IN DIGITAL ENVIRONMENTS
WELLBEING
We Belong
INTRO | WE BELONG
UNICEF Canada defines belonging as feeling loved, supported, and connected through caring relationships with family, friends, teachers, community members, culture and even pets. It also involves addressing loneliness, emotional challenges, and restoring relationships affected by issues such as trauma, stress, or poverty. Strong, healthy connections are critical to belonging.
Our research asks: How does digital technology shape young people’s social networks and their connections to family, friends, and community?
DIGITAL PORTRAITS
Hear directly from Canadian Gen Z youth in these short videos.
Filmed 2024–2025.
RESEARCH SNAPSHOT | WE ARE HAPPY & RESPECTED
by: Dr. James StinsonCanadian children and adolescents live in a digital environment that shapes how they spend their leisure hours. Across Canada, public health guidelines emphasize the need to limit recreational screen time to 2 hours per day for school-aged children and youth.
(Tremblay et al., 2011)
(Mark et al., 2006; Fitzpatrick et al., 2021)Despite these guidelines, research spanning more than a decade shows that most Canadian youth exceed recommended limits and spend substantial time each day on screens.
This analysis examines:
(1) how much time Canadian youth spend on screens,
(2) what they do online, and
(3) the effects of screen use on free and recreational time.
It also highlights contextual factors including:
(4) parental, social, and environmental influences, and
(5) the impact of the COVID-19 pandemic on youth digital and play behaviors.
HOW MUCH TIME YOUTH SPEND ON SCREENS
Canadian and U.S. studies indicate that youth screen use is high even in early childhood. Anderson, Economos, and Must (2008) reported that children aged 4 to 11 in the U.S. spent multiple hours per day in screen-based behaviors, and similar patterns are evident in Canada. Mark, Boyce, and Janssen (2006) found that among Canadian youth in grades 6 to 10, only 18 % of girls and 14 % of boys met the recommended two-hour limit on combined television and leisure computer use. Subsequent surveys confirm that by adolescence, average daily screen time far exceeds recommendations (Fitzpatrick et al., 2021). MediaSmarts’ (2022) Phase IV “Life Online” study of Canadian youth aged 9–17 documented near-universal daily internet access (99 %) and increasing daily hours online with age. By Grade 11, more than 60 % of respondents reported using social media several times a day, and more than 40 % spent three or more hours per day watching online videos such as YouTube (MediaSmarts, 2022).
This pattern of high and increasing screen use is echoed by international research. Rideout (2015) found that U.S. tweens and teens average between six and nine hours of daily media use, and Rideout (2018) highlights how measurement methods confirm the intensity of screen-based media exposure among 8-to-18-year-olds. Canadian adolescents’ screen time aligns with these figures, indicating a pervasive shift in youth leisure toward digital environments (MediaSmarts, 2022).
WHAT CANADIAN YOUTH DO ONLINE
Canadian youth’s screen time is not homogenous. MediaSmarts (2022) reports that streaming videos, gaming, social networking, and messaging are dominant activities. Younger children increasingly use screens for entertainment and schoolwork, while older adolescents devote more time to social media and user-generated content. Lauricella, Wartella, and Rideout (2015) note that parental and child factors jointly shape young children’s screen habits. Even in early childhood, screen time involves a mix of passive viewing and interactive engagement. By adolescence, youth curate their own media portfolios, with boys tending to spend more time gaming and girls using more social and communication apps (Fitzpatrick et al., 2021).
Adorjan and Ricciardelli (2021) add a crucial qualitative dimension. Interviewing Canadian teens, they found that many describe their smartphone and social media use as “addictive,” marked by compulsion, “fear of missing out,” and difficulty disengaging even when they want more offline time. These accounts illuminate why simply setting household limits may be insufficient; the social and emotional pull of networked platforms makes screen time deeply embedded in peer culture.
Other Canadian studies provide complementary insights. Carson, Rosu, and Janssen (2014) found that both children and parents accumulate substantial daily screen time, reflecting the embeddedness of digital media in family life. LeBlanc et al. (2016) examined Canadian children’s awareness of physical activity and screen time guidelines and found low knowledge, which may partly explain why many exceed recommendations. These findings underscore that Canadian youth’s online activities extend beyond entertainment to include communication, learning, and identity-building, but still take up large shares of their discretionary hours.
