The Myth of Multitasking: How Screens Affect Focus & Learning

In today’s world of constant digital noise, it’s easy to believe that kids are naturals at multitasking. However, research suggests that “multitasking” is largely a myth, especially when it comes to learning. Our brains aren’t wired to do several attention-heavy tasks simultaneously (Ophir et al., 2009). Instead, we end up rapidly switching focus, which can hurt concentration and memory. For children, whose attention skills are still developing, the allure of bouncing between a math problem and a funny video can seriously undermine their ability to learn deeply. In this post, we explore what science says about screen use, focus, and learning, and why maintaining focus is so foundational for growing minds. We’ll also explain why many experts advocate no personal smartphones or tablets before age 12 , highlighting real-world moves from elite schools and Silicon Valley parents to delay childhood exposure to smartphones.

It’s tempting to think that doing two or three things at once means we’re being extra productive. In reality, multitasking often means each task takes longer and is done with less care. Psychologists have a term, “resumption lag,” for the mental delay that happens when you switch away from a task and then try to resume it (Ehmke, 2025). When a child stops her homework to check a notification, her brain needs time to refocus on the math problem again – time that adds up and makes studying less efficient.

A famous Stanford study in 2009 examined heavy media multitaskers versus lighter multitaskers. The heavy multitaskers, so people who frequently split their attention between multiple streams of media, performed worse on tests of focus and cognitive control (Ophir et al., 2009). They struggled to ignore irrelevant distractions and had a harder time switching tasks effectively. In other words, the kids (and adults) who think they’re great at multitasking are often less effective when their attention is divided. “Nobody is actually good at multitasking,” as one clinical psychologist put it, even those with ADHD who feel multitasking is their norm.

For children, multitasking with digital devices leads to shallower learning . If a child is writing an essay but keeps bouncing to YouTube or Snapchat, she never gets the chance to dive deep into the writing process. One expert notes that when kids divide their attention, “they’re not free to think about what’s the best way to do something” (Ehmke, 2025). The result is often work that’s less thoughtful and more time spent overall, since the child keeps stopping and restarting their train of thought. Since the brain’s foundational structures are still developing at this age and won’t change significantly later on, habits formed now can hinder the growth of patience and persistence, both essential for lifelong learning.

Beyond multitasking, simply the presence of a screen can hijack a child’s attention. A recent study found that the mere presence of a smartphone in the room (even if you’re not using it) reduces people’s ability to focus on challenging tasks (Ward et al., 2017). For kids, having a tablet buzzing with notifications on their desk is like having a clown jiggle the doorknob while they’re trying to concentrate and it’s immensely hard to ignore.

Interactive screen activities (games, social media, videos) are designed to be engaging and rewarding , which means they continuously pull at our attention. This can train young brains to expect frequent stimulation, making slower-paced activities (like reading or solving a tough puzzle) seem less appealing by comparison. Researchers have observed that excessive screen time and media multitasking negatively affect children’s developing executive functions , so the mental skills for self-control, focus, and flexible thinking (Muppalla et al., 2023). In teens, high levels of digital multitasking correlate with poorer working memory and impulse inhibition. Essentially, heavy screen switching can wire kids’ brains to be in constant “alert mode,” which undermines the capacity for sustained attention.

Attention is the gateway to all learning. If a child can’t focus , they can’t absorb or retain new information effectively. This recent review of children’s screen time impacts noted that early exposure to fast-paced, attention-grabbing media was associated with poorer attention spans and lower academic achievement years later (Muppalla et al., 2023). For instance, one long-term study found each additional hour of TV a toddler watched per day corresponded to significantly lower classroom engagement and math scores in fourth grade. While educational content can have benefits, the consensus is that excessive or unsupervised screen use during childhood poses real risks to developing attention and learning skills.

Focus is more than just sitting still. It’s an active mental state where real learning happens. When children concentrate deeply on a storybook or a science project, neural connections are firing and strengthening. They’re processing information, forming memories, and building knowledge frameworks that stick. If that focus is repeatedly broken (e.g. by a device) the learning process stays surface-level. Imagine trying to build a tall block tower when someone keeps bumping the table; you’ll struggle to get beyond a few layers. Similarly, fragmented attention prevents children from building on what they learn.

Educational research shows that sustained attention is linked to better memory formation and understanding (Decker et al., 2023). The brain needs time to transfer new information from short-term memory (like the math formula you just read) to long-term memory (where you truly grasp it). That transfer largely happens when we concentrate and reflect without interruption. When kids are constantly distracted by toggling between a Zoom class and a video game, it’s like their thoughts are pressed “pause” every few minutes, and deeper encoding of knowledge never gets to happen.

On the flip side, helping children practice focusing can improve their cognitive endurance, much like a muscle that strengthens with exercise. Simple habits can help, like having a dedicated homework spot free of electronics and encouraging focused activities (e.g. solving a complex puzzle). The more kids experience the reward of immersing themselves in one thing at a time, like the thrill of getting lost in a book or finishing a challenging LEGO build, the more they internalize the value of focus.

Smartphones and tablets are powerful tools that are developed for adults. So handing these powerful tools to a young child is a bit like giving them the keys to a race car before they’ve learned to drive. Major developmental experts and even tech industry leaders recommend delaying personal device ownership until kids are better equipped to handle the responsibilities and temptations. Many advocate waiting until at least middle school (around age 12-14) before a child gets their own smartphone.

