October 2025

Children and Screentime: How Much Is Too Much, What Is Quality Content, and What Device to Use?

Part 1 of 2

In today’s world of handheld digital devices, media convergence, and streaming platforms, viewers have more choice than in the pre-digital era when the only screens were at the movies or in the living room.

The widespread use of such devices has made screens ubiquitous: in homes, workplaces, and classrooms. Most are user-friendly, portable, convenient, and interactive. Screens are also more affordable and accessible than ever before.

Daily screen time is increasing as schoolwork, financial transactions, leisure activities, and work tasks are engaged in online. The 2015 Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC) and 2017 Australian Child Health Poll statistics support this. These studies and more recent research indicate that most Aussie kids don’t abide by government advice (released in 2021) about managing screen time

The Australian government recommends:

• No screen time for kids under two.
• Less than an hour daily for 2–5-year-olds.
• Limiting sedentary recreational screen time to 2 hours per day for children aged 5- 17.

Introduced in 2014, these guidelines need updating, as they consider screen use for entertainment purposes only. However, children and adults use screens in a range of contexts and for purposes other than entertainment. For example, kids are expected to use digital resources and educational apps. As students get older, more rigorous academic demands typically translate to more screen time. Young children and teens also spend hours on social media platforms building relationships with others.

A more nuanced understanding of how young people use screens is required. Research into the changing nature of digital devices and their uses should inform guidelines. Regularly updating them ensures they remain relevant and benefit those they are created for.

Findings from the 2015 Longitudinal Study, 2017 ACHP, and OzTAM audience data collected between 2005-2017 by the Australian Media and Communications Authority (ACMA) indicate:

• In general, parents support the idea of screen limits but are sometimes unsure how much screen time is too much or how to enforce limits.

• 96% of children surveyed in the OzTAM data regularly watch screen media.

Health professionals and educators are calling for families to set age-appropriate screen time limits and to support kids to develop healthy screen habits. Concerns regarding the widespread popularity of screens and their effect on children date back to the invention of TV in the late 50s.

Fast forward to 2025. More screens to contend with, but complaints remain the same. What insights does research provide regarding screen time habits around the world and in Australia? What do experts advise?

Troubling Trends and Current Screen Habits

• Many young children and teens are getting less sleep than they need, Typically they stay up late to watch screen media before bedtime. The blue light disrupts the production of melatonin which regulates circadian rhythms and sleep cycles. Using screens before bedtime makes it more difficult for kids and adults alike to fall asleep quickly and easily. LSAC statistics show that around a quarter of children aged 12-13 and half of 17-year-olds don’t get a minimum of eight hours sleep on school nights.

• Even toddlers and kids under five spend time in front of screens despite recommendations that 2-5-year-olds spend less than an hour per day on them.

• Multitasking (i.e. using several screens at once) is common among children, teens, and adults. This makes it difficult to focus on content. Having multiple apps on in the background makes conversation between child and parents less likely. Research shows that parents are less likely to interact with children if screens are on in the background.

• Young children exposed to long hours of screen content may find it difficult to adjust to slower paced activities that don’t offer instant gratification. Parents report that children who use handheld devices may experience a full-blown meltdown if access is withdrawn. Streaming platforms with the “autoplay” or “play next in queue” setting activated don’t offer viewers a distinct ending to their viewing experience (i.e. credits rolling to signal the end of a viewing experience, and the subliminal message that it’s time to move on to a different activity).

Why Screen Free Learning and Activities Are Vital for Kids

Although more research needs to be conducted in this area, available studies report that younger kids don’t actually learn much from 2D screens. Toddlers and under twos have difficulty processing what they see on screen. Children this age struggle to retain information or transfer what they see on screen and apply it to real-world situations. The cognitive load this entails is often too high for young viewers.

Many toddlers have access to handheld, portable devices like tablets or mobile phones to watch content which they are in control of rather than their parents, so they find it difficult to accept requests to put them away and have difficulty regulating their emotions when people invade personal space to take devices away.

According to the 2017 ACHP survey of 3979 Aussie kids, 85% of parents use devices to occupy kids while they’re busy. A minority of parents do so every day.

Learning through direct experience (one-on-one interaction with others, sensory experiences) is more effective for toddlers than learning via screens. Kids from 0-7 will respond more readily to stimuli in the real world. Screens are a poor substitute for experiencing life directly. To understand abstract concepts, it’s often easier to initially learn through direct 3D experience.

