Gen Z first ever to show lower IQ than previous generation

A growing body of research suggests that Generation Z may be the first cohort in modern recorded history to score lower than the generation before them on key cognitive measures, including attention, memory, reading, mathematics, problem-solving, and overall IQ.

Speaking before the US Senate Committee on Commerce, Science, and Transportation in January, neuroscientist Dr. Jared Cooney Horvath argued that the decline is closely linked to the rapid expansion of digital technology in classrooms. According to Horvath, cognitive performance began to plateau around 2010, the same period when schools across many countries accelerated the adoption of tablets, laptops, and so-called “educational technology” (EdTech).

The issue, he stressed, is not poor implementation or inadequate teacher training, but a deeper mismatch between digital tools and how the human brain evolved to learn. Humans, he explained, are biologically wired for deep focus, sustained reading, and face-to-face interaction, not fragmented consumption of short clips, summaries, and scrolling content.

Research presented at the hearing suggested that students who rely heavily on classroom technology, in some cases using computers for five hours daily, tend to perform worse than peers with limited screen exposure. Data from the US National Assessment of Educational Progress also showed that states implementing one-to-one device programs often saw stagnant or declining scores.

Horvath warned that education systems may be adapting to technology rather than designing tools that serve cognitive development. Experts at the hearing described the trend as a “societal emergency,” recommending limits on smartphone access for children and reconsideration of widespread EdTech integration.

While the debate continues, the findings raise broader questions: has digital acceleration improved learning, or quietly reshaped it in ways that may carry long-term cognitive costs?