Impact of Excessive Screen Time on the Misdiagnosis of Attention-Deficit/Hyperactivity Disorder in School-Aged Children

Abstract

Over the past several decades, the reported prevalence of Attention-Deficit/Hyperactivity Disorder (ADHD) has increased markedly, prompting concern regarding potential overdiagnosis and misdiagnosis in school-aged children. This trend has coincided with a substantial rise in children’s engagement with digital media and screen-based technologies. An expanding body of evidence links excessive screen exposure to behavioural patterns, including inattention, impulsivity, hyperactivity, emotional dysregulation, and sleep disturbances, that closely parallel core ADHD symptomatology. Given this overlap, screen-related behavioural changes may be erroneously interpreted as ADHD during clinical evaluations, particularly when contextual and environmental contributors are insufficiently assessed. This review paper examines the degree to which excessive screen time may influence diagnostic inaccuracies, drawing on findings from longitudinal studies, cross-sectional analyses, systematic reviews, and neurodevelopmental research. Current literature indicates that elevated screen use can produce situational, transient, or reversible attention deficits that risk being misclassified as chronic ADHD symptoms in both clinical and educational settings. Furthermore, several studies highlight the potential for diagnostic bias when teachers or caregivers attribute behavioural concerns to ADHD without adequately considering alternative explanations such as heavy digital media use, poor sleep quality, or sensory overstimulation. Overall, existing research underscores a notable association between high levels of screen exposure and ADHD-like behaviours, suggesting that excessive screen time may contribute to diagnostic ambiguity and inflated ADHD prevalence estimates. These findings reinforce the need to strengthen diagnostic procedures by incorporating comprehensive evaluations of digital media habits, sleep patterns, and environmental influences to reduce the risk of misdiagnosis and prevent unwarranted treatment. A deeper understanding of the interplay between screen use and ADHD-like presentations is essential for ensuring diagnostic accuracy and guiding appropriate interventions for school-aged children.