Evidence map›Paper›PMID 39387981›Full record

ArticleResearch on child and adolescent psychopathology2025

The Effect of Screen Time and Positive School Factors in the Pathway to Child and Youth Mental Health Outcomes.

Kimberley C Tsujimoto, Evdokia Anagnostou, Catherine S Birken, Alice Charach, Katherine Tombeau Cost, Elizabeth Kelley, Suneeta Monga, Rob Nicolson, Stelios Georgiades, Nicole Lee and 4 more

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Article in Research on child and adolescent psychopathology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

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Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

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5 · Who and what money

Authors and funding

14 authors.

Kimberley C TsujimotoDepartment of Psychiatry, The Hospital for Sick Children, Toronto, ON, Canada.
Evdokia AnagnostouDepartment of Paediatrics, Faculty of Medicine, University of Toronto, Toronto, ON, Canada.
Catherine S BirkenDepartment of Paediatrics, Faculty of Medicine, University of Toronto, Toronto, ON, Canada.
Alice CharachDepartment of Psychiatry, The Hospital for Sick Children, Toronto, ON, Canada.
Katherine Tombeau CostDepartment of Psychiatry, The Hospital for Sick Children, Toronto, ON, Canada.
Elizabeth KelleyDepartment of Psychology, Queens University, Kingston, ON, Canada.
Suneeta MongaDepartment of Psychiatry, The Hospital for Sick Children, Toronto, ON, Canada.
Rob NicolsonDepartment of Psychiatry, University of Western Ontario, London, ON, Canada.
Stelios GeorgiadesDepartment of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, ON, Canada.
Nicole LeeHamilton-Wentworth District School Board, Hamilton, ON, Canada.
Konstantin OsokinToronto District School Board, Toronto, ON, Canada.
Christie L BurtonDepartment of Psychiatry, The Hospital for Sick Children, Toronto, ON, Canada.
Jennifer CrosbieDepartment of Psychiatry, The Hospital for Sick Children, Toronto, ON, Canada.
Daphne J KorczakDepartment of Psychiatry, The Hospital for Sick Children, Toronto, ON, Canada. daphne.korczak@sickkids.ca.

Funding

Canadian Institutes for Health Research 173092Canadian Institutes for Health Research PJT-159462Garry Hurvitz Centre for Brain and Mental Health Garry Hurvitz Centre for Brain and Mental HealthLeong Centre for Healthy Children, SickKids Leong Centre for Healthy Children, SickKidsMiner's Lamp Innovation Fund in Prevention and Early Detection of Severe Mental Illness, University of Toronto Miner's Lamp Innovation Fund in Prevention and Early Detection of Severe Mental Illness, University of TorontoOntario Brain Institute Ontario Brain InstituteOntario Ministry of Health and Long-Term Care 700
6 · The paper itself

Abstract

Beyond achievement, educational settings offer informal supports that may be critical for child and youth mental health. However, children's educational environments have experienced significant disruption with the coronavirus pandemic. School settings offer unique opportunities to support children's mental health, but research must identify powerful points of intervention. This study examined school factors (aspirations, perceived competence, sense of belonging, and emotional engagement) as predictors of children's mental health, and the potential consequences of increasing screen time in and outside of school. Participants (N = 707) were parents and their children (6-18 years) from community and clinical settings who completed prospective surveys about children's school experiences and mental health symptoms (November 2020-May 2022). Standardized measures of depression, anxiety, irritability, inattention, and hyperactivity were collected. Structural equation modelling tested longitudinal associations between screen time, school factors, and mental health outcomes. Positive associations between each of the school factors (B = 0.14 [SE = 0.04] to B = 0.43 [SE = 0.04]) suggested they may reinforce one another. Longitudinally, sense of belonging and emotional engagement at school predicted lower severity for symptoms of depression, anxiety, irritability, and inattention (B=-0.14 [SE = 0.07] to B =-0.33 [SE = 0.10]). Greater screen time was associated with lower aspirations and perceived competence (B = - 0.08 [SE = 0.04] to B = - 0.13 [SE = 0.06]). Results suggest that school factors beyond achievement may be key correlates of child and youth mental health. While curriculum expectations emphasize academic achievement, an investment in supporting positive attitudes and aspirations at school is also warranted.

Indexed as

Mental HealthSchoolsScreen TimeAdolescentChildChild HealthEmotionsHumansLongitudinal StudiesMaleMotivationSocial ParticipationChild developmentChild mental healthLongitudinal studiesSchoolScreen time

Identifiers

PMID39387981

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.