Social Media as a Tool for Cognitive Development for Children with Developmental Disabilities: Caregivers’ Perspectives

Social media has increasingly become an integral part of children’s daily lives, including those with developmental disabilities. While concerns about screen time and online risks persist, emerging scholarship suggests that social media when carefully guided may support cognitive development, communication, and learning. This study examines caregivers’ perspectives on the use of social media as a tool for cognitive development among children with developmental disabilities in the United States. Employing a qualitative phenomenological research design, indepth interviews were conducted with twenty-one caregivers who provide consistent care and support for children diagnosed with conditions such as autism spectrum disorder, ADHD, Down syndrome, and other developmental challenges. The study explores how caregivers perceive social media’s influence on children’s learning, how they manage and guide usage, and the challenges they encounter in regulating online engagement. Thematic analysis revealed that caregivers largely view social media as beneficial for enhancing communication, attention, imitation, and learning through visually stimulating and repetitive content such as educational videos, music, and nursery rhymes. However, findings also highlight concerns regarding content safety, excessive screen time, emotional regulation, and the demands of constant supervision. The study concludes that social media can serve as a supportive cognitive tool for children with developmental disabilities when used purposefully, under close caregiver guidance, and within structured limits. Recommendations emphasize the need for child-specific platforms, improved parental control tools, and caregiver training to maximize benefits while minimizing risks.