Neuroscientist Jared Cooney Horvath has reported that Generation Z, born between 1997 and 2010, is showing significantly lower academic performance compared to the previous generation, Millennials, who were born roughly between 1981 and 1996. Horvath stated that this is the first generation in modern history to achieve worse scores on standardized tests than its predecessor. He highlighted that Generation Z has underperformed across virtually all cognitive measures including basic attention, memory, literacy, arithmetic, executive function, and overall IQ.

Horvath's findings indicate a striking break from a century-long trend where each subsequent generation has outperformed the one before it. Traditionally, families have witnessed improvements in educational attainment and cognitive abilities passed down from parents to their children, but Generation Z appears to be reversing this pattern. He emphasized that the academic challenges faced by this generation could reshape societal expectations and pressures surrounding education.

The decline in performance is being correlated with increased screen time at an early age, with experts noting that over half of an adolescent's waking hours are spent looking at screens. This constant exposure to digital devices may be impacting attention spans and cognitive faculties developmentally. As these issues come to light, it raises questions about the long-term implications for educational policy and the need for interventions that might help rectify the situation.