Emerging evidence, including recent reporting from NZ Herald, highlights how adult digital habits are shaping children’s emotional development, behaviour and long-term outcomes.
A growing issue in Kiwi households
Smartphones are now, without a doubt, embedded in daily family life. However, their presence is not neutral. Research shows that parental distraction by devices, often referred to as “phubbing” (phone snubbing), can significantly disrupt parent-child relationships.
Studies indicate that more than 51% of adolescents experience frequent parental phubbing, with measurable impacts on well-being. These include increased feelings of neglect, higher rates of anxiety and depression, and a greater likelihood of problematic phone use in children themselves.
This aligns with broader New Zealand data showing how pervasive phone-related stress has become. A 2025 study found half of New Zealand adults feel overwhelmed by phone notifications, with 37% reporting feelings of anxiety or panic linked to constant alerts.
The link to mental health and development
International research shows that children and adolescents who spend four or more hours per day on screens are significantly more likely to experience anxiety (45% higher risk) and depression (65% higher risk).
However, its not just the quantity or screen time that matters, it is also the quality of interactions.
When parents are distracted by phones:
- Children receive less responsive communication
- Emotional bonding is weakened
- Language development and social skills can be delayed
Experts warn that children may interpret this behaviour as rejection, leading to attachment issues, behavioural problems, and reduced emotional regulation.
Modelling behaviour in the digital age
Children learn behaviour by observing adults. When parents frequently check phones during conversations, meals, or shared activities, they model:
- Divided attention
- Constant connectivity
- Reduced face-to-face engagement
Research suggests parental phone use can directly contribute to children’s own problematic device habits, creating a cycle that is difficult to break.
Surveys show four in five children exceed recommended screen time limits, highlighting how digital behaviours are becoming entrenched early.
Why this matters for schools
Students do not arrive at school in isolation from their home environments. Reduced sleep, increased anxiety, and weaker social skills linked to digital overuse can be present in classrooms as:
- Difficulty concentrating
- Behavioural challenges
- Lower academic engagement
There is also growing evidence that participation, wellbeing and achievement are closely linked, meaning early digital habits can have long-term educational consequences.
School-based phone bans alone are unlikely to solve the issue. Research suggests that without broader changes at home, reductions in device use during school hours have a limited impact on overall well-being.
A shared responsibility
Addressing this challenge requires collaboration between schools and families.
Effective strategies highlighted in research include:
- Encouraging device-free times, particularly during meals and before bed.
- Supporting parents to model healthy digital boundaries.
- Educating whānau about the developmental importance of responsive, face-to-face interaction.
- Promoting balanced routines that prioritise sleep, physical activity, and social connection.
Looking ahead
The conversation around young people and technology is constantly evolving. While devices have benefits, the evidence is increasingly clear: how adults use technology around children matters just as much as how children use it themselves.
In a digitally saturated society, attention is becoming one of the most valuable resources we can offer children, and one of the most impactful.