EFFECTS ON FREE AND RECREATIONAL TIME
Research on outdoor play echoes these patterns. De Lannoy, Barbeau, Seguin, and Tremblay’s (2023) scoping review of Canadian outdoor play documents a long-term decline in spontaneous, child-led outdoor activities, driven partly by competing sedentary pastimes. Skår and Krogh (2009) describe how children’s near-home nature experiences have shifted from spontaneous play to adult-controlled, organized activities, further shrinking unstructured outdoor time. De Lannoy, Rhodes, Moore, Faulkner, and Tremblay (2020) show that during the COVID-19 outbreak, regional differences in access to outdoor environments shaped children’s play opportunities: youth with limited access to safe outdoor spaces relied more heavily on screens.
The association between environment and screen time also appears in studies of neighborhood disorder. Carson and Janssen (2012) found that 10–16-year-old Canadian youth in higher-disorder neighborhoods had greater screen time, suggesting that unsafe outdoor environments push children indoors. Manyanga et al. (2022) reported that rural youth were more likely than urban peers to meet screen time recommendations, implying that rural contexts may offer more outdoor and active alternatives to screen-based leisure.
One of the most consistent findings in the literature is that screen time competes with or displaces unstructured play and outdoor recreation. Ho, Yu, and Brown (2024) observed that higher screen time was associated with less engagement in imaginative play among children, indicating a direct trade-off. Crush (2024) similarly argues that children’s opportunities for play in Canada are declining due to built-environment changes, parental safety concerns, and the rise of structured programming, with screen time filling the void left by diminishing spontaneous play.
photo by: Hayden PinchinEFFECTS ON FREE AND RECREATIONAL TIME (cont…)
International research supports these findings. Lu, Wiersma, and Corpeleijn (2023) show that socioeconomic status and age jointly influence children’s screen time and outdoor play patterns, with families of lower socio-economic status often reporting more screen use and less outdoor activity. Anderson et al. (2008) similarly found sociodemographic gradients in U.S. children’s active play and screen time. Together, these studies suggest that environmental and social contexts shape how screen time interacts with recreation.
Adorjan and Ricciardelli’s (2021) interviews confirm that for many teenagers, heavy smartphone use crowds out time for hobbies, outdoor play, and face-to-face socializing. Youth spoke of late-night scrolling reducing sleep and making them too tired for daytime recreation—a pattern also observed in Vézina-Im et al. (2022). Even when outdoor facilities exist, the lure of online interactions can take precedence (Michaelson et al., 2020).
PARENTAL, SOCIAL, AND ENVIRONMENTAL INFLUENCES
Parental practices play a pivotal role in shaping children’s screen behaviors. Tang and colleagues (2018) found that mothers’ and fathers’ media parenting practices were associated with young children’s screen time, highlighting the importance of family norms and rules. Pyper, Harrington, and Manson (2016) showed that different types of parental support behaviors —such as setting limits and co-viewing—are linked to lower child screen time. These findings echo Lauricella et al.’s (2015) emphasis on the complex role of parents in early childhood screen habits. Yet Adorjan and Ricciardelli (2021) report that teens often find ways around restrictions, highlighting the need for self-regulation skills alongside parental limits.
Community and gender differences also matter. Prince, Roberts, Melvin, Butler, and Thompson (2020) analyzed Canadian sedentary behavior surveys and found differences by gender and education, suggesting that social norms influence how children and youth allocate their leisure. Maher et al. (2019) observed in out-of-school hours care that children spent large portions of time in sedentary screen activities rather than physical play, reinforcing the importance of program-level policies for balancing recreation. Rollo et al. (2023) examined how Canadian parents themselves met (or failed to meet) the 24-hour movement guidelines during the pandemic, underscoring that parental modeling may shape youth routines.
Research on Indigenous children highlights additional disparities. Owais et al. (2024) found that higher screen time among Indigenous children in Canada was associated with socioemotional and behavioral difficulties, suggesting that screen-related challenges may be particularly pronounced for some populations and require culturally appropriate strategies.
