by Stéphanie Dionne
In a world where technology is part of everyday life, the question is no longer whether screens should be banned or drastically limited, but rather how to promote more balanced use.
Is it realistic to try to reduce screen time? The question continues to arise among parents and schools alike. For Félix Berrigan, professor at the Université de Sherbrooke and Chairholder of the Kino-Québec Research Chair on the Adoption of a Physically Active Lifestyle in a School Context, the answer is clear: “The target should not be to reduce screen time.” During a webinar hosted by the organization 100°, alongside Emmanuelle Parent, Co-Director of the Centre pour l’intelligence émotionnelle en ligne (CIEL), he presented a study (in French) involving 571 adolescents from eight secondary schools in Quebec. The results are clear: adolescents recognize that spending time on screens contributes to sedentary behaviour, and they are ready to change their habits when adults take the time to listen.
Based on these findings, the two speakers emphasized an important message: to help young people better manage their screen time, adults must stop speaking for them and start discussing the issue with them. “Young people are bright, full of ideas and hope. It is important not to underestimate them,” said Emmanuelle Parent.
The study combined surveys, accelerometer data on physical activity and discussion groups. The findings clearly illustrate the situation: on average, adolescents spend 7.3 hours seated on weekdays and 11 hours on weekends. More than half of that time is spent in front of a screen, mostly for leisure activities.
A telling finding is that 53 percent of adolescents acknowledge that screen use increases their sedentary behaviour. This awareness may well be the key to lasting change, provided that adults adopt an approach based on listening rather than blame.
“To foster engagement, it is important to understand their reality rather than preach to them,” summarized Félix Berrigan. “Too often, interventions are designed without them.”
The study also revealed differences between genders: boys spend more time playing games or watching online videos, while girls tend to read, listen to music or chat. All reported negative effects of hyperconnectivity, including fatigue, sleep problems, decreased motivation, social isolation and difficulty concentrating.
Yet young people also recognize the positive potential of technology, such as workout tutorials, online learning, creative projects and peer support.
“Telling teens that excessive screen use is harmful does not work,” explained Emmanuelle Parent. “They will immediately find counterexamples. It is more effective to discuss what they do online, what it gives them and, at times, what it takes away.”
The speakers stressed that engaging young people in reflecting on their screen use requires avoiding messages that induce guilt. As Emmanuelle Parent reminded the audience, adolescents quickly detect judgment in adults’ words. Saying to a student or child, “You’re always on your phone,” shuts down the conversation right away.
Rather than presenting screens as “a youth problem,” she encouraged recognizing that everyone faces similar challenges of attention, disconnection and balance. “Digital tools are designed to draw and hold our attention. It is normal that this is difficult for everyone, young people and adults alike,” she explained. Adopting this tone changes the dynamic: young people feel included rather than singled out.
This approach opens the door to meaningful dialogue, for example by sharing one’s own experience (“I also have trouble disconnecting at night”) or by asking open-ended questions (“How do you feel after several hours in front of your screen?”). These exchanges foster a shared reflection in which both adults and adolescents work to find a healthier digital balance.
In short, rather than focusing on drastic reduction, the goal is to encourage responsible, balanced and purposeful screen use. Young people understand this themselves—they want to learn to manage their screen use more effectively, not to go without it.
During discussion groups with adolescents, Félix Berrigan and Emmanuelle Parent suggested practical self-regulation strategies, such as planning screen time, setting reminders or establishing realistic routines, as well as engaging in alternative activities that reflect their interests: being active, creating, socializing or simply going outdoors. Some also highlighted the importance of caring guidance from adults—helping without judging and encouraging without controlling.
“It’s all right if the first attempt doesn’t work,” said Emmanuelle Parent. “What matters is talking about it again, making adjustments and finding what works for each person.” In other words, the goal is not to avoid screen use altogether, but to learn to use technology more consciously and in ways that support well-being.
The researchers emphasized that every setting has a role to play. Parents benefit from establishing clear, mutually agreed-upon rules, schools from offering activities that reflect students’ interests, and decision-makers from supporting environments that promote digital well-being.
Regarding cell phone bans in schools, Félix Berrigan called for nuance: “A ban is not enough. School should be a place for learning self-control. Completely removing screens means losing an opportunity to teach responsible use.” He also encouraged reflection within education settings: does this measure truly reduce screen time, or merely shift it to home use?
Emmanuelle Parent suggested consulting students to assess how the measure is applied and to identify improvements together, for example by using a suggestion box. She also emphasized that guidance at home remains essential: establishing rules collaboratively with the adolescent, adapting them to age, creating a parent–child agreement and, above all, remaining curious rather than controlling. Recognizing that disconnecting is difficult helps everyone make progress, one step at a time.
These strategies were grouped by the researchers into two complementary categories: self-regulation and screen management, and alternative activities. Young people do not want imposed limits; they want to learn self-regulation and to be offered alternatives that are meaningful to them.
Young people must be actively involved in designing the actions that concern them.
Support adolescents in developing daily routines that include screen-free periods.
Organize regular physical activities in school and community settings, involving young people in their design.
Offer interactive awareness activities on the effects of screen use and the benefits of physical activity.
Encourage clear family rules on screen time and screen-free moments, particularly during meals and family activities.
Encourage young people to set small, realistic goals and acknowledge their progress.
Promote the use of screens for educational and beneficial purposes, such as homework and creative projects.
Set up screen-free spaces at home, at school and in community settings to promote social interaction and physical activity.For more information, consult the research highlights here (in French).
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