Screen use if your child is neurodivergent or has additional support needs

If your child is neurodivergent (for example, if they’re autistic or have ADHD) or has additional support needs, you might feel you need a different approach to screen time. You may want to delay introducing them to screens, or worry that screen time makes them over-stimulated. Or you may find certain apps, games or videos help your child keep calm, but you’re concerned they use screens too much. Try not to worry – you’re not the only family in this situation, and most families find a balance that works for them. Here are some tips to help.

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How do I know if my child is neurodivergent?

If your child is neurodivergent they’ll process information and respond to situations in their own unique way. This may not be noticeable when they’re very little but as they get older, you or other people they spend time with (like staff at their nursery or school) may start to spot signs that they experience the world in a different way.

The way they use screens may give you a clue. For example, they might:

echo or copy words, accents, phrases or songs they’ve heard on a screen or device
watch or listen to the same thing over and over
be unexpectedly good at navigating technology – in this case watch out, as they may learn workarounds to your parental controls!
memorise passwords from watching you and unlock devices unexpectedly
be soothed and calmed or become upset and over-excited by different content
find waiting their turn and sharing difficult.

Our page on children and neurodiversity has more information on autism, ADHD and other types of neurodivergence, and what to do and where to get help if you think your child may be neurodivergent.

What are the benefits of screen use for neurodivergent children?

For some young children, especially those who are autistic, or have ADHD or similar neurodevelopmental profiles, devices with screens (like phones, tablets and games consoles) can have benefits. They can support them to keep calm and help them express themselves, learn, connect with others and have fun.

Here are some of the things screens can offer:

a way of communicating their thoughts, needs, feelings and experiences if they can’t or don’t want to express them out loud or face to face
visual, predictable or fun, playful ways of learning that can help them process information in their own time
a single thing to focus on, if they find switching their attention difficult
opportunities to watch or do things over and over again, which can be fun and a great way of learning
quick access to things they’re interested in and enthusiastic about, and the chance to make friends and share their passions with like-minded people
ways to enjoy ‘cause and effect’ play in a safe way
predictability in a world that can sometimes feel overwhelming – for example, they can play games where the same thing happens each time, or you can show them pictures or videos of places they’re going to, so they know what to expect
a sense of control, over things like volume or brightness, to meet their sensory preferences, and over what they choose to watch or play
connections to friends and family, for example, they can look at photos of people, places or things they like, or watch video clips of themselves or people they love
ways to reduce anxiety and help them recover during or after a sensory or social overload, for example, by watching calming, familiar videos or playing a predictable, soothing game
time where they don’t have to be sociable with other people, if they find this tiring, for example, if they need to unwind after a long day at school.

As they grow up, things like online calendars, planners and notifications can be really helpful with planning and organising their time, which some neurodivergent children need support with. Plus online skills like coding and game design could help with their future careers.

Should I set screen time limits?

For young children, it’s less about counting minutes and more about what they’re using their screens for.

For communication – if your child uses apps or other technology to help them communicate, this should be available to them at all times.
To help them calm and regulate themselves – you may find certain games, videos or apps help your child calm down or feel better if they get upset (for example, you may find if they watch a soothing video while you’re in the supermarket or on the bus, they won’t get upset). In this case, you can use these whenever your child needs them.
For entertainment – you may want to set a limit for how much time your child spends using a device to keep them entertained (for example, watching videos or playing games), to ensure they still have time to play, move around, sleep and interact ‘in real life’ with friends and family. The tips below can help with this.

Possible challenges to watch for

It’s always important to remember that screens are most helpful for young children when:

you and your child use the device together
there’s a good reason to use them (for example, to learn, relax, connect or have fun together)
they’re part of a balanced day, with plenty of opportunities to move, play, sleep and spend time with other people.

Difficulties can arise when screens:

replace play, movement or interaction with family and friends
disrupt sleep, especially if they’re used before bedtime
lead to overstimulation from fast‑paced or noisy content
cause distress when the child has to stop using the screen and move onto another activity
get in the way of schoolwork, as they get older.

The tips below can help you tackle these issues if they come up.

Tips for making the most of screens and dealing with any difficulties

Tip #1: Plan the device you’re going to let your child use

For example, you could consider letting them use:

a device that isn’t connected to the internet, and can only access content you choose
a tablet with parental controls on, rather than letting them use your phone (you can find out more about setting parental controls here).

