Adolescents who dedicate more than three hours a day to sedentary activities, such as playing video games, leisurely reading, or being frequently distracted by screens, face an elevated risk of experiencing future psychological distress, according to a study published in the Journal of Adolescent Health. Conversely, moderate screen usage (60-119 minutes daily) for educational purposes like doing homework or attending classes is identified as a “protective” factor associated with lower levels of psychological distress.
The sedentary behavior issue among adolescents is a growing concern globally, having significant repercussions on the physical and mental health of this age group. Numerous studies indicate that insufficient physical activity combined with excessive screen time leads to increased problems such as obesity and cardiovascular disease. Moreover, accumulating evidence suggests that the negative impacts of a sedentary lifestyle extend beyond the physical realm, influencing mental health by exacerbating feelings of anxiety and depression.
The study was conducted at King’s College London’s Institute of Psychiatry, Psychology, and Neuroscience in the United Kingdom. It analyzed data from 3,675 adolescents participating in the Millennium Cohort Study, a long-term project tracking children born between 2000 and 2002 with comprehensive databases. The research collected information on sedentary behavior at two key points: when participants were aged 14 and again at age 17.
During the initial phase, the adolescents recorded their activities every ten minutes in a diary. These activities were categorized into broader contexts such as general physical activity, sleeping time, recreational screen use, non-screen recreational pursuits, and educational sedentary behavior. At age 17, participants reported their psychological distress using a six-question Kessler Psychological Distress Scale questionnaire.
Interestingly, the study revealed that spending more than three hours daily reading for leisure purposes—especially among boys—also correlated with higher levels of psychological distress. While earlier research linked reading to improved mental health outcomes and other healthy behaviors, this new evidence suggests that excessive reading may have adverse effects in certain scenarios. One hypothesis is that prolonged solitary activities like intense reading might limit face-to-face social interactions or outdoor physical activity, which are known protective factors against psychological distress.
Furthermore, the study found a clear dose-response relationship between increased recreational screen time and future mental health outcomes. Each additional hour of video game playing was associated with a 3% rise in psychological distress. However, educational screen use did not exhibit similar negative effects, underscoring that the issue is more about how screens are used than their presence.
To mitigate these negative impacts, researchers recommend several interventions:
- Set clear limits on screen time: Advocate for guidelines capping recreational screen usage to less than three hours per day when psychological distress risks begin to escalate significantly.
- Focus on context: Promote educational and structured screen activities instead of passive leisure screen use. The study highlights that educational screen time has no detrimental effects.
- Balance activities: Encourage alternative leisure activities with social interaction components to mitigate the distress associated with isolated screen time.
- Gender-specific approaches: Design personalized interventions considering gender differences. For instance, girls were more associated with Internet browsing on screens, while boys showed a stronger link between video games and increased stress.
- Educational support: Ensure adequate academic engagement since moderate amounts of homework and class time have been linked to reduced psychological distress.
- Manage and optimize screen time: Instead of outright eliminating screen usage, focus on optimizing its use through balanced activities and mindful management.
Werneck underscores the complexity of sedentary behavior among adolescents. Each activity needs to be evaluated within its specific context. Interventions should aim not only at reducing overall sedentary time but also targeting those lengthy and particularly distressing sedentary pursuits.
