Generation Z Became The First Generation to Be Less Successful Than Previous Ones

Statements made by neuroscientist Jared Cooney Horvath have reignited a global debate about the academic performance of Generation Z. According to Horvath, individuals born between 1997 and 2010 may represent the first generation in modern history to perform worse academically than those who came before them.

As reported by New York Post, Horvath analyzed extensive data from standardized academic tests in the United States. His findings suggest that Generation Z shows a noticeable decline in academic achievement compared with previous generations. He presented these findings during testimony before the ABD Congress, emphasizing the impact of the digital age on learning.

According to Horvath, one of the main reasons for the academic struggles of Generation Z is that they are the first generation to grow up surrounded by constant screen exposure. Today’s youth spend more than half of their waking hours in front of screens. He argues that the human brain is biologically wired for face-to-face interaction and deep, focused learning rather than constant digital stimulation.

Having taught at prestigious institutions such as Harvard Univercity and Melbourne Univercity, Horvath believes that learning primarily through screens encourages shallow reading habits. Without sustained mental effort and concentration, even the most capable minds can gradually lose their cognitive sharpness.

Horvath stresses that he is not anti-technology; rather, he advocates for discipline in its use. He supports limiting screen time in schools and encouraging students to return to deep, focused study habits. In his view, the intense preparation and long hours of reading once associated with academic success played a vital role in cognitive development.

One of his most striking remarks concerns generational cognitive trends. Since the late 1800s, each generation has generally outperformed the previous one cognitively. However, Horvath suggests that this upward trend may have reversed with Generation Z. If true, this shift could have significant implications not only for education systems but also for the intellectual future of society.

Still, these findings do not necessarily mean Generation Z is less capable overall. Many experts point out that this generation excels in different areas, including digital literacy and multitasking skills. The ongoing debate may therefore be less about decline and more about redefining what academic success and intelligence look like in the digital era.