New findings suggest that even moderate daily use of social media for pre-teens may be associated with measurable declines in cognitive performance and academic scores. A recent study published in JAMA found that children aged 9–13 years who increased their time on social media scored lower on reading recognition, memory and vocabulary tests compared with peers who used very little.
Dr Sydney Ceruto of MindLAB Neuroscience notes that the pre-teen brain is still developing key executive functions (particularly the prefrontal cortex) while the algorithms behind social media are designed to exploit the dopamine reward system. Her view is that this “unfair battle” means the capacity for attention, memory and learning can be eroded by technology designed for engagement.
Dr Ceruto explains: “Intermittent reinforcement, like likes, comments, and notifications that come and go, makes brain connections stronger than incentives that come all the time. When a kid’s working memory is full from accessing social media all the time, they have less mental space for reading comprehension, vocabulary retention or staying focused.” She adds that the hit to academic performance isn’t just in heavy users; children using social media for around 45 minutes a day also showed declines.
Dr Michael Genovese, Chief Medical Advisor at AscendantNY, shares similar concerns. He explains that the constant stream of fast-changing digital content “trains the brain to expect continuous stimulation,” which makes it harder for children to focus for long periods during class or while reading. He adds that social media also displaces valuable activities like reading, homework and reflective downtime that are essential for cognitive growth. According to Dr Genovese, “The most damaging platforms are those that are fast-paced, short-form video apps that reward rapid attention shifts or fuel superficial engagement.”
Crucially, both experts agree that not all online activity is harmful. Dr Ceruto highlights that passive scrolling without purpose tends to break focus, whereas active engagement, such as research or creative projects, can stimulate neural pathways in a positive way. Dr Genovese adds that interactive, educational or moderated digital spaces can “support curiosity and digital literacy when used thoughtfully.”
Parents and educators seeking to support healthier tech habits can take these insights on board. Dr Ceruto suggests that environmental design (not simply strict bans) can make the difference. She recommends removing phones during homework time, making apps harder to access during study hours, and creating alternative dopamine-rich activities that reinforce success such as sport, music or creative pursuits. She notes: “The best parents aren’t the strictest ones; they’re the ones who change the environment such that the child’s prefrontal brain can really compete.”
The JAMA study used data from more than 6,500 children in the Adolescent Brain Cognitive Development (ABCD) Study, tracking cognitive performance at three time points (ages 9–10 baseline and two follow-ups). Children in the “low increasing” social media use group scored on average 1–2 points lower on reading and memory tests, while those in the highest increasing use group scored up to 4 points lower (after adjusting for socio-demographic factors and other screen time).
At the same time, a systematic review published in BMC Paediatrics found mixed effects overall of social media on children’s cognitive development, with excessive use associated with poorer attention, reduced working memory and executive functioning, but also some evidence of benefit when platforms were used in educational or engaged ways.
The findings suggest that the quality of online engagement may be just as crucial as the amount of time spent. Experts now urge parents and educators to create environments that promote focused study without distractions, encourage meaningful offline activities, and help children understand how algorithms influence attention and reward. By guiding pre-teens toward active rather than passive online use, schools and families can support healthier digital habits and safeguard cognitive development during this critical stage.
