NO TIME FOR READING—SLEEPING AND SCREEN TIME DOMINATE TEENAGE LIVES
Average US teen spends more time on screen than they do sleeping. They spend (440/250= 1.76) almost twice (1.76 times) the amount of time on passive screen time than they do on “in-school” academic work (or more than one and three quarters time. If we consider a 24 hour day or 1,440 minute day, average teens spend @ 61% of the day sleeping and on screen.
In 2024 Swedish parents seem to have accepted a simmering concern among Swedish academics that too much screen time was affecting the nation’s teenagers ability to read and comprehend what they read. The proof of parental concern came late in 2024, just before Christmas, when bookstores in Sweden reported a huge 20% increase in sales of books for teenagers and younger children. Real, bound, paper printed books became popular Christmas presents in unusual numbers. What drove this new trend in sales? The fear that Sweden’s vaunted educational system was failing and that the nation’s children were not reading up to standards and that the nation’s schools were facing a “readers crisis” had reached a critical point!
In September 2024, The Times of London reported that Swedish authorities had set a plan for 2028 in which youngsters would be required to start school one year earlier than in the past, in the hope of arresting the decline in the nation’s educational performance.
Le Monde, February 4, 2025 published a report on Swedish students not reading up to standards and headlined: “Sweden worries about a youth reading crisis”
In other nations this trend toward illiteracy has been noted as well. In France, Le Figaro, posted a story on Feb 16, 2025. “Ils ne comprennent pas les consignes”. By A Vincotte, (“They don't understand instructions”) French teachers complain that students have poor vocabularies, can not fully comprehend assigned texts, struggle to effectively express themselves, and do not understand teachers instructions, even when they use simple language. Is this also an example of impact of too much screen time?
US rankings in school systems generally place the US at lower levels than other highly industrialized nations. News and World 2024 reports ranked Denmark’s system as # 1in the world, Sweden took #2, UK, Finland, Germany.Canada, Norway, Japan. Switzerland. Australia, Netherlands, followed in order with the USA at #12. In the USA, reading scores have been in decline since 2019. Today US eighth-grade reading scores are at their lowest levels in 32 years with only 67% of students performing at or above the basic level. An AP News Report, dated Jan 29, 2025 posted article with headline: “US Children fall further behind in reading…”.
My personal inquiries with teachers here in the USA often corroborate those of French teachers noted above . One typical response from a mature history teacher in Suffolk County, NY stated: ”Students do not read or write well anymore. They do not understand directions. They just are not the same kids as I taught earlier decades”.
Because the quality of Sweden’s pubic educational system has been consistently ranked among the highest in the world, the circumstances publicized with Sweden’s students seems to imply a deeper more widespread problem. Sweden has often been cited as in the “top ten” for reading comprehension. It is applauded for being “egalitarian”, in which pupil’s chances of success are little affected by a child’s gender, economic, social or ethnic standing. US News and World reports ranked Swedens system as # 1 in the world. When the top performers are having the same problems as those in the lower rankings one may suspect even greater education disparity among those in lower ranking among world nations.
An interesting but expected outcome of the “reading crisis” in what we term here in the USA ‘highschools” extends to university education as well. A professor of ancient literature at prestigious Lund University (Sweden) claims she has 55 students in a history (number of total unknown) who have difficulty assimilating the standard course text. The professor is shocked because these are elite students who should have no difficulty in reading long complex texts and passages.
A professor at the Karolinska Institute, Solna, near Stockholm who coordinates basic science courses for medical students reports that in last three semesters she has had to change textbooks used by first year medical students to reduce the difficulty and length of text reading required, so as not to lose too many students. Students unable to read effectively carry this problem on to higher education. That seems very threatening to society as a whole.
Reading the written word is an essential mental ability which unlocks a world of knowledge to a student. As a young person I began to discover this world of knowledge almost exclusively through fabulous books—there was no TV, iPhone or Tick Tock or Google..I quickly discovered I could learn about anything that interested me —all I needed was access to words that I knew the meaning of and those words were in books. Fortunately I lived in a city where library's were free and accessible to all. I could learn about any topic, that might interest a young boy: Judo, Fishing, Baseball, then later too the world of nature—insects, birds and far off places, and adventures as well. Reading is the active process of the brain, interpreting the meaning of each word which induces a mental images and which stores it for recall. It encourages critical thinking. Each word and its meaning is stored. To function well it takes long hours of practicel. The more word-mental images you store in neuron connections the more complex and integrated those connection become. It fosters more complex —yes critical thinking. Each word learned may have a massive network of stored information with it. Reading develops the ability for the brain to focus on what it has learned. The brain, is working to sort and catalogue the words and ideas—for later recall. It develops, the mind for complex thoughts
But passive video games, play stations, long screen times…discourage this essential mental activity. Our modern teens are missing the mental practice, stimulation of reading and the growth of complex neuronal webs which broaden understanding expand ability to make critical connections and comparisons and stimulates the mind so as to develop it for higher thought.
Too much screen time particularly gaming, video, and passive entertainment which encourages passivity may impact the ability of teens to concentrate, to focus their minds on reading with comprehension and ability to study and internalize what they read. Too much screen time alters the ability to focus on written words, sustained attention is weakened, and reduces ability to focus.
The USA spends more on education than most but consistently scores lower in reading, math and science proficiency. The reason: the USA faces several challenges in education. It is a large diverse nation with students coming from a diverse, economic, ethnic and racial population. Nations with more homogeneous populations can better devise strategies for success with the needs of their students. But in 2022 the USA ranked 6th in reading scores
In the USA the average 8-12 year old spends TV and Video, (2hrs/40 min) Video games (1 hr 27 min) , Browsing websites (24 min) , Social media (18 min) for a total of 5 hours and 9 minutes on screen time.
The average USA teenager (13-18 years) spends TV and Videos (3. Hrs/16 min), VideoGames 1hr/46 min), Browsing Websites (51 min), Social Media (1hr/27min) for a total of 7 hours and 20 minutes screen time.
For USA Teens
Average “screen time”…..7 hrs/20min =440 min (31%)
Average sleep time for teens about 7-7.5 hrs per night or 7 hrs/15min =435 min (30%)
Average hours at academic work at high school 4 hrs/10 min = 250 min (17%)
Conclusions
Average US teen spends more time on screen than they do sleeping.
They spend (440/250= 1.76) almost twice (1.76 times) the amount of time on passive screen time than they do on “in-school” academic work (or more than one and three quarters time.
If we consider a 24 hour day or 1,440 minute day they spend (440+435=875) 875/1440 = 0.61 or 61% of the day sleeping and “on screen”.
While in school, academic work comprises 250/1440= 0.17 or about 17% of their day.
The result: More than 60% (61%) of an average teenager’s day is dominated by sleeping and video or other screen activities. While about 17% of their day is in controlled academic activities.
There is little time for reading, learning other skills, artistic or cultural activities.
Notes:
Sleep, screen, school Total =1,125 min, 24 hour Day =1,440 min
(1440 min per day minus) - (1,125 min of sleep, screen, school time) = 315 min .
Teens use up their day with sleep, school, 315 min or 5 hrs 15 min all other = travel, breakfast, dinner, toilet, dressing, undressing, essential exercise, etc.
The average number of hours at school is 6-7 hours per day= 6.5 hrs
High School—average about 6.5 hour per day= 390 min
7 classes at 50min per class =350 min
2classes lunch and gym- no academic work= 100 min
Total academic mins = 250 min academic class work or 250/60 = 4 hrs/10 min
The average screen time for Swedish teenagers is about 6.5 hours per day (vs 7 hrs 20 min USA teens)
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