Adopting and Enforcing Healthy Screen Habits

Adults may feel that negotiating screen time is an uphill battle peppered with tantrums. How can you help kids learn healthy screen habits? You can:

• Model them yourself. Setting an example sends a powerful message and forces you to critically assess your own screen habits. If screen limits are followed by the whole family, children won’t feel they are missing out.
• Be honest with children if balancing screen time with offline activities is something you struggle with. Present the challenge of adopting healthy screen habits as something they can help with. A sense of agency deepens family bonds and trust. Include children in discussions relating to new routines and listen to opinions, solutions, and suggestions.
• Offer children access to TV rather than handheld devices – if they learn early on that entertainment isn’t always on tap and that parents remain in control of the remote, they are less likely to throw a tantrum when screen time is up. As they get older and demonstrate self-control, you can allow them to use handheld devices and have more control.
• Prepare a menu of screen options for your kids based on their likes and interests. This is helpful for toddlers who feel bewildered or turned off by the huge range of options available on streaming platforms. People are more likely to endorse and follow rules if they have some agency and choice. For instance, kids are likely to react negatively to blanket bans which remove agency and disregard their views.
• When switching off screens, have a selection of other resources on hand to elevate, instruct, and amuse kids (e.g. art and craft supplies, paper books, sports equipment, community events to attend, or excursion ideas).
• Encourage children to plan offline activities for the whole family.
• In exceptional circumstances like the recent Covid-19 pandemic, digital activities and devices may be the only outlet available to children, so it makes sense to encourage and allow children’s screen viewing time to be higher than normal during such times.
• Allow children recreational time with screens – time spent doing school work shouldn’t count as part of screen time limits.
• To ensure screen time doesn’t negatively affect sleep cycles, avoid using screens at least half an hour before going to bed.
• Make screen time more enjoyable by co-watching and discussing content later. This provides opportunities to reflect on favourite shows or games and the messages they pick up on?
• Being informed about what content your child likes helps you to know them better and keep them safe from harm. Being informed allows you to educate your family about how to be safe when digital footprints are your Achilles heel. Discussing potential dangers and reiterating your support in times of trouble makes kids feel comfortable coming to adults with problems.
• It doesn’t hurt to clarify times when screen media isn’t allowed, for example during family celebrations or meals. At times, screens can be a barrier to meaningful relationships.
• Whilst digital devices offer kids benefits, avoiding excessive screen use is crucial. Excessive use causes health issues and disrupts sleep. Overuse results in missed opportunities to learn and play in other ways. It’s all about balance, rather than outright banning content or devices. Ultimately, families should set limits as it’s their role to guide children. Screens are only a problem when anything goes and no restrictions or guidelines for healthy  viewing habits are in place.

Dive into the pros and cons of interactive devices and programs. Learn about the effects of fast and slow TV on young viewers in the next issue.

Bibliography

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Author

Dr Estelle Hélène Borrey
PhD in European Languages and Cultures

Be audit-ready before the bell rings in 2026

WHS inspections in 2026 will be unforgiving if your kits aren’t current. Secure your compliant first aid kits before the end of 2025 and enter the new school year audit-ready and stress-free.

Introduction

In Australia, schools and early learning centres are legally considered workplaces, and principals, as Persons Conducting a Business or Undertaking (PCBUs), have a duty under the Work Health and Safety Act 2011 (Cth) to provide “adequate facilities for the welfare of workers” and to ensure, so far as is reasonably practicable, the health and safety of staff, students, and visitors.

This duty includes providing and maintaining accessible, fully stocked first aid kits appropriate to the risks in the school environment. According to the First Aid in the Workplace Code of Practice (Safe Work Australia, 2022):

“First aid kits should be checked after each use and at least once every 12 months to ensure the kit is complete and that items are not past their expiry date.”

“They should also be located in areas that are clearly marked, easily accessible to staff, and close to areas where there is a higher risk of injury.”

Having a WHS-compliant first aid kit is therefore not just a legal requirement but also a critical step to minimise risk, respond effectively to injuries, and protect your school community.

Why This Matters

The Reality of School Injuries

Injuries are one of the most common reasons children visit hospital emergency departments in Australia. According to the Australian Institute of Health and Welfare (AIHW), there were around 604,000 emergency department presentations and 89,000 injury-related hospitalisations for children and adolescents in 2021–22. Falls alone accounted for nearly one-third of all hospitalisations in this age group (AIHW, 2024).

Within schools, the most frequent injuries include cuts and grazes, falls from play equipment, head bumps, burns from hot surfaces or science equipment, and insect bites/stings (Monash University Injury Surveillance Unit, 2022). Even seemingly minor injuries can disrupt learning, create distress for students and staff, and sometimes escalate if not managed promptly.

