We have both sat across from parents near tears — not because their child was failing in school, but because their child could not seem to lift their eyes from a screen. The struggle is familiar. A 2024 survey,¹ jointly conducted by CNA and the Institute of Policy Studies, revealed that Singaporeans aged between 13 and 19 spend an average of almost 8.5 hours daily on devices, with under three hours spent on education-related activities. As educators and therapists, we understand the fear parents feel about the growing presence of mobile devices in their children’s lives, and this fear is not unfounded.

The critical neurological development that occurs between 12 and 13 years of age can be hampered by limited exposure to diverse experiences, which can stunt social, psychological, mental and emotional growth. This in turn affects the ability to develop crucial life skills for the future. The impact on wellbeing and readiness to manage future life stages and their ensuing demands is widely acknowledged. Ironically, excessive social media use, despite its name, is increasingly associated with isolation and anti-social behaviours.

These concerns become more complex when the child is neurodivergent. In an age where children’s attention is deliberately monetised by design, managing device use goes beyond parenting; it becomes a daily negotiation in the attention economy. Apps and platforms are designed to compete for our attention, often prioritising rapid engagement over deep, reflective thinking.

At the Dyslexia Association of Singapore (DAS), our work involves daily contact with families managing the tension between wanting to limit screen time and recognising its supportive role. Yet the mobile device is not just a source of entertainment or distraction. For many of our learners, it is also a tool for regulation, communication, and sometimes even survival in a demanding academic environment.