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At U.S. President Donald Trump’s request, Congress voted in July 2025 to claw back US$1.1 billion it had previously approved for the Corporation for Public Broadcasting. That measure, which passed in the House and the Senate by very narrow margins, will cut off all federal tax dollars that would have otherwise flowed to PBS and its affiliated TV stations for the next two fiscal years.
The public media network has played a crucial role in producing educational TV programs, especially for children, for nearly 60 years. It has been getting 15% of its budget in recent years from the federal government. Many of its affiliate stations are far more reliant on Washington than that – leading to a flurry of announcements regarding planned program cuts.
“Sesame Street” is still in production, joined by newer TV shows like “Wild Kratts” and “Daniel Tiger’s Neighborhood.” PBS KIDS, in addition to producing popular age-appropriate programs, has a website and multiple apps with games and activities that provide other opportunities for learning.
Local PBS affiliate stations offer educational programming and other resources for schools, families and communities.
I’m a child development researcher studying how kids engage with digital media and how educational programming and other kinds of content help them learn. I also have two children under 5, so I’m now immersed in children’s media both at work and at home.
What kids watch
In a study about the kinds of media kids consume that the Journal of Applied Developmental Psychology published in June 2025, my colleagues and I surveyed the parents and other kinds of caregivers of 346 first graders. The study participants listed the TV shows, videos, apps and games the kids used the most.
Our research team then used a systematic coding process to look at how much children access educational programming in their favorite media – whether it’s through their favorite TV shows, web videos or video games.
We found that only 12% of this content could be described as educational. This amount varied widely: For some children, according to the adults we surveyed, educational media comprised their top three to five sources. Others listed no educational media consumption at all.
We also looked into who is taking advantage of educational media.
Our team found no differences in kids’ educational media use according to how many years of education their parents had. That finding suggests that kids of all backgrounds are equally likely to consume it.
The Role of PBS
This peer-reviewed study didn’t break down our results by specific media outlets. But in light of the cessation of federal funding, I wanted to find out how much of the educational content that children watch comes from PBS.
By revisiting our data with this objective in mind, I learned that PBS accounted for 45% of the educational TV or videos parents said their kids watched most often. This makes PBS the top source for children’s educational programming by far. Nickelodeon/Nick Jr. was in second place with 14%, and YouTube, at 9%, came in third.
PBS accounted for a smaller portion, just 6%, of all educational apps and games. I believe that could be because a few non-PBS apps, like Prodigy and i-Ready, which can be introduced in school, dominate this category.
An Uncertain future
Independent production companies collaborating on programming with PBS consult experts in child development and children’s media and conduct research throughout the production process to see how children respond and learn, often in partnership with PBS KIDS.
This rigorous production process can include observing children watching the show, conducting focus groups and surveying parents about their experiences. It requires a lot of time and money to produce this kind of thoughtfully crafted educational media. This process ensures that the programming is both fun for children and helps them learn.
What the end of federal funding will mean for PBS’ educational programming for kids is still unclear. But to me, it seems inevitable that my children – and everyone else’s kids – will have fewer research-informed and freely accessible options for years to come.
At the same time, there will likely be no shortage of flashy and shallow content marketed to kids that offers little of value for their learning.
Rebecca Dore, Director of Research of the Crane Center for Early Childhood Research and Policy, The Ohio State University
This article is republished from The Conversation under a Creative Commons license. Read the original article.
