children's mental health Archives - Amazing Health Advances

Digital Pacifiers: How Screens are Rewiring Children’s Brains & Fueling a Mental Health Crisis

The AHA! Team — Fri, 25 Jul 2025 05:16:51 +0000

Lance D Johnson via Natural News – The research, published in Psychological Bulletin, exposes how digital devices act as “emotional escape routes,” soothing children in the moment while eroding their ability to handle real-world challenges. A Groundbreaking Study In an age where screens dominate every aspect of life, parents are unknowingly handing their children a double-edged sword — one that promises temporary calm but delivers long-term chaos. A groundbreaking study tracking nearly 300,000 children reveals a disturbing trend: screens aren’t just harming kids’ development; they’re becoming their only coping mechanism, trapping them in a vicious cycle of emotional dependency. The research, published in Psychological Bulletin, exposes how digital devices act as “emotional escape routes,” soothing children in the moment while eroding their ability to handle real-world challenges. This isn’t just about limiting screen time — it’s about recognizing how Big Tech’s relentless invasion into childhood is creating a generation less capable of resilience, communication, and emotional stability. Key points: Screens create a self-perpetuating cycle: Kids with emotional struggles turn to devices for comfort, but excessive screen time worsens those struggles over time. Gaming poses the highest risk, with stronger negative effects than passive screen use like TV or educational content — especially for children aged 6-10. Older children are more vulnerable than toddlers because they actively seek screens to self-soothe, displacing critical social and emotional development. The solution isn’t total elimination but breaking the habit of using screens as a first response to distress, replacing them with real-world coping strategies. The gaming trap: Why interactive screens hit hardest While many parents carefully monitor YouTube or social media, gaming often slips under the radar as “harmless fun.” The study found that children who played video games were far more likely to develop behavioral issues, and those already struggling turned to gaming more aggressively than other screen activities. Unlike passive viewing, gaming demands constant engagement, rewiring neural pathways to prioritize instant gratification over patience and problem-solving. “Screen use may increase the risk of children developing socioemotional problems, and children with socioemotional problems may be drawn to screens, possibly as a way to manage their distress,” the researchers noted. Historical context amplifies these findings: Where past generations relied on outdoor play or face-to-face interaction, today’s children are handed tablets at the first sign of frustration. The result? A measurable decline in gross motor skills, communication, and emotional regulation — all sacrificed at the altar of digital pacification. Older kids at greater risk: Autonomy becomes a liability Common wisdom suggests toddlers are most vulnerable to screen overuse, but the data tells a darker story. Children aged 6-10, with greater independence, are more likely to use devices as emotional crutches. A 7-year-old can seek out games when anxious; a 3-year-old can’t. This autonomy fuels what researchers call the “displacement effect” — every hour spent gaming is an hour lost to physical activity, family conversation, or learning to process emotions healthily. Gender differences also emerged: Girls reacted more negatively to general screen use, while boys in the older group faced higher risks from gaming. The implications are clear: Unchecked screen time doesn’t just distract children — it stunts their emotional growth during critical developmental windows. The study’s most crucial takeaway isn’t that screens are inherently evil, but that their misuse as emotional Band-Aids has dire consequences. Educational content co-viewed with parents showed minimal harm, proving context matters. The real danger lies in letting screens replace human connection. Parents must ask: Is this device calming my child, or just delaying a meltdown? Solutions include: Modeling healthy behavior: Children mimic parents’ screen habits. Put phones away during meals and conversations. Teaching coping skills: Encourage journaling, outdoor play, or talking through emotions instead of defaulting to screens. Setting intentional limits: Prioritize screen-free zones (bedrooms, cars) to force real-world interaction. The study’s authors stress that small, consistent changes — not draconian bans — can disrupt this cycle. The choice is clear: Let screens raise a generation of emotionally fragile dependents, or fight for their right to develop resilience beyond the glow of a tablet. Sources include: StudyFinds.org APA.org [PDF] Enoch, Brighteon.ai To read the original article, click here

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Impact of COVID-19 on Education Not Going Away, UM Study Finds