Research also shows that children who experience serious injuries requiring hospitalisation are more likely to fall behind in literacy and numeracy and may experience poorer long-term educational outcomes (BMC Pediatrics, 2021).

Consequences of Inadequate First Aid Provision

1. Delayed Treatment & Escalation of Injury
   Without a fully stocked, accessible kit, injuries that could have been managed quickly, like bleeding cuts, burns, or allergic reactions, may worsen, leading to longer recovery times or hospitalisation.
2. Legal and Regulatory Risk
   Schools have a duty under the WHS Act 2011 to provide adequate facilities and welfare provisions. A poorly maintained or incomplete kit could result in non-compliance during audits or investigations.
3. Damage to School Reputation
   Parents expect that schools will be prepared to respond to injuries. A poorly handled incident can erode trust, attract negative media attention, and undermine community confidence in school leadership.
4. Wellbeing and Learning Impact
   Beyond physical harm, injuries can disrupt learning continuity, cause absenteeism, and increase anxiety for students and staff. This compounds stress and can impact the overall school climate.

Legal Requirements & Standards

Work Health and Safety (WHS) Obligations

Under the Work Health and Safety Act 2011 (Cth), schools and early learning centres are legally defined as workplaces. This means school leaders, as Persons Conducting a Business or Undertaking (PCBUs), must take all reasonably practicable steps to protect the health and safety of workers, students, and visitors.

In practical terms, this duty of care requires schools to:

• Identify health and safety risks, including those that could require first aid intervention (e.g., playground injuries, burns, allergic reactions).
• Provide adequate first aid facilities and equipment that are suitable for the size, layout, and risk profile of the school.
• Ensure trained personnel are available to administer first aid during school hours and events.

Maintenance & Restocking Requirements

The First Aid in the Workplace Code of Practice (2022) makes it clear that first aid kits must be regularly inspected, restocked, and kept up to date. Best practice includes:

• Checking kits after every use to replace consumed items.
• Conducting a full audit at least once every 12 months to ensure nothing is missing or expired.
• Documenting inspections and assigning responsibility for ongoing compliance (e.g., a designated staff member or WHS officer).

This process ensures that when an incident occurs, supplies are available, sterile, and ready for immediate use.

Importance of ISO 13485-Certified Equipment

Choosing first aid kits assembled under the ISO 13485 Medical Device Quality Standard provides confidence that every component meets strict international benchmarks for safety, reliability, and traceability.

For schools, this means:

• Medical-grade components that perform as expected in an emergency.
• Clear labelling and packaging to support quick and correct use.
• Compliance with procurement best practice, reducing risk during audits or investigations.

Features of a WHS-Compliant First Aid Kit

A first aid kit is only effective if it is complete, accessible, and tailored to the risks of the school environment. A WHS-compliant kit goes beyond a basic “home” first aid box, it is designed to meet legal standards, reduce response times, and support confident decision-making in emergencies.

Contents Designed for Schools

Schools face unique risks compared with general workplaces, so their kits must include child-appropriate and age-appropriate contents. For example:

• Cuts and Grazes: Adhesive plasters, antiseptic wipes, saline solution for cleaning wounds.
• Burns: Hydrogel burn dressings, non-adhesive pads.
• Fractures & Sprains: Conforming bandages, triangular bandages, instant ice packs.
• Allergic Reactions & Stings: Tweezers, antiseptic cream, and space for epinephrine auto-injectors (if required).
• Eye Injuries: Saline eye wash bottles, eye pads.

Including supplies sized appropriately for children helps reduce fear, makes application easier, and improves comfort during treatment.

Modular Design for Rapid Response

Modern kits, such as the Modulator series, use a modular design where each type of injury (e.g., burns, cuts, eye injuries) is grouped into a colour-coded pack. This has several advantages:

• Faster identification: Staff can grab the correct module immediately.
• Reduced downtime: Only the used module needs to be replaced, not the entire kit.
• Lower cost of maintenance: Makes restocking more affordable and predictable.

This design is particularly helpful in schools, where multiple staff may need to administer first aid quickly, even if they are not first aid specialists.

Maintenance & Refill Checklist

Every compliant kit should include a clear, printed checklist for easy inspection. A good checklist:

• Lists every item and its required quantity.
• Includes columns for inspection dates and signatures.
• Highlights expiry-sensitive items (e.g., saline, antiseptic).

