017) found that even moderate increases in screen-based activities could displace time spent on direct social engagement, potentially harming peer relationships.
For children in poverty, the risks may be amplified. Schools often serve as safe spaces where social and emotional support is provided, yet prolonged screen-based learning could limit opportunities for such interactions. Additionally, children from disadvantaged backgrounds may lack access to quieter, tech-free environments at home for relaxation or study, meaning school screen time contributes to an already high digital load. However, there is limited Scotland-specific research directly addressing these dynamics, highlighting a significant gap that future studies must address.
The Scottish Context: Policy and Poverty
Scotland presents a unique socio-political context for studying the intersection of screen time, poverty, and wellbeing. The Scottish Government has prioritised tackling child poverty through frameworks like the ‘Child Poverty (Scotland) Act 2017,’ which sets ambitious targets to reduce poverty levels (Scottish Government, 2017). Simultaneously, the integration of technology in education is framed as a means to close attainment gaps, with devices and connectivity provided to disadvantaged students under schemes like ‘Connecting Scotland’ (Scottish Government, 2020). While these initiatives are commendable, there is sparse evidence evaluating their unintended consequences on emotional health.
Indeed, existing studies often focus on academic outcomes rather than social or emotional impacts. A report by the Joseph Rowntree Foundation (2021) highlights that poverty in Scotland is associated with higher rates of mental health issues among children, but it does not specifically address how increased school-based screen time interacts with these challenges. This gap suggests a pressing need for research that bridges education policy, digital exposure, and wellbeing, particularly for Scotland’s poorest communities.
Conclusion
This literature review has explored the relationship between increased school-based screen time and the social and emotional wellbeing of children experiencing poverty, with a focus on the Scottish context. While general research highlights both risks and benefits of screen use, evidence suggests that excessive or unstructured exposure can contribute to emotional distress and social isolation, particularly among disadvantaged children who may lack protective factors. Socio-economic disparities further complicate the issue, as children in poverty often face a digital divide alongside other stressors that can exacerbate screen-related harms. In Scotland, government policies promote digital learning and poverty reduction, yet there remains a significant lack of targeted research on how these intersect with wellbeing outcomes.
The implications of this review are twofold. Firstly, it underscores the urgency of conducting Scotland-specific studies to understand the unique impacts of school-based screen time on vulnerable populations. Secondly, it calls for a balanced approach in educational settings, ensuring that digital tools enhance rather than detract from social and emotional development. Future research should prioritise longitudinal studies and qualitative insights to capture the lived experiences of children in poverty, thereby informing policies that safeguard their wellbeing in an increasingly digital world.
References
- Livingstone, S. and Helsper, E. (2007) Gradations in digital inclusion: Children, young people and the digital divide. New Media & Society, 9(4), pp. 671-696.
- Odgers, C. L. and Jensen, M. R. (2020) Annual research review: Adolescent mental health in the digital age: Facts, fears, and future directions. Journal of Child Psychology and Psychiatry, 61(3), pp. 336-348.
- Plowman, L., McPake, J. and Stephen, C. (2010) The technologisation of childhood? Young children and technology in the home. Children & Society, 24(1), pp. 63-74.
- Przybylski, A. K. and Weinstein, N. (2017) A large-scale test of the goldilocks hypothesis: Quantifying the relations between digital-screen use and the mental well-being of adolescents. Psychological Science, 28(2), pp. 204-215.
- Scottish Government (2016) Enhancing learning and teaching through the use of digital technology: A digital learning and teaching strategy for Scotland. Edinburgh: Scottish Government.
- Scottish Government (2017) Child Poverty (Scotland) Act 2017. Edinburgh: Scottish Government.
- Scottish Government (2020) Connecting Scotland: Phase 2 evaluation report. Edinburgh: Scottish Government.
- Scottish Government (2022) Poverty and income inequality in Scotland 2018-21. Edinburgh: Scottish Government.
- Twenge, J. M. and Campbell, W. K. (2018) Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive Medicine Reports, 12, pp. 271-283.