Make sure the device has a strong cover, and that it’s safe for them to hold – and possibly drop! If they’re at a stage where sharing is hard, they may prefer to hold the device themselves rather than have you hold it for them.

Tip #2: Plan ways to help them move from screen time to other activities

Lots of neurodivergent children struggle with moving on from any enjoyable or absorbing activity, like jumping on a trampoline or playing with a spinning toy, and screen time is no different. So if your child finds it hard to move between screen time and other things, this doesn’t mean they’re ‘addicted’ to their screen. It just means they need a bit of help managing transitions.

Here are some things you can try:

Give them a clear, calm warning when their time is nearly up, using simple phrases like ‘all done’ or ‘5 minutes left’.
Try using a visual countdown, like an hourglass or the timer on your phone.
Let them know what’s coming next, like a snack or a walk to the park.
For some children, out of sight is out of mind, so have a place that devices go when they’re finished, like a box with a lid.
Allow plenty of time for them to change activities. It may be the change itself that upsets them, not the fact that they have to put their screen away.
Try keeping the device on a low charge, so time with it comes to a natural end.

As they get older, it’s a good idea to negotiate with your child when they can use screens for entertainment and when they need to stop. This will help them feel more in control, and learn to regulate their screen time themselves as they grow up.

Tip #3: Use screens with your child

Screen time is best when it’s shared. So your child will get much more out of their screen time if you can sit with them and chat about what they’re watching or doing, or play games together.

Follow your child’s lead rather than asking them lots of questions or trying to teach them things. Instead, you could point out interesting things, and wonder aloud what might happen next. Afterwards, you could talk about what you've seen and done, and what you liked.

Tip #4: Choose calm, predictable content

When you’re looking for things to watch and do together, choose videos or apps that have a slow pace, fewer scene changes and clear speech. This will help your child process what’s going on and learn. CBeebies is a good place to start. And try to avoid watching things on autoplay and choosing fast, social media‑style clips, which can be confusing and over-stimulating.

Tip #5: Don’t ask yourself ‘are screens good or bad?’

When you’re thinking about time limits, don’t ask yourself whether screens are ‘good’ or ‘bad’. Instead, ask yourself:

How do screens help my child? For example, does watching a soothing video help them calm down? Do they enjoy learning more about their interests, or connecting with children with similar interests?
How does my child feel when they’re using a device with a screen? For example, does it make them happy? Does it help them feel more in control? Do they like the predictability of a favourite video or game? Or does it make them over-stimulated and grumpy?
What does the rest of their day look like? For example, is there still time for physical games, communicating in person and outdoor fun? Screens are just one part of the day.

Tip #6: Think about introducing fun new things rather than reducing screen time

Changing your routines, spending time differently or starting to introduce new limits on screens can seem daunting. But with a bit of planning, it can be done.

It might help to think about other ways you and your child spend time playing and having fun, and how you can do more of this, rather than thinking about how you can stop them spending time on their screens.

Tip #7: Keep an eye on what they're doing

As your child grows up, they’re likely to want more independence over what they use their screen time for. This is perfectly normal, but it’s still important to keep an eye on what they’re doing, as the online world is not without its dangers, from cyberbullying or meeting dangerous people to scams and inappropriate content. Our section on online safety has lots of tips for talking to your child about what they do online, setting boundaries and what to do if any problems arise.

Internet Matters has more advice about online safety if your child is neurodivergent or has additional support needs.

For neurodivergent children, talking might not be the best or only way to establish routines, expectations and boundaries. The NSPCC have teamed up with Ambitious About Autism to produce a guide for parents of children with additional support needs that includes activities you can do together and pictures you can use to help you communicate with your child about online safety.

Tip #8: Don't worry!

It’s easy to get worked up about how much time our children spend online, but planned, shared and predictable screen use can be just as much a part of a healthy, supportive childhood as play, movement, rest and relationships.

And remember that nobody’s perfect – if one day your child spends a bit longer stuck to their screen because you’re busy and have a hundred and one things to finish, don’t panic! You can always make up for it another day with extra outdoor play or fun together.

Further information

This article from the University of Edinburgh has lots of helpful tips making the most of technology and managing screen time.
This article from the Child Mind Institute has more advice, and is particularly helpful if your child is older.
The National Autism Implementation Team (NAIT) has a helpful poster with tips you can download here.