The AHA! Team — Wed, 16 Jul 2025 05:09:02 +0000

University of Mississippi via EurekAlert! – Student performance scores dipped following the COVID-19 pandemic, and recent UM research shows they have not returned to pre-pandemic levels. The team discovered that a loss of life skills normally developed in high school that prepare students to succeed may be to blame. The impact of the COVID-19 pandemic on student performance is well known, but four years after the pandemic, scores in college classes are not returning to their pre-pandemic levels. A University of Mississippi study might point to an answer. In a study published in a special issue of the Educational Sciences journal, three Ole Miss researchers found that student performance scores started a downward trend following COVID-19. Dozens of studies have documented the pandemic’s negative impact on education, but the Ole Miss team discovered evidence of a deeper problem. “We were a little puzzled at first because if learning was impacted by one big event, why didn’t scores drop and level off or start to climb again?” said Gregg Davidson, professor of geology and geological engineering. “Why did scores continue declining each year since COVID-19?” The researchers – Gregg Davidson; Kristin Davidson, lecturer in computer and information science; and Hong Xiao, assistant professor of computer and information science – make the case that it was not just missed exposure to educational material during school shutdowns, but a loss of life skills normally developed in high school that prepare students to succeed both in college and future careers. “As educators, recognizing that this is happening is important in order to be proactive about identifying causes and remedies,” Davidson said. These skills include time management, self-motivation, critical thinking and social interaction. Without these skills, students can struggle to stay engaged, manage coursework and seek help when needed, directly affecting their academic performance, the researchers said. “I started studying this before the pandemic when I was doing my dissertation for my Ph.D. program in higher education,” Kristin Davidson said. “I knew from day one I wanted to look at the difference between online and face-to-face classroom performance, because I believed there was something there. “Following the pandemic, the study expanded to determine if the impact of school shutdowns changed anything – and did it ever.” Prior to the pandemic, a student’s performance scores in online classes were often lower than for equivalent classes taken face-to-face. Highly motivated students who earned As in face-to-face settings usually got A’s in online classes, too. But students who received Bs or below for face-to-face classes were likely to drop by a full letter grade in online courses. For these students, the structure of a regular meeting schedule, with instructor-controlled pace, minimal distractions and fellow students nearby, normally translated into better performance, the researchers said. “Post-COVID, that structural benefit disappeared. The performance of students in the face-to-face classes dropped to be indistinguishable from the online scores,” Gregg Davidson said. Steady decline in scores The steady decline in scores in college classes provides additional evidence that students still in high school during shutdowns were more impacted than those already in college, he said. “The scores are a reflection of growing percentage of undergraduates each year who were in high school during the pandemic.” Hong Xiao analyzed more than 15,000 records from non-major geology courses over eight years. At the end of 2023 – the last year covered during the study – student performance scores showed no signs of improving. The findings The findings draw attention to the need for being intentional about life skill development before arriving at college and after. Those skills are critical for academic, professional, and personal success, the researchers said. “That can start with family,” Xiao said. “Family is their first major connection.” DOI 10.3390/educsci14111268 To read the original article click here.

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White, Pink Noise Improve Focus for Children with ADHD

