What New Research Says About Screens, Social Media, Learning and the Role of Paper

Submitted: Two Sides North America November 19, 2025

Back in 2019, industry voices were already asking whether a “digital backlash” was on the horizon as people began to question the impact of constant screens and social media on their own lives and their children’s education.

Six years later, the picture is clearer: we have not seen a mass exodus from social media or digital tools. In fact, social media use remains extremely high. However, we are witnessing a growing movement to establish healthier boundaries—especially in schools—and a renewed appreciation for the unique benefits of print on paper.

At Two Sides North America, our mission is to promote the sustainability and effectiveness of paper, based on facts. So, what do the facts say today?

The evidence suggests continued high use of social media, with signs of plateaus and shifts in platform popularity, rather than a broad decline.

A January 2024 Pew Research Center study found that 83% of U.S. adults use YouTube, 68% use Facebook, about half use Instagram, and nearly a third use TikTok. These figures are slightly higher than in previous years, indicating modest growth. Among teens, social media use is even more prevalent. A July 2025 Pew fact sheet shows that about 7 in 10 U.S. teens visit YouTube every day, with 15% doing so “almost constantly”; 57% report using TikTok daily.

There is little indication that social media participation is declining; however, we do see platform shifts. For example, teen use of Facebook and X is far lower than it was a decade ago, while YouTube and TikTok dominate. 

Based on this usage, there is growing concern about time spent and mental health impacts,  particularly for heavy teen users, which is steering policy debates, but not a user-driven abandonment. 

In other words, usage is still high—but public skepticism and regulatory attention are clearly rising.

What we are learning about technology in the classroom

In education, we are seeing a meaningful push to limit smartphones and rethink “all-digital” approaches. This has driven a rapid increase in school smartphone bans. UNESCO reports that approximately 60 education systems worldwide (30%) had laws or policies banning the use of smartphones in schools in 2023. By the end of 2024, that number had grown to 79 systems (about 40%), highlighting a clear global trend toward restricting phones in the school environment. 

In the United States, cellphone bans are gaining momentum. As of September 2024, at least 15 states had passed laws or policies limiting student cellphone use in K-12 schools, and seven of the 20 largest U.S. school districts forbade phone use during the school day.  A 2025 NCES brief reports that most public schools already restrict phone use during class, and more than half of school leaders believe cellphones negatively impact academic performance. Parents are getting on board with 68% of U.S. adults supporting a ban on phone use during class in middle and high schools. 

There is a clear, research-supported shift toward limiting the use of smartphones in classrooms. This is not a return to a pre-digital world, but a recognition that unfettered access to phones can undermine attention, learning, and well-being.

Beyond phones, some education systems and schools are reconsidering just how far to push digital textbooks and one-to-one devices:

In Finland, after years of promoting laptops in classrooms, the town of Riihimäki has returned to printed textbooks in many subjects, citing concerns about distraction and focus. Teachers and students report that their reading and concentration improved when they returned to books.   

A 2024 report from Bay View Analytics, covered by Inside Higher Ed, found that college professors still overwhelmingly believe print textbooks are more effective than digital, even as digital options proliferate. Education scholars are also raising concerns about the shift toward digital-only educational material. A 2025 article in Education Next argues that as schools abandon well-structured print textbooks for fragmented digital resources, teaching and learning suffer, particularly for struggling students who benefit from coherent, sequenced print materials. 

These developments don’t mean schools are “anti-technology.” They indicate a growing recognition that paper textbooks and print materials provide structure, reliability, and cognitive advantages that many digital tools still struggle to match.

Research about reading on paper vs. screens

Newer studies continue to find subtle but important advantages for reading on paper, especially for deeper comprehension.

A large study led by researchers at the University of Valencia, published in late 2023 and summarized by Axios, found that print reading is more strongly associated with reading comprehension than digital reading, based on data from more than 450,000 participants. 

In 2024, a meta-analysis of dozens of studies found that students consistently scored higher on comprehension tests when reading on paper compared to screens, a pattern often described as the “screen inferiority effect.” According to the study, screens can affect the amount of time we spend with content, as well as physical factors like eye strain, and built-in distractions such as notifications or pop-ups. All of which can contribute to a lack of focus or comprehension. 

Recent research suggests that screens are suitable for quick information, short texts, and interactive exercises, but paper remains superior for sustained, focused reading and deep learning, particularly for students who are still developing foundational literacy and study skills.

For Two Sides North America, this reinforces what many teachers, parents, and professors tell us anecdotally: paper isn’t nostalgia—it’s a proven learning tool.

Print and digital can co-exist

Digital use is widespread and intense, and the public clearly does not desire a digital reset or a complete abandonment of devices. But if we redefine a digital reset as a rebalancing of our relationship with technology, especially for children and students, then that desire is much more prominent. 

In recent years, policymakers, educators, and parents have been increasingly willing to limit the use of smartphones in schools. As school systems find that screens are not delivering their promised benefits, they have moved on to experimenting with a return to printed textbooks, while new research continues to highlight the cognitive and educational advantages of print for comprehension and retention.

At Two Sides North America, we believe this is not about being “pro-digital” or “anti-digital.” It’s about choice, balance, and evidence.

Digital tools are powerful, especially when used thoughtfully. But they do not replace everything. For structured and consistent access to information, focused learning, and deep reading, there is still no substitute for paper.

To explore more facts about print and sustainability, visit twosidesna.org.

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