Teens, Technology, and Anxiety: What the Brain Tells Us About Digital Habits and Emotional Well-Being

Thursday, January 23, 2025.

Adolescence is an exhilarating yet vulnerable stage of life—a time when teens are figuring out who they are, how they relate to others, and how to navigate the complexities of their emotions.

But for many teens, this journey is increasingly mediated by glowing screens and instant notifications, raising important questions about how digital habits might shape their emotional and mental health.

New research published in Affective Science delves into the nuanced relationship between teens' preference for digital communication and social anxiety symptoms.

This study, led by Sarah Myruski and her colleagues at Pennsylvania State University, uncovers how brain activity provides clues to why some teens may feel more anxious when they rely heavily on digital media over face-to-face interactions.

Rather than simply pointing fingers at technology as the "villain," (frankly, as I am inclined to do) this study invites us to approach the topic with empathy and curiosity.

It reveals that the connection between teens’ digital preferences and their emotional well-being is neither black nor white—it’s as complex as the teens themselves.

The Social Anxiety Puzzle

Adolescence is often the time when social anxiety first rears its head.

Characterized by a fear of judgment or embarrassment in social situations, social anxiety can deeply impact a teen’s self-esteem, relationships, and mental health. Combine this with a world where digital communication often replaces in-person interaction, and you have a recipe for important, albeit difficult, questions:

• Does relying on digital media for emotional support and connection increase anxiety, or do socially anxious teens simply prefer the safety of texting over talking face-to-face?

• How does this preference influence the way teens regulate their emotions?

Myruski’s study didn’t just look at how much time teens spend online—a metric that has yielded inconsistent findings in the past. Instead, the research focused on how teens use digital media for emotional communication, especially compared to face-to-face interactions.

The findings provide valuable insights into the interplay between technology, emotion regulation, and brain activity.

Brain Activity: The Delta-Beta Connection

The study recruited 80 adolescents, aged 13 to 16, who participated in a lab-based study. Alongside surveys that assessed their communication preferences and social anxiety levels, the teens underwent EEG recordings to measure delta-beta coupling, a neurophysiological marker.

Delta-beta coupling reflects how well emotional and cognitive areas of the brain communicate with one another. High levels of coupling suggest a rigid, “over-controlled” approach to emotion regulation, which is commonly seen in folks with anxiety. In simpler terms, it’s like the brain’s emotional gears are stuck—they work too hard to regulate emotions but struggle to adapt flexibly to new situations.

The researchers found that teens who preferred digital communication for emotional sharing—whether celebrating a win or seeking comfort after a bad day—showed higher delta-beta coupling. This brain activity pattern was linked to elevated social anxiety symptoms.

Why Does Digital Media Play a Role?

The study suggests an indirect pathway: teens who rely heavily on digital communication might develop rigid emotional habits, which in turn increase their vulnerability to anxiety. Myruski explains:

“We think this heightened connectivity may reflect excessive neural rigidity, which could result in a heightened need for control in unpredictable social situations.”

This is particularly relevant for socially anxious teens who already struggle with in-person interactions.

The asynchronous nature of digital communication (e.g., texting) might feel safer because it provides time to carefully craft responses.

But over time, this reliance may limit opportunities for teens to practice the emotional flexibility needed in real-life social settings.

It’s Not All Doom and Gloom

While the findings highlight risks, they also carry a message of hope.

This isn’t about demonizing technology—it’s about balance and intentionality.

Digital communication isn’t inherently harmful, and in fact, it can be a lifeline for teens who feel isolated or struggle with face-to-face interactions.

The key is to support teens in using technology in ways that enhance their well-being, not undermine it.

A Broader Context: What Other Studies Say

Myruski’s findings align with growing research into how technology intersects with adolescent mental health. For example:

• Twenge et al. (2017) found that excessive social media use was associated with increased rates of depression and anxiety among teens, especially when it replaced in-person interactions.

• Odgers and Jensen (2020) cautioned against one-size-fits-all conclusions, noting that for some teens, digital media can foster connection and support.

• Orben et al. (2019) emphasized that the effects of digital media on mental health are often small and highly individual, influenced by factors like personality, family dynamics, and offline social experiences.

Together, these studies suggest that the relationship between technology and mental health is complex and depends on how, why, and when teens use digital media.

What Can We Do? Practical Advice for Families and Educators

So, how can parents, educators, and teens themselves navigate this digital maze? Myruski offers practical, research-based recommendations:

• Encourage Balance, Not Bans
  Instead of harsh restrictions, focus on helping teens strike a balance between digital and face-to-face interactions. For example, encourage them to spend time with friends in person when possible while recognizing that digital communication can complement these relationships.

• Promote Real-Time Social Cues
  Not all digital interactions are created equal. Forms of communication that include real-time social cues, like video calls or voice chats, more closely resemble face-to-face interactions and may help teens practice social skills.

• Foster Emotional Awareness
  Help teens develop emotional regulation skills through activities like journaling, art, mindfulness, or therapy. Encourage them to reflect on how digital media use affects their mood—did a scrolling session leave them feeling better or worse?

• Model Healthy Tech Habits
  Teens often mirror the behaviors they see at home. Parents and educators can model mindful technology use by creating tech-free family time or using devices intentionally rather than reflexively.

A Compassionate Perspective

At its core, this research isn’t just about technology—it’s about connection.

Teens are navigating a world that looks vastly different from the one their parents grew up in, and digital media is often the stage on which they explore their identities and relationships.

The goal isn’t to shame teens for using technology but to support them in building habits that promote resilience and well-being.

As Myruski wisely notes, emotion regulation lies at the heart of this work. Let’s foster awareness, balance, and open communication, so we can perhaps help teens prosper in both their digital and real-world lives.

Be Well, Stay Kind, and Godspeed.

REFERENCES:

Myruski, S., Cahill, B., & Buss, K. A. (2025). Digital media use preference indirectly relates to adolescent social anxiety symptoms through delta-beta coupling. Affective Science. https://doi.org/10.xxxxx

Odgers, C. L., & Jensen, M. R. (2020). Annual research review: Adolescent mental health in the digital age: Facts, fears, and future directions. Journal of Child Psychology and Psychiatry, 61(3), 336–348. https://doi.org/10.1111/jcpp.13190

Orben, A., Dienlin, T., & Przybylski, A. K. (2019). Social media’s enduring effect on adolescent life satisfaction. Proceedings of the National Academy of Sciences, 116(21), 10226–10228. https://doi.org/10.1073/pnas.1902058116

Twenge, J. M., Martin, G. N., & Spitzberg, B. H. (2017). Trends in US adolescents’ media use and psychological well-being, 1976–2016. Psychological Science, 28(5), 595–608. https://doi.org/10.1177/0956797617716925