COVID-19 AND DISRUPTIONS TO PLAY AND DIGITAL HABITS
The COVID-19 pandemic profoundly affected youth free time and digital habits. Moore et al. (2020) conducted a national survey showing that Canadian children and youth’s movement and play behaviors changed markedly during the outbreak, with declines in active play and increases in screen time. Duncan et al. (2023) similarly reported that adolescents’ recreational screen time increased while opportunities for physical and outdoor activity declined, exacerbating inequities. Ostermeier, Tucker, Clark, Seabrook, and Gilliland (2021) documented parents’ reports of Canadian elementary school children’s screen time during the pandemic, finding sustained increases compared to pre-pandemic levels. Szpunar et al. (2021) captured children’s and parents’ perspectives in Ontario, noting that organized sport and outdoor play were curtailed, with screens becoming a default activity. Adorjan and Ricciardelli (2021) note that isolation intensified smartphone and social media use, with teens describing deeper feelings of compulsion and difficulty “unplugging” as online spaces became their primary social outlet. This underscores that post-pandemic interventions must address both structural access to recreation and the social dynamics of online engagement.
These disruptions also affected parents. Rollo et al. (2023) found that many Canadian parents themselves struggled to meet movement guidelines during the pandemic, underscoring how family-level routines shifted in tandem. McArthur, Eirich, McDonald, Tough, and Madigan (2022) identified predictors of higher screen time during COVID-19, including older age and reduced offline opportunities. Collectively, these findings show that public health crises can accelerate existing trends toward greater screen use and less unstructured play.
SYNTHESIS
Across the reviewed literature, Canadian youth routinely exceed recommended recreational screen time, engaging in multiple hours of screen-based activity daily. That screen time is multifaceted—video viewing, gaming, social media, browsing—and often integrates into multiple aspects of daily life. High screen time tends to displace free, spontaneous, unstructured, and outdoor play, key domains of recreation for children and youth (Ho et al., 2024; Crush, 2024; de Lannoy et al., 2023). This displacement reflects broader social changes: shrinking access to safe outdoor environments, parental safety concerns, and structured schedules (Skår & Krogh, 2009).
Context and equity matter. Youth in disadvantaged neighborhoods or with less access to outdoor infrastructure are more constrained in their ability to engage in play, thus relying more on screens (Carson & Janssen, 2012; Manyanga et al., 2022). Socio-economic status, parental practices, environmental disorder, and rural/urban differences moderate screen impacts (Lu et al., 2023; Pyper et al., 2016; Tang et al., 2018). The COVID-19 pandemic accentuated these disparities, pushing many youth into more screen-heavy routines while reducing opportunities for outdoor activity (Moore et al., 2020; Duncan et al., 2023; Ostermeier et al., 2021; Szpunar et al., 2021).
Although not all screen time is harmful—educational, creative, or socially connective uses may differ from passive consumption—the prevailing evidence cautions that excessive recreational screen time is seldom benign for free time and play. The Canadian guidelines emphasize “purposeful use” and the protection of time for unstructured, active, and nature-based play (Tremblay et al., 2011; LeBlanc et al., 2016). Addressing screen time in youth requires multi-level strategies, including parental mediation, community infrastructure for outdoor play, and policies in out-of-school programs (Maher et al., 2019).
RECOMMENDATIONS FOR LIMITING SCREEN TIME AND PROMOTING PLAY
Research and public health guidance consistently emphasize that reducing recreational screen time must go hand in hand with creating opportunities for unstructured, non-screen-based play.
The Canadian Sedentary Behaviour Guidelines recommend limiting recreational screen time to no more than two hours per day for school-aged children and youth and balancing it with ample physical activity and sleep (Tremblay et al., 2011). Yet studies show that knowledge of these recommendations is low among Canadian children (LeBlanc et al., 2016) and that many parents struggle to model healthy behaviors themselves, especially during disruptions such as the COVID-19 pandemic (Rollo et al., 2023).
Evidence points to several strategies: setting clear household rules and practicing consistent media parenting (Tang et al., 2018; Pyper et al., 2016), designing after-school and child-care programs that prioritize active, outdoor play over screen-based entertainment (Maher et al., 2019), and ensuring equitable access to safe outdoor environments—particularly in high-disorder neighborhoods or communities with limited recreational infrastructure (Carson & Janssen, 2012; de Lannoy et al., 2020).
Scholars also urge greater investment in public spaces that support spontaneous play and nature contact, countering the long-term shift toward adult-controlled, indoor activities (Crush, 2024; Skår & Krogh, 2009). Building on these structural recommendations, Adorjan and Ricciardelli (2021) show that Canadian teenagers themselves recognize the addictive pull of smartphones and social media and express a need for tools to self-regulate their usage.
