Why Children Shouldn’t Have Electronics Until They’re Ready

A Professional Perspective on Cell Phones, Gaming, and Special Needs Youth

The Growing Concern Around Technology and Youth

In today’s world, cell phones, Wi-Fi–enabled devices, and online gaming platforms are woven into the fabric of childhood. Young people connect with peers across the globe in real time, often spending hours in virtual spaces. While there are benefits—such as practicing problem-solving skills or forming communities—there are also serious developmental risks.

As a school administrator, teacher, and tutor with over two decades of experience, I have seen firsthand the impact that electronics can have on children, especially those with special needs. The American Academy of Pediatrics (AAP) warns that excessive screen time is linked to disrupted sleep, impaired socialization, and heightened emotional dysregulation. For special needs youth—including those with Oppositional Defiant Disorder (ODD), Autism Spectrum Disorder, and Attention Deficit Disorder—the risks are amplified.

Why Electronics Pose a Higher Risk for Special Needs Youth

Children with special needs often struggle with social deficits, making it difficult for them to build peer relationships face-to-face. Electronics can give them a false sense of empowerment—through gaming or online interactions—without providing the social growth that comes from direct human connection.

Take Mitchell, a student with ODD whom I’ve worked with for several years. When he was enrolled in a Taekwondo class, he showed measurable improvement in his behavior and regulation. The structured physical activity gave him a healthy outlet for his energy and a chance to connect with peers. But once he stopped attending, he regressed significantly. Instead, he turned to video games and electronics. When his access was limited, he would become extremely dysregulated, even destroying property. While engaged in gaming, he often shouted at peers online, further isolating himself and reinforcing negative behavior.

This is not unique to Mitchell. Across schools, I’ve seen children who become so dependent on devices that removing them sparks aggressive outbursts, emotional shutdowns, or prolonged resistance. Electronics may soothe in the short term but often worsen long-term behavioral and social challenges.

Benchmarks for Readiness

Electronics should not be handed to children as a default. Instead, I believe they should be earned once a child demonstrates readiness. Benchmarks include:

• Handling frustration: Can the child manage disappointment without a meltdown?

• Showing self-regulation: Can the child transition between activities without conflict?

• Structured use only: Does the child use technology responsibly for specific purposes, such as school assignments, rather than unsupervised free play?

• Respecting limits: Can the child accept time boundaries (e.g., a timer) without escalating behavior?
  

Until these benchmarks are met, the risks of giving a child their own device far outweigh the benefits.

Alternatives to Electronics

Instead of handing a child a screen, caregivers and educators can build skills and connections through other avenues:

• Social groups and mentoring – Organized peer groups give children structured opportunities to learn social skills.

• Physical activity – Sports, martial arts, and exercise not only channel energy but also build resilience and confidence.

• Family engagement – Shared cooking, board games, or outdoor activities foster bonds that screens often erode.

• Creative outlets – Music, art, and drama provide a sense of mastery and expression that electronics can’t replicate.
  

These alternatives help young people develop the resilience and interpersonal skills that electronics often delay.

Four Steps Caregivers Can Take

If you’re a parent, teacher, or administrator concerned about a child’s dependence on technology, here are four steps to consider:

1. Delay ownership – Do not give a personal device until the child has demonstrated readiness through consistent self-regulation.

2. Set clear benchmarks – Define the skills and behaviors that must be shown before electronics are introduced or increased.

3. Offer structured alternatives – Replace screen time with social, physical, and creative outlets. Encourage participation in team sports, mentoring programs, or group activities.

4. Intervene early when dependency forms – If a child shows signs of technology dependence—anger, aggression, or withdrawal when devices are removed—address it immediately by reducing access and offering healthier options.
   

Electronics are not neutral tools for children. They can either support development when introduced responsibly—or derail it when given prematurely. For children with special needs especially, the risks of dependence, isolation, and dysregulation are too high to ignore.

As an educator and administrator, my stance is clear: children should only be given electronics once they demonstrate readiness. Until then, caregivers should prioritize social, physical, and creative experiences that prepare them for both the challenges and opportunities of the digital world. Bibliography

• Muppalla, R., Almasri, A., Almasri, H., & Sharma, V. (2023). Effect of Excessive Screen Time on Child Development: A Literature Review. Cureus, 15(6), e39933. https://pmc.ncbi.nlm.nih.gov/articles/PMC10353947

• Taylor, G. R., Houghton, S. J., & Lawrence, D. (2024). Adolescents’ Digital Technology Use, Emotional Dysregulation, and Mental Health. Frontiers in Psychology, 15, 1342293. https://pmc.ncbi.nlm.nih.gov/articles/PMC11624161

• Radesky, J. S., & Christakis, D. A. (2016). Frequent use of devices to soothe children tied to later emotional dysregulation. JAMA Pediatrics / University of Michigan Health Lab. https://www.michiganmedicine.org/health-lab/frequently-using-digital-devices-soothe-young-children-may-backfire

• American Academy of Pediatrics. (2016). Media and Young Minds. Pediatrics, 138(5), e20162591 https://publications.aap.org/pediatrics/article/138/5/e20162591/60503/Media-and-Young-Minds