Adolescent screen time: associations with school stress and school satisfaction across 38 countries

This study examined associations of watching television, electronic games, computer uses with school stress, and satisfaction among adolescents. Nationally representative data from 38 European and North American countries that participated in the 2014 Health Behaviour in School-aged Children (HBSC) survey were analysed. School stress and school satisfaction were each assessed using a 4-point self-reported item and then dichotomised. Participants reported discretional time spent on different screen-based activities. Of the 191,786 participants (age 13.6 [1.6] years; 51% girls), 35% reported high levels of school stress, while 30% reported high satisfaction with their school. Multilevel multivariable logistic regression modelling showed that adolescents reporting watching television > 4 h/day (≤ 1 h/day as reference) had 31% higher odds of school stress (OR 1.31; 95% CI: 1.27–1.35) and 36% less odds of school satisfaction (OR 0.64; 95% CI: 0.62–0.67). Prolonged electronic gaming (> 4 h/day) increased the odds of school stress by 26% (OR 1.26; 95% CI: 1.22–1.30) and decreased the odds of school satisfaction by 37% (OR 0.63; 95% CI: 0.61–0.65). Adolescents with prolonged computer use had 46% higher odds of school stress (OR 1.46; 95% CI: 1.42–1.50) and 39% lower odds of school satisfaction (OR 0.61; 95% CI: 0.59–0.63). Association estimates were more evident among younger adolescents than their older counterparts with no apparent gender differences. Conclusion: Prolonged screen use, irrespective of type, was positively associated with school stress and inversely associated with school satisfaction with high computer use showing the highest adverse associations. Prospective research is needed to understand directionality and mechanisms of these relationships. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s00431-022-04420-z.