Incorporating youth perspectives underscores the importance of programs that go beyond setting limits to also develop digital literacy, self-awareness, and coping skills to manage online compulsion (MediaSmarts, 2022). Together, these recommendations underline that limiting screen time is most effective when paired with structural supports, parental practices, and youth-centered education that make non-screen activities more attractive and accessible for Canadian youth (MediaSmarts, 2022; Ho et al., 2024).
How to Cite this Text: Stinson, J. (2025). We Are Free to Play. In Digital Wellbeing Hub. Young Lives Research Lab. https://www.digitalwellbeinghub.ca/we-are-free-to-play — Funded by the Government of Canada.RESOURCES
Digital Futures for Children: Your Rights Online
Digital Futures for Children (LSE/UWA)
Resources for children and youth to learn about their digital rights, online belonging, and community.
Explore hereCanada’s First State of Youth Report
Government of Canada
Made in consultation with 1,000+ diverse youth on leadership, health, belonging, reconciliation, and digital futures.
Read reportTeaching Digital Well-Being: Evidence-Based Resources to Help Youth Thrive
Harvard Project Zero
Resources for educators and communities on digital wellbeing, belonging, and healthy connection.
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Policy and research work on education, youth wellbeing, and impacts of digital tech (e.g., cell phone bans in schools).
Read hereYoung People’s Sense of Belonging Online
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A research brief tackling how online spaces can bolster belonging — and also the paradoxes (harm vs. support).
Read briefWell Beings: Conversation Card Deck
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An easy-to-play game designed to spark meaningful conversations about wellbeing in a digital age. Developed by our Canadian Youth Advisory Committee in the research project Partnership for Youth and Planetary Wellbeing.
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Advice on finding safe, welcoming online communities for belonging and connection. Please note: InternetMatters has partial funding and partnerships with big tech, potential for pro-big-tech bias.
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National platform for youth to connect, share voices, and engage in projects both online and in person. The SCC is a key partner in the development of this Hub.
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Youth-led mental health network that empowers young people to create stigma-free, supportive communities.
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Young Lives Research Lab
Explore and add to this time capsule of youth and planetary wellbeing in a digital age. Created by our Youth Advisory Committee in the Partnership for Youth and Planetary Wellbeing project.
Visit the Archive4Rs Youth Movement – Resource Library
4Rs Youth Movement (Canada)
A national Indigenous-youth-led organization offering a wide range of free resources for education, leadership, reconciliation, wellbeing, and community connection. The library includes toolkits, guides, zines, reports, and videos co-created with youth, covering identity, culture, belonging, environment, and resilience.
Explore the libraryEpic Hero Life Mastery Program
PhinkLife
A free online self-paced program designed to help young people build confidence, resilience, and purpose through practical tools and personal reflection. Includes interactive exercises and lessons framed around the “hero’s journey.” Recommended by the 4Rs Youth Movement.
Explore programAdvice for Neurodivergent Children Online
InternetMatters.org
Tailored guidance for neurodivergent youth on safe, supportive online connection. Explore guides to support keeping them safe. Notes: 1) InternetMatters is partially funded and in partnership with big-tech/big-media, potential for bias. 2) As our research snapshot notes, be mindful that sometimes efforts to ‘protect’ kids online become invasive surveillance that harms child/youth agency. Co-creating rules and protection measures with young people is advised.
Read hereU-Report Canada: Youth Voices on AI & Climate Change
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Interactive polls capturing youth perspectives on digital technology and global issues.
AI reportCentre of Excellence on Social Media & Youth Mental Health
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Curated resources for educators, families, and clinicians to support healthy online belonging.
Explore resourcesMeetup.com
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Community platform to join free meetups for hobbies, culture, and social belonging in local communities.
Visit MeetupThe 4Rs Framework
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Foundational framework document co-created with Indigenous youth and allies, outlining key values of respect, reciprocity, reconciliation, and relevance in youth work and education.
Read the framework (PDF)A+ Alliance – for inclusive algorithms
Feminist Research Alliance
Global coalition advancing inclusive algorithms and digital systems that support equity and belonging.
Visit NowExplore More Dimensions of Wellbeing
Visit the other domains of youth wellbeing on the Hub.
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Photo by: Chloe White-Meaney
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