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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.
MORE THAN JUST DISTRACTION: THE SCIENCE OF SCREENS
There is no shortage of research on how excessive screen time affects attention spans, sleep patterns, and emotional regulation. Studies have found that prolonged exposure to fast-paced or highly stimulating content may reduce sustained attention and executive function in children. Children with the longest screen time exposure were 7.7 times more likely to meet the criteria for an ADHD diagnosis2 according to recent research. Between 18% and 42% of people with dyslexia also have ADHD,3 making this population particularly vulnerable to screen-related attention issues. For neurodivergent learners, including those with ADHD or dyslexia, these effects can be more pronounced due to underlying differences in cognitive processing.
The solution isn’t just about managing children’s screen time, but also about examining familywide digital habits. Essentially, the device is not the enemy; it is the manner and content of use that requires refinement.
ClaroSpeak is a mobile text-to-speech app that reads aloud typed or imported text. It supports users with reading difficulties by enhancing comprehension and accessibility in everyday settings.
An award‑winning, multi-sensory literacy app using the Orton‑Gillingham approach, Nessy Reading & Spelling is designed for ages 5–12, it offers phonics, spelling games, personalised learning paths, and progress tracking.
However, research also supports the use of digital tools to help children with learning difficulties. Text-to-speech applications, phonics games, and visual schedules can scaffold attention and reduce cognitive load. After all, 65% of students with reading and writing disabilities continued using tablets with educational apps,4 suggesting sustained benefit from assistive technology. Text-to-speech software improves reading comprehension and fluency by helping students decode words and understand texts better.5
The key, we believe, lies in intention.
A FAMILY’S DILEMMA
One of our students, let us call him Adam, struggled with reading. His parents were concerned that he spent too much time watching YouTube. However, upon further investigation, we found that Adam was watching videos with subtitles, picking up new vocabulary, and using YouTube’s pause and rewind functions to learn at his own pace. Research shows that combining auditory and visual learning helps improve focus, reading comprehension, and memory retention.6 Text-to-speech allows students with dyslexia to see how words are spelt by reading them out loud,7 supporting Adam’s vocabulary development through captioned videos.
For learners with dyslexia, combining audio with visual text, such as listening to narration while reading captions, enhances word recognition, decoding, and retention by engaging multiple pathways in the brain. This dual-modality approach is a fundamental element in many assistive technologies used in dyslexia intervention.
A 2021 study in Singapore examined parental attitudes and concerns about technology use, collecting 3,413 responses. To no one’s surprise, it found that parents rated knowledge development and skills as the most important uses of technology, although in terms of hours spent, their children primarily used technology for entertainment.
Interestingly, the study also found a high correlation between parent and child technology use, indicating that if parents predominantly use technology for entertainment, their children are likely to do the same. Hence, the “learning potential of technology and digital media as a leveraging tool greatly depends on how it is being used” (Lee et al., 2021, p15),8 and the study recommends that parents model technology use for educational purposes to influence their preschoolers and reinforce its educational benefits.
It suggests that the solution isn’t just about managing children’s screen time, but also about examining family-wide digital habits. Essentially, the device is not the enemy; it is the manner and content of use that requires refinement.
Is the child using the device to escape, connect, or learn? Is the app designed for active engagement or passive consumption?
SUPPORTING FAMILIES, NOT POLICING THEM
We often begin by validating parents’ frustrations. After all, studies have shown that people with ADHD may face a higher risk of screen-related addiction, and that, in turn, excessive screen time may exacerbate ADHD symptoms.9
Setting screen time boundaries can be challenging, especially when mobile devices are deeply embedded in modern childhood. We encourage families to consider not only “how long” but also “what for.” Is the child using the device to escape, connect, or learn? Is the app designed for active engagement or passive consumption? For instance, speech-to-text software bypasses handwriting and spelling tasks, allowing the student to concentrate on developing ideas and planning their work.10 We advise parents to reflect on their technology usage and demonstrate appropriate and intentional behaviour for personal growth.
A common concern we hear from parents is: “My child becomes upset when the screen is taken away, even if it’s an educational app.” We normalise this reaction, especially for children who use screens to regulate. Instead of abrupt removal, we suggest transitional routines, for instance, using a timer, a visual countdown, or a verbal script (“After this video, we’ll move to your reading spot”). These may seem like small steps, but they provide the child with predictability and help to reduce anxiety during transitions.
