11/15/2025
I received this breakdown from Sarah Kleiner Wellness, and the moment I read it, I knew it needed to be shared. It puts words and science to what so many parents, grandparents, and teachers have been quietly noticing:
Kids today are not okay — and it’s showing in their nervous systems, their behaviour, their sleep, their emotional stability, and their ability to regulate.
Screen use is one reason why.
1. Kids experience screens and artificial light very differently than adults.
We often think kids are “just using screens more,” but biologically, they’re absorbing more and processing more than we are.
Their eyes let in more blue light.
A child’s eye lens is clearer and less yellow than an adult’s. That means:
More blue light reaches the retina in children than adults, because their developing lens absorbs less short-wavelength light.
One clinical article notes children can absorb ~45% more “toxic” blue light through the retina than adults over 25, and they tend to hold devices closer → even higher effective dose.
This means:
~~they take in significantly more blue light to the retina
~~they hold screens closer, multiplying intensity
~~the blue from a screen is concentrated and high-contrast, not naturally balanced with red/infrared like sunlight
Blue light at night suppresses melatonin, and melatonin isn’t just a sleep hormone — it plays roles in:
~~DNA repair
~~mitochondrial function
~~immune regulation
~~circadian timing
When a 5-year-old is on an iPad at night, they’re receiving more retinal blue light per kilogram of body weight than an adult scrolling in bed.
2. Their developing brain is wired for dopamine — and screens hijack it.
Children are supposed to get dopamine from:
~~novelty in nature
~~physical play
~~exploration
~~social interaction
~~problem-solving
But now, for many kids, the “environment” their brains are learning to map is:
~~fast-paced, quick-cut videos
~~infinite scroll
~~auto-play loops
~~high-intensity sensory stimulation
This rewires dopamine pathways toward instant gratification instead of real-world exploration.
3. This overlaps with a critical window of neurodevelopment — especially myelination.
Childhood and adolescence are periods where the brain:
~~forms neural pathways
~~prunes unused synapses
~~and rapidly myelinates nerve fibres
Myelin is the fatty coating that helps signals travel smoothly and quickly through the nervous system.
Chronic overstimulation, stress, poor sleep, constant novelty hits, and irregular circadian rhythms can all:
~~slow or disrupt myelination
~~weaken the stability of developing pathways
~~affect emotional regulation, memory, focus, and executive function
This means the biology of childhood is now directly colliding with the pace and intensity of modern technology.
4. Teachers are seeing the fallout in real time
Across schools, educators are reporting an unmistakable shift that began rising sharply around 2010–2013 — the same period smartphones became universal and LED lighting replaced more incandescent bulbs.
Teachers are describing more children who arrive:
~~already dysregulated
~~anxious or overwhelmed
~~fatigued or shut down
~~unable to filter noise
~~quick to frustration or tears
~~struggling with eye contact
~~more socially unsure
~~more emotionally volatile
~~less able to focus without external stimulation
~~delayed in speech, communication, or problem-solving
This isn’t “bad behaviour.”
This is nervous system overload meeting an environment they’re not biologically built for.
Many teachers quietly say:
“Kids aren’t okay — and we’re seeing it every day.”
5. The rise in struggles matches the rise in screen saturation
From early childhood on:
~~more blue-light exposure
~~more dopamine-driven content
~~less outdoor time
~~less restorative sleep
~~more sensory input
~~and more emotional overwhelm
All of this compounds.
Even when parents try to limit screens, kids are still surrounded by:
~~school devices
~~tablets used for assignments
~~LED lighting
~~online homework portals
~~constant digital stimulation
We are now raising children in a landscape that their biology has not evolved to handle.
6. This is a nervous system issue — not a discipline issue
When a child’s nervous system stays in sympathetic activation (fight/flight), the body prioritizes survival, not learning or social connection.
A dysregulated child cannot:
~~self-soothe
~~focus
~~listen
~~integrate information
~~regulate emotions
~~connect confidently
Their behaviour is a reflection of their physiology, not their character.
7. So much affects a child’s nervous system — more than we often realize.
Screens, blue light, sleep, nutrition, stress, emotional environment, sensory load, outdoor exposure, social dynamics, and myelination all shape how a child shows up in their body each day.
The nervous system is always adapting — and it’s telling us very clearly that kids are overwhelmed.
And this is why Spinal Flow has become so meaningful in my work with children and families.
It meets the nervous system where it actually lives — not in behaviour, not in “good choices,” not in willpower — but in the parasympathetic system, the place where the body finally feels safe enough to:
~~soften
~~regulate
~~repair
~~integrate experiences
~~and rebuild the pathways that daily stress disrupts
When the nervous system shifts into safety, kids become more themselves again.
Their resilience grows.
Their sleep improves.
Their digestion calms.
Their emotional world steadies.
And the body can finally create space for healing and growth.
Our children don’t need more pressure.
They need space — and a physiology that feels safe enough to thrive in the world they’re growing up in.
If you’d like to explore Spinal Flow sessions for your child or your family, I’m here.