For many parents of children with Special Educational Needs (SEN), screens can sometimes feel like the only thing that works.
A favourite programme may calm an overwhelmed child within seconds. A game or tablet might provide predictability after a difficult school day or help diffuse a moment of emotional dysregulation before it escalates further. For exhausted parents juggling therapies, school challenges, sleep difficulties and everyday family life, screens can occasionally offer a brief moment of relief in otherwise relentless days.
These experiences are real, understandable and increasingly common as Dr Becky Foljambe, Founder of HPFSS acknowledges;
“Our concern as health professionals is that parents and carers of children with Special Educational Needs (SEN) have been led to believe that their children need screens more than their peers without SEN. This is simply not the case.
“Children with SEN often need additional support in the shape of repeated, carefully considered and structured in-person and on-paper learning interactions in order to meet their full social, cognitive and neurodevelopmental potential.
“Technology has a role to play, but only for specific and carefully considered moments in learning and emotional development. We owe it to parents to be much more candid about both our concerns and our hopes for the use of technology for children, especially those with SEN.”
At the same time, growing concern is being raised around the impact excessive screen use may have on some neurodivergent children, including children with ADHD or autism, and children with speech, language or learning needs.
Some children with SEN may find it harder to stop checking or using devices compulsively, struggle more with impulse control, or feel more drawn towards online spaces because real-world social interaction feels difficult or overwhelming. Some may also feel the emotional impact of upsetting online interactions more intensely and require greater levels of real-world interaction and support to help develop communication, social and emotional skills.
Importantly, conversations around screens and SEN are often oversimplified.
ADHD, for example, is not caused by screen time. It is a neurodevelopmental condition with strong genetic roots and structural brain differences that begin during early brain development. However, excessive screen use throughout childhood can sometimes lead to behavioural changes that appear similar to ADHD symptoms and can further exacerbate difficulties for children with a diagnosis of ADHD. For example children with ADHD may find it even harder then their peers to self-regulate their screen use and can feel the emotions resulting from screen-based incidents more keenly. All this further adds to the ‘overwhelm’ that children with ADHD often struggle with.
Many parents also describe screens as helping their child emotionally regulate. But while screens may temporarily distract children from overwhelming feelings or sensory discomfort, distraction is not the same as emotional regulation. Emotional regulation develops gradually through repeated experiences of connection, co-regulation and support from trusted adults.
For some children with social communication needs, online gaming and digital communication may feel easier than face-to-face interaction because it creates less social friction or discomfort. Yet children still need opportunities to practise communication, relationships and emotional understanding in the real world, even when these experiences feel difficult at times.
At the same time, conversations around screens and SEN cannot become simplistic or anti-technology.
Many forms of assistive technology can play an important role in supporting children with additional needs, helping make communication and learning more accessible and less frustrating. Speech-to-text tools, visual scheduling apps, adaptive keyboards and alternative communication tools can all provide valuable support for children and families.
The challenge is therefore not simply about removing technology, but about making sure children are still getting enough of the real-world experiences their development depends upon.
Movement, outdoor play, sensory activities, stories, hobbies, sleep, routines and opportunities for face-to-face interaction all play an important role in helping children develop emotional resilience, social understanding and independence.
Sleep is particularly important. Good sleep habits are linked to improvements in attention, behaviour, learning and memory. Recommendations include clear screen-free periods before bedtime and avoiding internet-enabled devices in bedrooms overnight.
Children with SEN may also need additional support in learning to tolerate frustration, manage difficult emotions, and navigate social situations. While screens can sometimes offer temporary relief from these experiences, children still need opportunities to practise coping, communicating and connecting in the real world.
Importantly, this is not about blame.
Parents are navigating a world where highly engaging digital content has become deeply embedded into childhood, often while managing significant emotional and practical pressures behind the scenes. Building healthier digital habits is not something families should be expected to navigate alone.
Health Professionals for Safer Screens has produced a downloadable information sheet for parents, educators and health professionals exploring children with SEN and screen use in more detail, including practical strategies and further support for families.