In our previous newsletter, I shared about our commitment to nurturing responsible digital citizenship here at Heathdale Christian College. As a staff team, we continue to grow in our understanding of this complex and rapidly evolving space, guided by our desire to honour God in every aspect of education, including how we use technology.
One of the resources that has helped shape our thinking is Digital Cocaine by Brad Huddleston, which offers a biblical lens on the impact of screen use and digital engagement on young minds. We are using this resource to inform our practices and conversations, both with students and among staff.
In the spirit of genuine partnership, we wanted to share some key excerpts from this material with you. We hope it will encourage thoughtful reflection, prayerful consideration, and open conversations at home, as together we seek to raise children who live wisely and purposefully in a digital age — “not conformed to the pattern of this world, but transformed by the renewing of [their] minds” (Romans 12:2).
Thank you for walking this journey with us.
Digital Cocaine? Why Too Much Screen Time Is Harming Our Kids — And What We Can Do
By Cathy Ryan, Head of Learning Module K-2 - Werribee
"An ever-increasing amount of clinicial research correlates screen tech with psychiatric disorders like ADHD, addition, anxiety, depression, increased aggression and even psychosis. Perhaps most shocking of all, recent brain-imaging studies show that excessive screen exposure can neurologically damage a young person's developing brain in the same way that cocaine addition can." (Dr Nicholas Kardaras)
Did you know that children who spend two or more hours per day on screens are 7.7 times more likely to meet the criteria for ADHD by age five than those who watch for 30 minutes or less?
As educators and parents, we need to be alert to the growing evidence about the effects of excessive screen time on young children’s developing brains. Research presented in Brad Huddleston’s Digital Cocaine and work by experts like Archibald Hart and Nicholas Kardaras now shows that screen overexposure can cause addiction-like effects in the brain — similar to those seen with drug abuse.
🚨 What Happens in the Brain?
Engaging with screens releases dopamine — a chemical that makes us feel good. But when too much dopamine floods the brain (think hours of games, videos or scrolling), the brain starts building up a tolerance. The more stimulation a child seeks, the more the brain demands — and soon, the child may become emotionally numb and addicted to screen stimulation.
That’s why kids who say “I’m bored!” may actually be struggling with overstimulated brains unable to enjoy normal, non-digital activities.
❗ Symptoms of Digital Addiction
Huddleston and leading psychologists warn that children showing the following symptoms may be experiencing the harmful effects of screen overexposure:
- Anger or aggression
- Anxiety or depression
- Irritability
- Attention deficits
- Sleep loss
- Emotional numbness
⚠️ The Risks for Primary-Aged Children
Children aged 5–8 are especially vulnerable. Excessive screen use at this age can lead to:
- Addiction-like behaviours — tantrums and distress when asked to turn off devices
- Attention problems — shortened attention span, difficulty concentrating
- Increased aggression and anxiety
- Social withdrawal — struggling with face-to-face relationships
- Reduced creativity and learning capacity
As children grow older, the risks of excessive screen time can change — and in some ways, increase — making it just as important to be mindful of screen use during the upper primary years.
⚠️ What About Upper Primary Students?
As children move into upper primary years (Years 4–6), their screen use often increases, and so do the risks. At this stage, children may spend more time gaming online, using devices for schoolwork, or beginning to engage with social media platforms (even unofficially).
Excessive screen time for upper primary students can lead to:
- Gaming addiction — compulsive use of games that impacts sleep, school engagement, and relationships
- Increased risk of anxiety and depression — especially linked to social media use and online comparison
- Reduced physical activity — leading to poor fitness, posture issues, and sleep problems
- Online safety risks — exposure to inappropriate content or unsafe interactions
- Impact on emotional regulation — more frequent mood swings and frustration when offline
Children in this age group still need firm boundaries around screen use, lots of offline activities to protect their wellbeing, and plenty of family connection to support healthy development. Thankfully, there are many practical steps families can take to support healthy digital habits at every stage of primary school — here are some key ideas to consider.
✅ What Can Parents Do?
Watch for warning signs: If your child becomes aggressive, distressed or withdrawn when asked to stop using devices, this is a sign of concern.
Set healthy limits:
- For primary-aged children, keep screen use to under 1 hour a day where possible.
- Avoid screens before bed or when using them to soothe upset behaviour.
- Remove access to highly addictive apps or games.
- Offer enriching alternatives
As Maggie Dent wisely reminds us: “Children need nature, creativity, movement, and human connection.” Screens should not replace these vital experiences.
Some ideas:
- Outdoors — nature walks, bike rides, free play
- Creative play — art, building, imaginative games
- Physical activity — sports, dance, obstacle courses
- Helping out — cooking, gardening, simple jobs
- Family time — board games, reading, storytelling
- Prioritise time together
Maggie Dent encourages families to build unhurried, warm connections—the best protection against overreliance on screens. Even 15 minutes of undistracted time each day helps children feel seen and valued.
Be a role model: Our children watch what we do. Creating device-free times, such as family meals, one hour after school, or device-free Sundays, shows children that life is richer than what a screen offers.
💬 Final Word
Our school is committed to helping children of all ages grow healthy minds and hearts. Whether in the early years of learning or the upper primary years, when independence and device use often increase, technology has its place—but only when balanced with real-world experiences, creativity, and human connection.
Let’s work together — home and school — to give our children a childhood rich in joy, wonder, and presence — not just pixels.
Further Reading & Helpful Resources
If you’d like to learn more about helping children develop healthy habits around digital devices, here are some recommended resources:
Books:
- Huddleston, B. (2017) Digital Cocaine: A journey toward iBalance. Brad Huddleston Ministries.
- Hart, A. (2007). Thrilled to death: How the endless pursuit of pleasure is leaving us numb. Thomas Nelson.
- Kardaras, N. (2016). Glow kids: How screen addiction is hijacking our kids — and how to break the trance. St. Martin’s Press.
Video
- Brad Huddleston - Digital Cocaine
Websites
- Maggie Dent — Parenting & Digital Devices (Practical tips and articles on raising resilient, well-balanced children in a digital world)
- eSafety Commissioner — Children and Digital Technology (Australian Government advice on keeping children safe online and managing screen time)