The AHA! Team — Mon, 09 Dec 2024 06:22:56 +0000

Oregon Health & Science University via EurekAlert! – In the United States and worldwide, cardiovascular disease is the leading avoidable cause of premature death and disability. Oregon Health & Science University researchers are uncovering the potential benefits of color noise exposure for young people with attention-deficit/hyperactivity disorder, or ADHD. A study published in this month’s issue of the Journal of the American Academy of Child & Adolescent Psychiatry found a small but statistically significant benefit of white and pink noise on task performance among children and college-age young adults with ADHD. Color noises represent a different combination of frequencies and volumes along the spectrum of sound, each with their own distinct characteristics and effect on the brain. Just as white light includes all the colors of the rainbow, white noise contains all frequencies of noise and sounds like static. Pink and brown noise are similar, but with a higher proportion of low frequencies; they may sound like rain or a waterfall. White noise contains all frequencies of noise and sounds like static As clinical understanding of ADHD continues to broaden, interest in identifying novel, low-cost supports for those diagnosed with the condition has grown. One such support that has recently sparked great interest is the potential use of color noise exposure — including white, pink and brown noise — to enhance focused performance during attention-demanding tasks. “Although outcomes are much improved with current treatments, ADHD still can dramatically increase the risk of serious and complex long-term health outcomes, because treatments are only partially effective, and adherence is difficult,” said Joel Nigg, Ph.D., professor of psychiatry in the OHSU School of Medicine, co-director of the OHSU Center for Mental Health Innovation and lead author of the study. “It is critical that we continue to investigate complementary and alternative supports for those living with ADHD. “Our priority is identifying new and improved tools to empower each individual to live their healthiest and most productive life, as well as providing evidence-based guidance on popular ideas in the public domain such as white or brown noise.” Exploring color noise The systematic review and meta-analysis included 13 studies with 335 participants. It found that either white or pink noise improved cognitive performance for children and young adults with ADHD or significant ADHD symptoms. In contrast, either white or pink noise slightly reduced cognitive performance for individuals without ADHD or with normal attention. Researchers say these results point to a possible low-cost, low-risk intervention that may benefit youths with ADHD. Leveraging white and pink noise is relatively safe, easy to implement and accessible, Nigg said. Additionally, color noise therapies can be used inexpensively at home and in concert with other interventions, like medications, with relatively low concern for side effects. At the same time, however, use of color noise to enhance attention is not without hazard, Nigg cautioned. Damage to hearing is a significant risk if noise volumes are not carefully monitored, and other studies have shown that youth tend to use headphones at excessive volumes for other activities. Effects of frequent use on children’s attention development are also unknown. Color noise therapies can be used inexpensively at home With these unknowns, creation of clinical guidelines would require additional data, Nigg said. Looking ahead, researchers will need to prioritize additional studies that compare white or pink noise with other environmental stimulation — such as brighter light or other kinds of noise — and test the range of effect across task types and with varying types and durations of auditory stimulation. Additionally, study populations should be expanded and diversified to ensure accurate data is collected on race, ethnicity, and other characteristics that may influence effects, Nigg said, noting that the lack of a large, diverse sample population was a major limitation of the study. “While additional research is needed to translate the findings to clinical practices, these initial results should be seen as encouraging,” Nigg said. “The results should stimulate further work to clarify who can benefit and what dosages and amounts are safe and appropriate. Supportive interventions continue to be needed for ADHD, which affects millions of kids and adolescents around the world.” Journal Journal of the American Academy of Child & Adolescent Psychiatry DOI 10.1016/j.jaac.2023.12.014 To read the original article click here.

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Government Report Links Fluoride Intake to Lowered IQ in Children

