Health and Medical Psychology

A Parent–School Digital Health Education Program to Reduce Adolescents’ Screen Time: Effects on Sleep Quality, Somatic Symptoms, and Academic Engagement

https://doi.org/10.61838/ijbmc.v13i2.785
Adolescents Screen Time Sleep Wake Disorders Somatic Symptoms Health Education

Authors

  • Noushin Derakhshan Assistant Professor, Department of Educational Sciences and Psychology, Payame Noor University, Tehran, Iran.
  • Nahid Yousefpour Assistant Professor, Department of Educational sciences and psychology, Payame Noor University, Tehran, Iran.
  • Roksana Nakhaei Moghadam Department of Clinical Psychology, ZAH.C., Islamic Azad University, Zahedan, Iran.
In Press
Quantitative Study(ies)

Objective: Excessive screen time in adolescents is associated with poorer sleep quality, increased somatic complaints, and reduced academic engagement. This study evaluated the effectiveness of a culturally adapted parent–school digital health education program in reducing adolescents’ screen time and improving sleep, somatic symptoms, and academic engagement.

Methods and Materials: In a quasi-experimental pretest–posttest design with a waitlist control group, 240 adolescents aged 12–17 years (Intervention = 121; Control = 119) and their parents from 8 schools participated. The intervention included 6–8 weekly sessions targeting family media rules, sleep hygiene, self-regulation, and alternatives to screen use. Daily screen time was the primary outcome; secondary outcomes were sleep quality (PSQI), somatic symptoms (CSI-24), and academic engagement (SEI). Mixed-effects ANCOVA models controlled for baseline scores and clustering.

Findings: The intervention group showed a significant reduction in daily screen time (−72.5 min/day) versus controls (−19.1 min/day), adjusted Δ = −62.8, 95% CI [−79.4, −46.2], p < .001, d = 0.66. PSQI scores decreased more in the intervention group (−1.78 vs −0.41), Δ = −1.37, 95% CI [−1.86, −0.88], p < .001, d = 0.58. Somatic symptoms declined (−5.1 vs −1.4), Δ = −3.7, 95% CI [−5.6, −1.8], p < .001, d = 0.39. Academic engagement improved (+0.21 vs +0.06), Δ = +0.15, 95% CI [+0.06, +0.24], p = .001, d = 0.34. Effects were strongest in adolescents with high adherence to family media rules, with a significant adherence × time interaction for screen time (p = .004) and PSQI (p = .012). Mediation analysis indicated partial mediation of PSQI improvement through reduced screen time.

Conclusion: A culturally adapted parent–school digital health education program effectively reduces adolescents’ screen time and improves sleep, somatic symptoms, and academic engagement. Integration of parental guidance with school support enhances intervention impact and feasibility.