The rationale comes down to maturity of the brain’s self-control systems. Before early adolescence, children are still developing the executive function and impulse control needed to manage unlimited access to the internet and apps. It’s hard enough for an adult to resist the pull of TikTok or respond maturely to social media drama but it’s infinitely harder for a 10-year-old. By age 12, kids generally have a bit more impulse control and understanding of consequences (though this varies). Even then, introducing a smartphone should come with limits and guidance, but at least the child has a fighting chance at handling it responsibly.

There’s also a social-emotional component. Younger children are still figuring out face-to-face communication and empathy; heavy social media or texting early on might stunt some of that real-world skill development. Plus, smartphones can open the door to cyberbullying, inappropriate content, or excessive gaming, which kids under 12 are not ready to navigate alone.

Notably, some of the world’s top schools and tech elites are taking a stand on this. Eton College, which is one of Britain’s most elite schools, recently banned smartphones for incoming students and issued basic phones instead (Moran, 2024). The school wants students focusing on learning and in-person friendships without the constant distraction of apps. Similarly, many Silicon Valley leaders are taking cautious approaches at home. In a similar vein, many Silicon Valley pioneers are surprisingly strict at home. Steve Jobs once said, “Actually we don’t allow the iPad in the home. We think it’s too dangerous for them in effect” (Leswing, 2017). Bill Gates didn’t allow his children to have smartphones until they were 14. Similarly, many tech leaders advocate delaying personal device ownership for their kids for as long as possible (Weller, 2018). If the people who invented these devices are cautious about them, that’s a sign worth heeding.

There’s even a growing parent movement called “Wait Until 8th” , which encourages parents to band together and delay giving their children smartphones until at least 8th grade (around age 13-14). The idea is that if an entire friend group waits, no one feels singled out or “left behind.” This grassroots pledge has gained popularity as families witness the impact of too-early phone use on younger kids’ behavior and attention.

Delaying a personal device doesn’t mean banning all technology. It simply means providing access in measured, adult-supervised ways. For example, a younger child can still video chat with grandma on mom’s phone or watch an age-appropriate movie on a family tablet on a long holiday journey. The key is that the adults stay in control of when and how devices are used, until the child is mature enough to gradually take the reins.

In the meantime, fostering a healthy relationship with technology is crucial. That includes setting tech-free zones or times (no phones at the dinner table, no tablets during the hour before bed), encouraging rich offline activities (sports, crafts, outdoor play, reading actual books), and having open conversations about why limits are important. When kids do use screens from time to time, high-quality educational content and co-viewing with a parent can turn it into a more positive, interactive experience.

The message from both science and seasoned parents is clear: focus is a skill that needs protecting and nurturing in the digital age. By limiting early access to distracting devices and teaching kids how to single-task, we equip them with a superpower for life. They’ll be better learners, more present friends, and eventually, more balanced young adults when they do step into the online world.

• Encourage single tasking
  Create a calm environment for learning where your child can focus fully, without devices in the background or nearby.
• Keep devices out of sight
  During reading, homework, or play, store phones and tablets in a separate room to avoid distractions, even if they’re silent.
• Be a focus role model
  Your child is watching. Resist the urge to multitask on your phone while spending time together.
• Delay personal devices
  If possible, wait until at least age 12 before giving your child their own smartphone or tablet.
• Establish screen-free rituals
  Whether it’s the dinner table, car rides, or bedtime, consistent boundaries help kids appreciate moments without screens.
• Make room for boredom
  Unstructured time can lead to the most creative play. Provide tools (e.g. books, crafts, open-ended toys) and let curiosity lead the way.

• Decker, A. L., Duncan, K., & Finn, A. S. (2023). Fluctuations in Sustained Attention Explain Moment-to-Moment Shifts in Children’s Memory Formation. Psychological Science, 34(12), 1377-1389. https://doi.org/10.1177/09567976231206767
• Ehmke, R. (2025). How phones ruin concentration. Child Mind Institute. https://childmind.org/article/kids-shouldnt-use-phones-during-homework/
• Leswing, K. (2017). Steve Jobs was a low-tech parent. Business Insider. https://www.businessinsider.com/heres-why-steve-jobs-never-let-his-kids-use-ipad-apple-social-media-2017-3
• Muppalla, S. K., Vuppalapati, S., Pulliahgaru, A. R., & Sreenivasulu, H. (2023). Effects of Excessive Screen Time on Child Development: An Updated Review and Strategies for Management. Cureus, 15(6), e40608. https://doi.org/10.7759/cureus.40608
• Moran, C. (2024). New students at Eton, the poshest of Britain’s elite private schools, will not be allowed smartphones. CBS News. https://www.cbsnews.com/news/eton-college-uk-poshest-private-school-bans-smartphones/
• Ophir, E., Nass, C. & Wagner, A.D. (2009). Cognitive control in media multitaskers, Proc. Natl. Acad. Sci. U.S.A. 106 (37) 15583-15587, https://doi.org/10.1073/pnas.0903620106
• Ward, A. F., Duke, K., Gneezy, A., & Bos, M. W. (2017). Brain drain: The mere presence of one’s own smartphone reduces available cognitive capacity. Journal of the Association for Consumer Research, 2(2), 140–154. https://doi.org/10.1086/691462
• Weller, C. (2018). Silicon Valley parents are raising their kids tech-free — and it should be a red flag. The Independent. https://www.independent.co.uk/life-style/tech-free-silicon-valley-parents-raising-children-red-flag-a8256166.html