This helps schools document compliance and be “audit-ready” in case of a WHS inspection.

Clear Labelling & Organised Layout

During an emergency, seconds count. A WHS-compliant kit should:

• Be clearly labelled with a green-and-white first aid symbol, visible from a distance.
• Have internal compartments or dividers so items are easy to find.
• Be mounted or stored in easily accessible, marked locations such as the front office, staffroom, and playground duty bag.

This organisation ensures staff can locate the right item without delay, even under stress.

Comparison: WHS-Compliant vs. Generic First Aid Kits

Choosing the right first aid kit is not just a matter of convenience, it is a matter of legal compliance, risk management, and safety outcomes. Here’s how a WHS-compliant kit stacks up against a generic, off-the-shelf alternative:

How Schools Can Take Action

Meeting your legal obligations and protecting your school community doesn’t need to be complicated. With a structured approach, you can have a fully compliant first aid system in place within days, not weeks.

Step 1: Choose a WHS-Compliant Kit

Select a kit that meets the WHS Act 2011 requirements, reflects the First Aid Code of Practice, and includes child-appropriate contents. Modular kits make it easy to replace only what’s used, saving money and time.

See the Kit Schools Trust Most: Safe Principal Shop

Step 2: Assign a Responsible Person

Nominate a staff member or WHS representative to be the First Aid Kit Coordinator. Their role is to:

• Conduct regular kit inspections (the modular design makes this simple)
• Record checks on the provided checklist
• Order refills when modules are used or items are expired

This ensures accountability and consistency across the school year.

Step 3: Keep Records & Stay Audit-Ready

Use the included maintenance checklist to document inspections. Keep these records on file for 12 months, this will support your school during WHS audits or compliance reviews and show you are taking “reasonably practicable steps” to meet your duty of care.

Step 4: Train Your Staff

Even the best kit won’t be effective if staff are unsure how to use it. Provide basic first aid awareness training or refresher sessions during staff meetings or professional development days. Consider integrating this with your annual WHS induction process.

By following these four steps, schools can significantly reduce risk, improve response times, and demonstrate strong compliance with legal and duty-of-care obligations.

Call to Action

Take the First Step Toward a Safer School Today

Protecting students and staff starts with having the right systems, and the right equipment, in place.

☑Order your WHS-compliant first aid kit today and give your school community the confidence that you are prepared for emergencies. All orders over $100 receive FREE shipping anywhere in Australia

☑Book a free 20-minute consultation with our WHS team to review your current first aid arrangements and identify any gaps.

📦 Get Started Now:

🛒 Shop WHS-Compliant First Aid Kits

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References

• Safe Work Australia. (2022). First Aid in the Workplace: Model Code of Practice.
• Safe Work Australia. (2011). Model Work Health and Safety Act.
• Australian Institute of Health and Welfare. (2024). Injuries in children and adolescents: A significant contributor to hospitalisations in Australia.
• Monash University Injury Surveillance Unit. (2020). Hazard 88: Injuries in the school setting.
• BMC Pediatrics. (2021). The impact of childhood injury and injury severity on school performance and high school completion in Australia: a matched population-based retrospective cohort study
• Knolhoff, C.N. (2023). Optimizing Individual First-Aid Kit Placement in K-12 School Environments. Purdue University.
• Hashil, A., Hassan, H.S., Al Hashil, H.S. (2024). First Aid Education in Schools. Journal of Medical Sciences.
• Okandeji-Barry, O.R.A. (2024). Effect of Training on First-Aid Knowledge, Emergency Management Skills, and Learning Retention. Unicaf University.
• Hashim, S.S. (2025). Assessment of Teachers’ Knowledge about Providing First Aid in Primary Schools. South Asian Research Journal of Nursing and Health Care.
• De Lima, L.S.S., Rodrigues, D.M., Da Silva, R.C.S. (2025). Knowledge and Practices of First Aid among Basic Education Professionals in Brazil. Archives of Current Research.
• Košútová, K., Osvaldová, L.M. (2022). Preparation and Education in Fire Protection, First Aid and Civil Protection at Primary Schools. INTED Proceedings.
• Kearney, K.B., Bucholz, J. (2020). Teaching Basic First Aid Skills to Increase Inclusive Opportunities. DADD Online.
• Rodrigues, K. de Lima, Antão, J.Y.F. de Lima et al. (2015). Teacher’s Knowledge about First Aid in the School Environment: Strategies to Develop Skills. Archives of Medicine.

Author: Parisa Moshashaei

PhD of Occupational Health and Safety