Column: Kids, Screens & New Research

[Column written by Chardonaé Rawlins]

The conversation around children and screens has reached an important turning point.

For years, families were given clear, if narrow, guidance: limit screen time, set firm rules, and reduce exposure wherever possible. That advice was rooted in early research and genuine concern for children’s wellbeing, and for a time, it offered parents something reassuring in an unfamiliar digital landscape.

But the research has continued to evolve and the guidance is evolving with it.

What we understand more clearly now

Children are not simply consuming content. They are growing up within digital environments; environments that shape how they relate, learn, cope, and form a sense of self.

Research increasingly shows that children’s outcomes are influenced less by the number of hours spent on screens and more by:

• the emotional context in which screens are used
• the presence [or absence] of adult guidance
• the child’s developmental stage
• and the skills they have to interpret and manage what they encounter online

In other words, how children use technology, and why matters as much as how long they are on it. They’re all interconnected.

This is a significant shift from earlier thinking, and it reflects a more nuanced understanding of child development rather than a relaxation of standards.

Why time-based rules fall short on their own

Many parents already know this intuitively.

They’ve set screen limits, enforced device-free times, and followed recommendations, only to find that emotional meltdowns, secrecy, or constant negotiation persist. This isn’t because limits are ineffective; it’s because limits were never designed to address the emotional and social roles screens now play in children’s lives.

Digital spaces intersect with:

• emotional regulation
• peer connection
• boredom and stress
• identity exploration
• and social belonging

When guidance focuses only on restriction, it overlooks these realities. Children may comply temporarily, but without support to build underlying skills, the behaviour often resurfaces in other ways.

The updated research recognises that boundaries work best when they are paired with connection, explanation, and emotional skill-building.

A developmental lens matters

From a developmental standpoint, this makes sense.

Children and adolescents are still learning how to manage frustration, navigate social dynamics, and make sense of feedback from others. Digital platforms amplify these challenges by making comparison constant and validation highly visible.

Without guidance, children are left to interpret these experiences on their own, often before they have the emotional language or perspective to do so safely.

The emerging research does not suggest removing limits. Instead, it calls for a developmentally informed approach; one that considers what children are learning from their digital interactions and whether they have the tools to process them.

What this means for families in Bermuda

In Bermuda, these findings land in a very real context.

Parents are balancing work demands, long days, and limited support. Screens have become embedded in daily routines, sometimes as a source of learning or connection, sometimes simply as a way to manage the pace of life. In many households, monitoring every digital interaction is unrealistic.

The research acknowledges this reality. It moves away from placing the burden solely on parents to control exposure and instead highlights the importance of education, shared responsibility, and community support.

This is especially important in a small community, where the social and emotional effects of digital experiences often show up quickly in schools, peer relationships, and family dynamics.

Where the conversation needs to go next

If the research has moved beyond screen time alone, our conversations must do the same.

We need to be asking:

• Are children learning how to manage what they see and experience online?
• Do they have the emotional language to talk about discomfort, pressure, or confusion?
• Are adults equipped to guide rather than simply restrict?
• How are families being supported to navigate this together?

Digital wellbeing is not a single decision or rule, it is an ongoing developmental process.

Building capacity, not just rules

The direction of the research points us toward a more sustainable approach: one that builds children’s capacity rather than relying solely on control.

This includes:

• age-appropriate conversations about digital experiences
• clear, consistent boundaries grounded in understanding
• modelling intentional technology use as adults
• and recognising when additional support is needed

These are not quick fixes. They are skills and skills can be taught, with practice, patience and time.

Moving forward with confidence

The evolving guidance from the American Academy of Pediatrics reflects progress, not uncertainty. It signals that our understanding of children, technology, and development has deepened and that our strategies should deepen with it.

At Simply Bloom, this perspective guides our work with families, schools, and organisations. Through education, digital wellness programming, and parent support, we focus on helping adults understand not just what children are doing online, but how it’s affecting them and how to respond in ways that support healthy development.

As a community, we have an opportunity to move beyond outdated debates and toward informed, confident action. When we align our approaches with what the science actually shows, we give children something far more valuable than limits alone: the skills to navigate the digital world safely, thoughtfully, and with support.

- Chardonaé Rawlins

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