Do Smartphones Play a Role in Stress and Well-being Among Children? by Reginald Deschepper

Problematic smartphone use among children and adolescents is on the rise and leaves significant marks on their emotional and social functioning. This is shown, among other things, by a recent large-scale German study, which found that prolonged and problematic use clearly correlates with a lower quality of life.

The LIFE Child cohort study followed 1,113 children aged 10–17 between 2018 and 2024. Since 2021, the number of children with problematic smartphone use (PSU) and with daily use of more than 3 hours has been increasing, especially among girls and younger children. That same group reports a significantly lower quality of life. The key factor was not only the number of hours of use, but especially the pattern of addictive use, which turns out to be harmful to wellbeing. In particular, psychosomatic complaints and problems at school and with peers are strongly linked to problematic smartphone use.

What does this mean in practice?

We are facing a worrying trend: more children appear trapped in a cycle of constant checking, notifications, and restlessness when digital access is unavailable. The implication is that interventions should focus primarily on behavioral patterns (PSU), not just on screen time.

What Haidt teaches us about a “rewired childhood”

Jonathan Haidt’s recently published book The Anxious Generation (2024) examines the broader societal context. He situates smartphone addiction within the “Great Rewiring of Childhood”: a combination of reduced opportunities for free play and increased digital access, which since the early 2010s appears to have fueled a crisis of mentality among young people.

Haidt argues for:

• No smartphones before the age of 14, no social media before 16;

• Phone-free schools and more free play (unsupervised play), to help children regain resilience and autonomy.

His analysis resonates widely, though within academia there is still debate about the relative magnitude of the effect of smartphones compared to other social factors. This framework helps to put the study into perspective: it is not about technology per se, but about how and when children engage with it.

Should smartphones be banned in schools?

Arguments for a ban

• Better concentration: Scientific research shows that even the mere presence of smartphones causes cognitive load, undermining performance. Part of our mental capacity is constantly used to resist the temptation to check the phone (Ward et al., 2017).

• Digital wellbeing: An explicit ban can help children escape constant stimuli and social pressure.

• Easier for parents: Having the same rules for everyone reduces screen-related inequality among students and relieves parents of the stress of deciding whether or not to forbid smartphones.

Arguments against a ban

• Digital literacy: Preparing for a tech-filled world requires learning how to handle that same technology, also at school.

• Pedagogical opportunities: Smartphones can be useful in education: interactive apps, research skills, direct access to information. However, the evidence for these benefits is less convincing than the evidence for distraction.

• Role of parents and schools: A ban alone is insufficient if families and schools do not work together to encourage healthy media habits.

Perhaps a hybrid strategy is most suitable:

1. Awareness & media education
   Teachers and parents develop curricula that help children recognize signs of problematic use and talk about it.

2. Partial ban concepts
   For example: smartphone-free breaks or usage restrictions during classes, combined with controlled use in specific educational contexts.

3. Alternatives and relaxation
   Encourage physical, social, and creative activities: sports, play, music, free outdoor exploration. Haidt points to the restorative effect of free play.

4. School–parent cooperation
   Joint agreements on screen time, notifications, and technology use — including at night — reinforce impact.

Conclusion

The German cohort study shows a clear link between problematic smartphone use and lower quality of life in children. What makes smartphone use truly problematic goes beyond screen time: it is mainly abnormal usage patterns that fuel stress and restlessness, and that is where the real challenge lies.

Jonathan Haidt’s book provides a broad societal perspective and encourages us to actively promote healthy habits, free play, and tech wisdom. In this digital society, it is up to all of us (schools, parents, and policymakers) to protect children while helping them build resilience.

Listening tip
The podcast episode Feel Better, Live More with Dr. Rangan Chatterjee and Jonathan Haidt.
#456 | May 29, 2024
How Smartphones Are Rewiring Our Brains, Why Social Media is Eradicating Childhood & The Truth About The Mental Health Epidemic with Jonathan Haidt

References

• Poulain, T., Meigen, C., Kiess, W., & Vogel, M. (2025). Smartphone use, wellbeing, and their association in children. Pediatric Research. https://doi.org/10.1038/s41390-025-04108-8

• Haidt, J. (2024). The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness. Penguin Press.

• Ward, A. F., Duke, K., Gneezy, A., & Bos, M. W. (2017). Brain drain: The mere presence of one’s own smartphone reduces available cognitive capacity. Journal of the Association for Consumer Research, 2(2), 140–154. https://doi.org/10.1086/691462