The associations between Screen Time, Screen Content, and ADHD risk based on the evidence of 41494 children from Longhua district, Shenzhen, China

Objective

This study investigates the relationship between screen time, screen content, and the risk of Attention Deficit Hyperactivity Disorder (ADHD) using data from a large sample. Specifically, it examines how different types of screen content (such as educational videos, cartoon videos, and interactive videos) are associated with the risk of ADHD. The aim is to offer a scientific foundation for the rational management of children’s screen time and screen content.

Methods

We collected data through a questionnaire survey involving a study population of 41,494 children from Longhua District, Shenzhen City, China. The questionnaire recorded the daily screen time and the type of content viewed by the children at ages 1-3 years and assessed their risk of ADHD using the Strengths and Difficulties Questionnaire (SDQ) at ages 4-6 years. Hierarchical logistic regression analysis, controlling for confounding factors, was employed to explore the associations between screen time, screen content, and ADHD risk.

Results

In the total sample, 6.7% of the participants had screen time exceeding 60 minutes per day, with educational videos predominant type (63.4%). 16.5% of the participants were identified as being at risk for ADHD. Statistically significant positive associations with ADHD were observed across all categories of screen time ( P <0.001). Moreover, as screen time increased, the risk of ADHD also rose ( OR _{1∼60 mins/d} =1.627, 95%CI =1.460∼1.813; OR _{61∼120 mins/d} =2.838, 95%CI =2.469∼3.261; OR _{>120 mins/d} =3.687, 95%CI =2.835∼4.796).

Significant positive associations with ADHD were observed across all categories of screen time in the educational videos and cartoon videos. For the educational videos group, the odds ratios were as follows: OR _{1-60 mins/day} =1.683 ( 95% CI =1.481-1.913), OR _{61-120 mins/day} =3.193 ( 95% CI =2.658-3.835), and OR _{>120 mins/day} =3.070 ( 95% CI =2.017-4.673). For the cartoon videos group, the odds ratios were: OR _{1-60 mins/day} =1.603 ( 95% CI =1.290-1.991), OR _{61-120 mins/day} =2.758 ( 95% CI =2.156-3.529), and OR _{>120 mins/day} =4.097 ( 95% CI =2.760-6.081).

However, no significant associations with ADHD risk were found for any category of screen time in the interactive videos group ( OR _{1∼60 mins/d} =0.744, 95%CI =0.361∼1.534; OR _{61∼120 mins/d} =0.680, 95%CI =0.296∼1.560; OR _{>120 mins/d} =1.678, 95%CI =0.593∼4.748).

Conclusion

As screen time increases, the risk of ADHD also rises. Both educational videos and cartoon videos show a positive correlation between screen time and ADHD risk. However, no significant association was found between screen time and ADHD risk when it came to interactive videos. This study underscores the importance of reasonably managing children’s screen time, particularly the time spent watching educational and cartoon videos.