Electronic Device Use in Adolescence and Its Relationship with Mental Health

Abstract

In recent years, one of the most important challenges facing healthcare and education professionals has been keeping up to date with emerging scientific evidence on youth mental health. Among the areas that have attracted the greatest interest is the impact of digital device and social media use on the psychological well-being of children and adolescents. This issue has become particularly relevant because of the increase in mental health problems in this population, including depressive symptoms, anxiety, sleep disorders, and behavioural disturbances, coinciding with an exponential rise in the use of interactive technology.

Far from being a homogeneous phenomenon, the relationship between technology and mental health is complex. Recent research suggests that excessive screen use may be associated with emotional distress, poorer sleep quality, lower self-esteem, and a greater risk of depressive symptoms and eating disorders. Associations have also been observed with suicidal ideation and higher levels of stress, particularly when devices are used for prolonged periods, especially for social media and instant messaging. However, the evidence also indicates that certain forms of use may have positive effects, such as facilitating social connection or providing emotional support, and that effect sizes are generally modest and strongly influenced by factors such as family context, sleep, and experiences of cyberbullying.

Despite the growing body of research, major challenges remain, including methodological heterogeneity, the predominance of observational designs, and difficulties in establishing causality. Even so, the most consistent patterns suggest that risk increases when use is prolonged, takes place at night, is passive, or is linked to social pressure, and when it is accompanied by sleep deprivation, reduced physical activity, or family difficulties. Interventions based on digital education, media literacy, cognitive behavioural therapy, family involvement, and school-based programmes have shown benefits, although the evidence remains limited and many studies require greater methodological robustness.

In this context, synthesising the available evidence is essential to guide clinical, educational, and preventive practice. Updating knowledge helps identify warning signs, promote healthy technology habits, develop more effective programmes, and contribute to public policies that balance the benefits of the digital environment with the protection of young people’s psychological health. Continuing professional development and cross-sector collaboration between healthcare, education, and families are key to adequately supporting a generation growing up in highly digitalised environments and requiring evidence-based, sensitive, and context-adapted responses.