CONCLUSION: Different MR models reveal the complex mediation role of mobile phone use frequency and duration between ADHD and educational attainment, varying by educational outcome type. Frequency mediates the link between childhood ADHD and full-time education/college completion, while duration significantly impacts ADHD when higher education is the outcome. The notable mediation effect of duration on ADHD underscores the need for further study into screen time’s influence on ADHD and academic…