Our educators share with families the importance of establishing tech routines, including scheduled breaks, shared screen time, using assistive apps, and setting up device-free zones for sleep and meals. It is not about removing the device entirely. It is about creating an environment of thoughtful use.
When educators and parents collaborate with openness and shared intent, mobile devices become less of a battleground and more of a bridge between home and school.
EDUCATORS AS PARTNERS
Our role as educators extends beyond the classroom. We work with parents to design learning environments that bridge school and home. In one instance, a parent was advised to use a visual calendar app on their tablet to help their daughter manage homework and breaks. In this case, the screen served as a visual anchor rather than a source of conflict.
Likewise, assistive technologies such as word prediction software, combined with text-to-speech tools, have proven effective in improving spelling accuracy and writing skills.11 With the growing availability of these tools online,12 families now have better access to learning support.
Our educators are trained to evaluate educational apps, integrate technology mindfully into lessons, and guide parents in developing screen habits. We do not aim to ban screens, but to use them responsibly. When educators and parents collaborate with openness and shared intent, mobile devices become less of a battleground and more of a bridge between home and school.
As we continue navigating the evolving digital landscape, our professional development efforts at DAS have also expanded in scope and depth. Beyond managing apps or devices, we focus on cultivating intentionality in digital decision-making, particularly through the lens of neurodiversity. Our training emphasises the importance of distinguishing between active engagement and passive consumption and encourages asking not only what the tool can do but also how it aligns with each learner’s cognitive profile and emotional regulation needs. Educators are also guided to consider the emotional context in which technology is introduced, whether the child feels in control, overwhelmed, or empowered. In this way, teacher preparedness becomes more pronounced in developing the judgement to match the tools meaningfully to individual learners. We believe this thoughtful, child-centred approach is what transforms screen use from generic instruction into truly inclusive support.
REFRAMING THE NARRATIVE
In a world where our children’s attention is constantly bought and sold by algorithms, reframing screen use is not just about moderation; it is about reclaiming control in the attention economy. It is time to move beyond the notion that screen time is inherently harmful. For children who learn differently, mobile devices can offer empowerment. They provide access to alternative modes of learning, enable repetition without shame, and support emotional regulation through calming visuals or familiar routines. The attention economy thrives on distraction, but thoughtful, intentional technology use helps neurodivergent learners focus, flourish, and participate meaningfully in their learning journey.
That said, moderation remains essential. Research shows that children with Autism and ADHD are exposed to significantly more screen time by 18 months than their neurotypical peers, highlighting the need for early awareness and guidance. We do not support unrestricted access to technology. Its educational potential lies in intentional, thoughtful engagement rather than blanket restrictions. We advocate for purposeful, guided, and child-centred digital engagement.
Instead of fixating on hours spent on devices, we often ask parents and educators to consider three aspects: purpose, content, and context. Is the technology being used to create, consume, connect, or calm? Is the content appropriate, engaging, and aligned with the learner’s needs? And is the context one of stress, boredom, learning, or regulation? By shifting the conversation from time limits to quality and purpose, we empower families to make more balanced decisions.
In Singapore, these concerns are increasingly recognised at the national level. The recently launched Grow Well SG initiative, introduced by the Ministry of Health in collaboration with the Ministry of Education and other community partners, focuses on encouraging balanced routines, strengthening digital well-being, and promoting positive parent-child relationships. Through structured health education and practical guidance on screen use, the initiative echoes what we at DAS have long believed: supporting children’s development in today’s digital world involves not just schools and parents, but also the wider community working together.
“Reaching for the Star” by Tang Jia Rui, then an 11-year-old DAS beneficiary, was projected onto the ArtScience Museum in December 2019. Her artwork tells a story of resilience and hope.
Source: littledayout.com
CONCLUSION: UNDERSTANDING BEFORE JUDGEMENT
Managing screen time is not just about setting timers. It is about understanding the child behind the screen. When we take the time to examine how and why mobile devices are used, we discover opportunities to connect, teach, and empower. There has never been a better time to benefit from assistive technology, with prices decreasing significantly and greater acceptance of its use.13
Our hope is that families and educators can work more closely together, shifting from a mindset of guilt or control to one of curiosity and cooperation. Mobile devices are part of our children’s world. It is not just about making them future-ready; it is about making them independent and critical users of the technology that is already shaping our society and education. The challenge and opportunity before us is to guide them in using these tools wisely, compassionately, and confidently. ∞
GEETHA SHANTHA RAM
Dr Geetha Shantha Ram is Director of SpLD Assessment Services and the English Language and Literacy (ELL) Division at the Dyslexia Association of Singapore (DAS), where she also oversees staff development. She chairs the DAS Research Committee and serves as an advisor to the Register of Educational Therapists (Asia). A published author and frequent speaker on literacy and learning differences, she serves as Executive Editor of the Asia Pacific Journal of Developmental Differences and is also a member of the WHOLE International Dyslexia Strengths Network.