The AHA! Team — Fri, 20 Sep 2024 08:10:05 +0000

Ethan Huff via Natural News – The United States government has once again found that consuming fluoride is really dangerous, especially for children. A new report from the National Toxicology Program (NTP), a division of the U.S. Department of Health and Human Services (HHS), reveals that exposure to fluoridated water at levels twice the recommended limit of 0.7 milligrams per liter (mg/l) of water is linked to lower IQ. Keep in mind that prior to 2015, the government-recommended fluoride level for drinking water was 1.5 mg/l. For many decades – and still in some U.S. cities today that have not adjusted their fluoride levels to the new 0.7 mg/l standard – children across the U.S. have been forced to consume and bathe in water that was fluoridated at levels of 1.5 mg/l, which the NTP now admits causes brain damage and lowers IQ in children. The new study, which includes data and analyses from previously published research, marks the first time that a U.S. federal agency has determined “with moderate confidence” that fluoride damages children’s brains. “While the report was not designed to evaluate the health effects of fluoride in drinking water alone, it is a striking acknowledgment of a potential neurological risk from high levels of fluoride,” The Associated Press (AP) reported. (Related: Harvard University researchers identified a link between fluoride and ADHD and mental disorders some 10 years ago, but fluoridated water keeps on flowing through taps across the U.S.) Drinking, bathing in any amount of fluoride isn’t safe The CDC still claims that fluoride consumption at lower levels is safe, helping to re-mineralize teeth and prevent dental caries (cavities). How is a person supposed to regulate this, though, when people are exposed to fluoridated water at unknown levels each and every day? If a person lives in a fluoridated area and consumes food and beverages made with fluoridated water, not to mention brushing one’s teeth with fluoridated toothpaste, the amount of fluoride that ends up being ingested has the potential to be very high. Even if fluoride does the things that public health officials continue to claim it does for the benefit of health, the drug needs to be regulated and controlled at specific levels in actual drug products, not laced into the water supply. “I think this (report) is crucial in our understanding,” commented Ashley Malin, a researcher at the University of Florida who has been studying the effects of fluoride on pregnant women and their unborn children, calling the study the most rigorous of its kind. For their study, researchers at the NTP reviewed a cohort of studies from Canada, China, Iran, India, Pakistan and Mexico looking at fluoridated drinking water. Based on the results of all these studies, the NTP determined that consuming fluoridated water at levels greater than 1.5 mg/l results in lost IQ points. While the review itself did not determine exactly how many IQ points are lost due to drinking fluoridated water, several of the studies included as part of the review suggested that children not exposed to fluoridated drinking water have an IQ that is anywhere between two and five points higher than their fluoridated counterparts. Children not exposed to fluoridated drinking water have an IQ between two and five points higher The World Health Organization (WHO), by the way, still recommends that water supplies be fluoridated at a level of 1.5 mg/l, which is more than double the new recommendation from the U.S. Centers for Disease Control and Prevention (CDC) as of 2015 that only 0.7 mg/l of fluoride be added to water supplies. Currently, about 0.6 percent of the total U.S. population, around 1.9 million people, are still exposed to drinking water fluoridated at levels of 1.5 mg/l or higher. “The findings from this report raise the questions about how these people can be protected and what makes the most sense,” Malin added. More related news coverage can be found at Fluoride.news. Sources for this article include: APNews.com NaturalNews.com To read the original article, click here: https://www.naturalnews.com/2024-08-25-government-report-fluoride-intake-lowered-iq-children.html

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How to Teach Your Kids About Boundaries

The AHA! Team — Fri, 31 May 2024 05:33:24 +0000

Dr. Caroline Leaf – In this podcast (episode #504) and blog, I talk about the importance of teaching your child about boundaries. This is part 1 of a 2-part series on parenting, boundaries, and mental health. From the moment children are born, they are tied to their environment and the people within their environment. They are born into a community which they both shape and are shaped by. A child’s identity is closely tied to their community – their family, friends, and other acquaintances. Children develop a sense of who they are in relation to who they are with. This has both a huge potential for growth and connection and a huge potential for harm, which is why teaching your child how to have healthy relationships from a young age is so important for their mental and physical wellbeing. One of the best ways to teach your child about healthy relationships is to teach them how to set boundaries and model what healthy boundaries look like in your own life and with your child. Explain to your child that boundaries are rooted in respect for oneself and respect for others, and show them what this looks like in your own life. Explain to your child that boundaries are rooted in respect for oneself and respect for others A great way of showing your child what boundaries are is by using everyday explanations and examples so that they can grasp the idea better. Give your child different options for events that happen daily, where they have to make a decision based on how they feel in the moment. For example, when a child wants to play with something that may not be safe for them to play with, tell them they cannot play with that object, but don’t just leave the matter there. Explain to them why that object is not a toy, then give them a few options of things that they can play with and have them decide what they want to do. In this case, you set a boundary for something the child is not allowed to do, you explain why, and then you let them decide what they feel they want to do with the other options available. It is also important to remember that boundaries are not just for older children or adults. They are a set of rules someone creates that identifies them as an individual and sets out what they emotionally and physically like or dislike. It is a way someone, regardless of their age, can let the people in their life know what makes them feel comfortable in their own environment, and, as such, boundaries can help build and develop stronger connections with other people. A great way to teach our children about healthy boundaries is to respect their space, time, privacy and emotions, even when they are young (depending on their age and developmental level, and considering your child’s safety). If we want our children to be able to set healthy boundaries with others, they should be able to “practice” this by setting boundaries with the people they feel the safest with—their parents or caregivers. Let them know that if they are uncomfortable with something, then it is okay to tell us. We can do this by truly listening to what our children say, observing how they react, and creating space to let them know that if they are uncomfortable with something, then it is okay to tell us. For example, if your child does not want to be hugged by other people (even a close family member like a grandmother), letting them know their feelings are okay teaches them how to navigate relationship challenges from a young age. I want to stress this point because we usually hear about how important it is to set boundaries with your children and how to tell them no, but not enough about acknowledging and accepting our children’s own need for boundaries. Even though children may not fully grasp the concept of boundaries, they are very aware that there are certain things that they do not enjoy or feel comfortable with. When we as parents and guardians acknowledge this, we give our children the confidence to voice their needs and desires, as well as teaching them from youth the importance of saying “no” and the value of consent. Of course, this doesn’t mean that we just let our children do what they want in the name of “boundaries”. Rather, it means that, as parents and caregivers, we need to distinguish between enforcing the necessary parts of parenting (for example, like brushing their teeth or going to bed at a certain time), while also understanding that our children also need space to learn establish their own boundaries, desires and shape their own identity (within the comfort of their home, knowing that we as parents are there as a “safety net” to help and guide them). This will look different for different ages and situations, but includes things like not sharing information about your child’s personal struggles on social media without their permission, or, when they are older, not sharing anything that they have told you in confidence with others unless it is a matter of their safety. Some parents may think they have a right to do this, but it shows their child that their personal privacy is not respected, and this can quickly backfire, often encouraging your child to hide more of their life from you. For more on teaching your child about boundaries, listen to my podcast (episode #504). Podcast Highlights 2:00 How to help your child clean up their mental mess 8:20 Why it is important to teach your child about boundaries 11:20 Why we need to model boundaries for our children & teach them what boundaries look like in their own lives 14:20 Why it is important to create a safe space at home for our children 15:45 What boundaries are & why they are an important part of raising resilient children 18:16 Boundaries are for everyone, even young children! 22:40, 25:14 What it means to respect your child’s boundaries This podcast and blog are for educational purposes only and are not intended as medical advice. We always encourage each person to make the decision that seems best for their situation with the guidance of a medical professional. To read the original article click here.

