Abstract
The impact of digital technologies on children’s mental health is a topic of considerable debate among researchers and clinicians. Some argue that the pervasive use of digital media is fundamentally changing the way children’s brains develop and is contributing to a rise in mental health issues within that population. Others contend that the evidence for such claims is not robust and that digital technologies have a more complex relationship with mental health, involving both potential risks and benefits.
In actuality, the impact of digital technologies on children’s mental health is a complicated and multifaceted issue, and one that is top-of-mind for many. News outlets1,2 continue to churn out both praise and critiques of new books on the topic, including Jonathan Haidt’s The Anxious Generation. 3 In his book, Haidt suggests that digital technologies are rewiring children’s brains and causing a mental illness epidemic. In his own words, these technologies have “…hooked children during vulnerable developmental stages, while their brains were rapidly rewiring in response to incoming stimulation.” He further claims that tech and social media companies, “[b]y designing a firehose of addictive content that entered through kids’ eyes and ears, and by displacing physical play and in-person socializing…have rewired childhood and changed human development on an almost unimaginable scale.” Essentially, Haidt pins responsibility for the global youth mental health crisis squarely on one thing: our screens.
To be fair, there is indeed ample evidence that early technology exposure shapes the way our brains work. A recent analysis 4 of 23 years of studies involving more than 30,000 children under 12 years old found that time spent watching television or playing computer games has measurable and long-term effects on children’s brain function. These changes may involve several parts of the brain from the pre-frontal cortex, which is responsible for executive functions, to the parietal lobe, which helps to process touch, pressure, heat, cold, and pain. Technology use may also affect the temporal lobe, which is important for memory, hearing and language, and the occipital lobe, which helps interpret visual information. However, these changes are not all negative. Some of the studies reviewed demonstrated that technology use can actually improve focus and learning abilities and that playing video games can potentially enhance children’s executive function and cognitive skills.
Brain structure aside, though, there have long been worries about the potential negative impact of digital technologies on children’s mental health, and these concerns only increased as reliance on digital devices escalated during the COVID-19 pandemic. Researchers claim that excessive screen time and engagement with social media can lead to a range of issues, including disrupted sleep and reduced creativity, 5 and increased anxiety and depression. 6 Studies have also shown that children who participate in a good deal of screen time report physical ailments like greater levels of eye strain, headaches, and mental health symptoms.7,8
Despite these concerns, many researchers argue that the evidence linking digital technologies to widespread mental health issues is just not conclusive, and numerous studies have produced only correlational data. For example, a 2023 study 9 found no significant link between screen media engagement and maladaptive neurodevelopment. Similarly, research published in 2024 10 highlighted that the relationship between social media use and mental health is complex, with only small or inconsistent causal effects when present. Furthermore, technology can have beneficial effects as well, like providing essential social support and connectivity, boosting mental health, especially during times of physical isolation, such as during the COVID-19 pandemic. 11
While the debate on the neurodevelopmental impact of digital technologies continues, in this perspective we introduce the “Disembodied Disconnect Hypothesis.” This hypothesis suggests that rather than fundamentally altering cognitive structures, digital platforms are reshaping the landscape of human sociality in ways that can have profound psychological and social consequences.
Digital platforms undeniably offer new avenues for social interaction and community-building. These can have positive effects, especially for individuals with strong social skills, reducing feelings of isolation. 12 During the COVID-19 pandemic, for instance, online gaming emerged as a primary socializing tool for children and teens. 13 While adults turned to group texts and happy hour video calls, more than half of teens preferred to catch up with friends through gaming. These digital spaces became virtual meeting grounds—alternatives to physical spaces like malls or playgrounds—where shared experiences could foster connections. Moreover, social media can reduce feelings of isolation by facilitating connections across geographical and temporal boundaries. 14 For individuals with niche interests or those in marginalized communities, digital platforms can provide unprecedented access to like-minded individuals and support networks. 15
On the other side, these new forms of sociality are significantly different from physical ones. Historically, communities have arisen through face-to-face interactions in shared physical spaces. These interactions engage integrative “we-mode” 16 processes17,18 such as behavioral synchrony (coordinated movements and expressions), shared attention (joint focus on objects or events), interbrain coupling (synchronized neural activity across individuals), and emotional attunement (shared emotional states). These embodied neurobiological mechanisms are not mere side effects of social interaction; they are fundamental to interpersonal bonding, the formation of collective identities, and the equitable distribution of social capital across diverse groups. For example, behavioral synchrony in communal rituals has been shown to increase prosocial behavior and in-group cohesion. 19 Similarly, interbrain coupling during face-to-face dialogue correlates with mutual understanding and empathy. 20
Digital technologies, by their very nature, remove these physical boundaries. This grants individuals unprecedented freedom to choose their activities and social groups. However, this freedom comes at a cost: a significant reduction in the activation of “we-mode” cognitive processes. Unlike physical communities that allow interaction between people from varied backgrounds, digital communities often comprise individuals with similar interests and knowledge, 21 potentially leading to polarization and inequalities in the social capital distribution.
This digital shift creates what we term the “disembodied disconnect”—a divide between those who can effectively accrue social capital online and those who cannot. Individuals with strong social skills often thrive in digital environments, expanding their networks and accessing diverse resources. In contrast, those grappling with loneliness or relationship difficulties may experience adverse effects such as rumination, unfavorable social comparisons, and weakened offline social ties. 22 For individuals unable to engage in “we-mode” processes due to social problems and loneliness, digital interactions can exacerbate social anxiety, inhibit communication skills, and lead to problematic social media use. 23 Frequent communication on social media can further weaken an individual’s offline social support system and communication skills, resulting in reduced access to information about others, impaired communication abilities, and inadequate participation in offline social activities, thus increasing social anxiety. 24 This situation traps individuals in a cycle of reduced offline social support and heightened mental health issues. Moreover, the absence of embodied cues in digital communication can lead to misunderstandings, reduced empathy, and increased aggression. 25 The phenomenon of online disinhibition 26 can foster cyberbullying and the spread of misinformation, further complicating the social landscape.
In conclusion, while there are valid concerns about potential negative effects, particularly regarding screen time and addictive behaviors, the evidence is not yet conclusive, at least not for anyone. For this reason, the “Disembodied Disconnect Hypothesis” offers a nuanced perspective on the digital debate. Rather than fundamentally rewiring cognitive structures, digital technologies are reshaping human sociality in ways that can exacerbate existing social inequalities and mental health issues.
This evolving landscape presents both challenges to youth well-being and opportunities for devising strategies to alleviate mental health risks. By understanding this disembodied disconnect, we can better harness the benefits of digital platforms while mitigating their risks, particularly for vulnerable populations.
Key among these strategies will be continuing to cultivate rich personal relationships within face-to-face communities and investing in shared physical experiences, collaborative activities, active listening, and empathic connection with an aim toward genuine social connectedness. Fostering skills in youth to develop the ability to critically evaluate online content is also important. Helping children recognize the limitations and distortions of social media along with reinforcing the practice of self-compassion can mitigate the negative effects of unfavorable social comparisons on self-perception, self-worth, and social anxiety.
Because the impact of digital technologies on children’s mental health is so significant and can be so varied, it is essential to continue research in this area to better understand how different uses of digital technologies affect various aspects of children’s lives. By employing measures like those outlined above, we can teach children to successfully navigate the transformed social landscape of the 21st century.