SOOFRINA MUBARAK
Soofrina Mubarak joined DAS in 2012 and is currently Assistant Director (Educational Technologies) and Lead Educational Therapist with the ELL Division. Passionate about EdTech and classroom differentiation, she advocates for the use of technology to support learners with dyslexia. She holds a degree in Economics and Finance, a Master’s in Instructional Design and Technology (NIE), and is currently pursuing a Diploma in Software Engineering — all supported by DAS. Her commitment to professional growth drives innovation within the organisation.
AUGUST 2025 | ISSUE 14
SCREENS BETWEEN US
- Anand, Alexandra, and Louisa Tang. “Singapore Teenagers Spend Nearly 8.5 Hours a Day on Screens: CNA-IPS Survey.” CNA, 4 Feb 2025, https://www.channelnewsasia.com/singapore/screen-time-devices-survey-teens-spend-daily-stress-4908281.
- McQueen, Janie. “Childhood ADHD and Screen Time.” WebMD, 14 Jun 2024, https://www.webmd.com/add-adhd/childhood-adhd/childhood-adhd-screen-time.
- Barber, Imogen. “ADHD and Dyslexia: How to Help Children Thrive in School.” Dyslexia Action, 19 Mar 2024, https://dyslexiaaction.org.uk/2024/03/adhd-and-dyslexia-helping-children-thrive-in-school.
- Svensson, Idor, et al. “Effects of Assistive Technology for Students with Reading and Writing Disabilities.” Disability and Rehabilitation: Assistive Technology, vol 16, no 2, 16 Aug 2019, pp 196–208, https://doi.org/10.1080/17483107.2019.1646821
- “Exploring the Benefits of Assistive Technology for People with Learning Disabilities.” LD Resources Foundation Inc (LDRFA), https://www.ldrfa.org/exploring-benefits-assistive-technology. Accessed 7 Jul 2025.
- “Assistive Tech: Text-to-Speech.” Weingarten Center, University of Pennsylvania, https://weingartencenter.universitylife.upenn.edu/assistive-tech-text-to-speech. Accessed 7 Jul 2025.
- “Text-to-Speech For Students: Enhancing the Learning Process.” Acer for Education, Acer Foundation, https://acerforeducation.acer.com/education-trends/teaching-methods/enhancing-the-learning-process-through-text-to-speech-technologies. Accessed 7 Jul 2025.
- Lee, Yong Tay, et al. “Pre-schoolers’ Use of Technology and Digital Media in Singapore: Entertainment Indulgence and/or Learning Engagement?” Educational Media International, vol 58, no 1, 2 Jan 2021, pp 1–20, https://doi.org/10.1080/09523987.2021.1908498.
- Martinelli, Katherine. “Neurodivergent Kids and Screen Time.” Child Mind Institute, https://childmind.org/article/screens-and-neurodivergent-kids. Accessed 7 Jul 2025.
- Young, Gabrielle, and Jeffrey MacCormack. “Assistive Technology for Students with Learning Disabilities.” LD@school, Learning Disabilities Association of Ontario, 10 Jun 2024, https://www.ldatschool.ca/assistive-technology.
- “Exploring the Benefits of Assistive Technology for People with Learning Disabilities.” LD Resources Foundation Inc (LDRFA), https://www.ldrfa.org/exploring-benefits-assistive-technology. Accessed 7 Jul 2025.
- “Assistive Technology for Kids with Learning Disabilities: An Overview.” Reading Rockets, WETA Washington DC, https://www.readingrockets.org/topics/learning-disabilities/articles/assistive-technology-kids-learning-disabilities-overview. Accessed 7 Jul 2025.
- “Assistive Technology for Students with Learning Disabilities.” Foothills Academy Society, https://www.foothillsacademy.org/community/articles/assistive-tech. Accessed 7 Jul 2025.