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Children Who Play Adventurously Have Better Mental Health, Research Finds

AHA Publisher — Fri, 27 May 2022 07:00:13 +0000

University of Exeter via Newswise – Children who spend more time playing adventurously have lower symptoms of anxiety and depression, and were happier over the first Covid-19 lockdown, according to new research. A study led by the University of Exeter asked parents how often their children engaged in play that was “thrilling and exciting”, where they might experience some fear and uncertainty. The study, published in Child Psychiatry and Human Development, comes at a time when today’s children have fewer opportunities for adventurous play out of sight of adults, such as climbing trees, riding bikes, jumping from high surfaces or playing somewhere where they are out of adult sight. The study sought to test theories that adventurous play offers learning opportunities that help build resilience in children, thereby helping to prevent mental health problems. With funding from a UKRI Future Leaders Fellowship, the research team surveyed nearly 2,500 parents of children aged 5-11 years. Parents completed questions about their child’s play, their general mental health (pre-Covid) and their mood during the first Covid-19 lockdown. The research was carried out with two groups of parents: a group of 427 parents living in Northern Ireland and a nationally representative group of 1919 parents living in Great Britain (England, Wales and Scotland). Researchers found that children who spend more time playing outside had fewer “internalising problems” – characterised as anxiety and depression. Those children were also more positive during the first lockdown. The effects were relatively small, as would be expected given the range of factors that affect children’s mental health. However, results were consistent even after researchers factored in a wide range of demographic variables including child sex, age, parent employment status etc. and parent mental health. The study in the Great Britain group also found that the effect was more pronounced in children from lower income families than those growing up in higher income households. Helen Dodd, Professor of Child Psychology at the of the University of Exeter, who led the study, said: “We’re more concerned than ever about children’s mental health, and our findings highlight that we might be able to help protect children’s mental health by ensuring they have plentiful opportunities for adventurous play. This is really positive because play is free, instinctive and rewarding for children, available to everyone, and doesn’t require special skills. We now urgently need to invest in and protect natural spaces, well-designed parks and adventure playgrounds, to support the mental health of our children.” Dan Paskins, Director of UK Impact at Save the Children, said: “Every child needs and deserves opportunities to play. This important research shows that this is even more vital to help children thrive after all they have missed out on during the Covid-19 restrictions. More play means more happiness and less anxiety and depression. That’s why Save the Children is supporting the Summer of Play campaign which brings together organisations from around the country to pledge their support to enable children to have fun, spend time with friends and enjoy freedom.” Welcoming the findings, Jacqueline O’Loughlin, Chief Executive of PlayBoard NI said: “This research emphasises the importance of adventurous play. Children and young people need freedom and opportunities to encounter challenge and risk in their everyday playful adventures. It is clear from the research findings that playing, taking risks and experiencing excitement outdoors makes a positive contribution to children’s mental health and emotional well-being. The rewards of allowing children to self-regulate and manage challenge in their play are widespread and far-reaching. Adventurous play helps children to build the resilience needed to cope with, and manage stress in challenging circumstances.” The study is entitled ‘Child’s Play: Examining the Association Between Time Spent Playing and Child Mental Health’, published in Child Psychiatry and Human Development Examples of adventurous activities that don’t cost anything are: Going for a torch walk in the dark Exploring woods alone or with a friend Camping out overnight Swimming or paddling in a river or lake Jumping from a swing Trying out new skills on a skateboard, rollerskates or cycling Creating obstacle courses inside or outside To read the original article click here.

