PETALING JAYA: A clinical child psychologist has cautioned that excessive smartphone use is reshaping children’s emotional and cognitive development, warning that rapid-fire digital content is driving anxiety, attention problems and social withdrawal among the young.
CPC (Child Psychology Clinic) International managing director and clinical child psychologist Dr Noor Aishah Rosli said children are spending increasing amounts of time on high-stimulation platforms such as TikTok, YouTube Shorts and mobile games and the consequences are becoming visible in classrooms and at home.
“High exposure to fast-paced digital content increases stress, ‘emotional dysregulation’ and susceptibility to anxiety and low mood,” she said, adding that it reduces a child’s ability to sustain attention, weakens working memory and makes classroom learning more difficult.
(Emotional dysregulation is the difficulty in managing emotions, resulting in mood swings, intense reactions and trouble returning to a stable baseline after feeling overwhelmed).
Noor Aishah said children who rely heavily on digital platforms often “become socially withdrawn or dependent on digital validation” for confidence and self-worth.
Asked whether basic “dumb phones” could help build healthier digital habits, she said they can play a meaningful role, particularly for younger children.
“For me, yes. Dumb phones eliminate access to social media and gaming apps, so the device becomes a communication tool rather than a form of entertainment. This may also reduce exposure to online risks like cyberbullying.”
However, she stressed that a dumb phone is only one component of a broader solution and must be supported by strong parental guidance.
Noor Aishah said there is no universal age at which a child is “ready” for a smartphone.
“Parents should think about their child’s maturity, whether they can follow rules, understand online boundaries and regulate their emotions. If the smartphone is supposed to be for school use only, parents must assess whether the child can manage that responsibly.”
She warned that emotionally dysregulated or impulsive children may face heightened risks of cyberbullying, inappropriate content and online manipulation.
She said families often see noticeable improvements when a child reduces smartphone use or switches to a basic device, including:
- improved attention span;
- better focus on schoolwork;
- stronger emotional regulation; and
- more engagement with family and offline activities.
“These are the developmental skills many children are struggling with today.”
However, Noor Aishah warned that children who use dumb phones may also feel socially excluded.
“They may feel left behind by their peers, experience ‘fomo’ (fear of missing out) or struggle with peer pressure, especially when other children have full smartphone access.”
Other challenges may include:
- limited access to school apps or online homework;
- social comparison with classmates who use popular apps; and
- feeling isolated from group chats or school communication channels.
She said these issues can be reduced if parents work closely with teachers, ensure alternative access to required school platforms and support their children emotionally when they feel left out.
