Do Short Videos Affect the Brain and Well-Being of Young People?
Short videos, ubiquitous on social media, are transforming the digital habits of young people. Intensive and disorganized use, often exceeding four hours a day, appears linked to notable cognitive and emotional changes. Studies show a moderate increase in concentration difficulties and impulsivity, as well as a decline in working memory and self-regulation. At the same time, symptoms of anxiety, depression, and stress become more pronounced, while addictive behaviors intensify.
Brain imaging observations also reveal structural and functional differences in heavy consumers. For example, the volume of gray matter in certain brain areas, such as the orbitofrontal cortex and the cerebellum, varies. These regions play a key role in emotion management, decision-making, and impulse control. Additionally, an electroencephalography study highlighted a reduction in the amplitude of a brain wave associated with detecting novelty, suggesting an alteration in attention among those who watch a lot of these videos.
The mechanisms for delivering this content, such as infinite scrolling and algorithmic personalization, seem to reinforce these effects. Endless scrolling removes natural stop signals, extending viewing sessions. Personalization, on the other hand, creates a stream of content tailored to the user’s preferences, fostering a state of immersion where time seems to pass without control. This state, called flow, can make it more difficult to stop the activity, even when it conflicts with other goals, such as schoolwork or sleep.
The consequences are not limited to the individual level. Excessive use on weekends is associated with increased school refusal, mediated by inattention and school-related anxiety. Young people exposed to more than seven hours a day of short videos also report higher levels of bullying, although the direct link with school refusal is less clear. Academic performance also suffers: increased dependence on recommendation algorithms reduces verbal reasoning skills and working memory, leading to lower grades, particularly among younger children and boys.
However, certain factors mitigate these risks. A supportive family environment, clear digital routines, and a better understanding of recommendation algorithms help limit the negative effects. Young people who perceive a threat to their autonomy in the face of algorithmic suggestions resist these contents more. Similarly, regular physical activity reduces symptoms of addiction, partly due to better self-control. Relationships with teachers and peers also play a protective role, although their influence evolves with age: connections with teachers are more decisive among younger children, while peer relationships take over during adolescence.
Personality traits also influence vulnerability. Neurotic or less agreeable young people are more likely to develop dependence, often through anxiety and depression. Conversely, a proactive personality promotes resilience and self-control, thereby reducing risks. Usage motivations also matter: actively seeking social support, for example, can strengthen offline interactions and resilience, whereas passive use, such as mindless scrolling, does not seem to offer the same benefits.
Social comparisons, frequent on these platforms, particularly affect body image. Young people, especially girls, exposed to content promoting beauty ideals report increased dissatisfaction with their appearance. However, when videos are intentionally integrated into daily routines, such as for learning a skill, comparisons can instead foster a sense of fulfillment.
Finally, stress emerges as a major trigger for compulsive use. School burnout, social phobia, or daily stress drive young people to turn to these videos for relief, but this strategy can quickly become counterproductive, worsening anxiety and reducing well-being. Young people who use these platforms to escape negative emotions risk falling into a vicious cycle where excessive use, in turn, fuels stress.
Our References
Original Reference
DOI: https://doi.org/10.1007/s00787-026-03083-7
Title: Taming the endless scroll? Short-form videos, digital routines and neurocognitive outcomes in youth
Journal: European Child & Adolescent Psychiatry
Publisher: Springer Science and Business Media LLC
Authors: Marlene Ebster; Michael Lauerer; Eckhard Nagel; Sebastian Schmidt