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Researchers Highlight the Vital Role of Nature Exposure in Children’s Health

AHA Publisher — Mon, 04 Oct 2021 07:00:55 +0000

Washington State University via News-Medical – The presence of greenspaces near homes and schools is strongly associated with improved physical activity and mental health outcomes in kids, according to a massive review of data from nearly 300 studies. Published online Sept. 29 in the journal Pediatrics, the review conducted by Washington State University and University of Washington scientists highlights the important role that exposure to nature plays in children’s health. Importantly, some of the data examined the effects for kids from historically marginalized communities and showed that the benefits of nature exposure may be even more pronounced for them. “By looking at the full scope of existing quantitative evidence, we were able to see the importance of ready access to nature for both physical and mental health outcomes in childhood. Access to nature – and the benefits that come with it – are a necessity, not a nicety. Unfortunately, not all kids are able to have regular nature contact. This is due partly to urbanization, increased screen time and more sedentary indoor lifestyles.” Amber Fyfe-Johnson, Study Lead Author and Assistant Professor, Institute for Research and Education to Advance Community Health (IREACH), Washington State University Amber Fyfe-Johnson is also an assistant professor at the Elson S. Floyd College of Medicine. Lack of nature exposure disproportionately impacts historically marginalized communities that typically have fewer nearby residential parks and access to outdoor spaces, Fyfe-Johnson added. Families with limited resources and transportation options also face barriers to accessing parks and natural areas outside the city. Although these findings may seem self-evident to some, and the American Academy of Pediatrics routinely recommends outdoor play time, convincing data on the health benefits associated with nature exposure have been lacking, due partly to inconsistencies in study methodologies and definitions of outdoor time. The authors point out that not all time spent outside is equal – a parking lot is not a park, and an urban playground without natural elements is not a garden. And without strong evidence to support the benefits to kids of spending time outside, in nature, there has been little political will to enact or enforce policies that ensure equitable nature contact, said Fyfe-Johnson. The researchers position their findings in the context of the nation’s urgent public health crises around physical inactivity and poor mental health, in addition to fundamental sociodemographic inequities in access to nature. These disparities and public health emergencies have only become further magnified during the COVID-19 pandemic, noted Dr. Pooja Tandon, the study’s senior author. “Making this information available to pediatric health care providers and policy makers provides support for practices and policies promoting environmental justice and equitable nature contact for kids in places where they live, play and learn,” said Tandon, an associate professor at Seattle Children’s Research Institute. Fyfe-Johnson points to prior evidence suggesting that contact with nature and greenspace may offer even greater health benefits to disadvantaged populations by counteracting some of the toxic effects of poverty. “We sincerely hope our work will help lead to improved access to nature and health outcomes for kids, in addition to reducing health disparities in childhood,” she said. To read the original article click here.

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