Perceptions and Strategies for Managing Screen Time among School-Going Children Aged 12-14 Years in Dhaka, Bangladesh: A Qualitative Study

Screen time among students in Bangladesh has increased in recent years, reflecting global trends in digital device use for entertainment, education, and communication. Concerns are growing about the effects of excessive screen exposure on children’s mental, physical, and social well-being. This study explored the perspectives of stu-dents, parents, and teachers on excessive screen time, its impacts, and strategies for regulating children’s screen use. An exploratory qualitative study was conducted be-tween January and April 2024 in six purposively selected schools (three English and three Bangla-medium) in Dhaka. Participants included 25 students aged 12–14 years from classes six-ten (56% male), along with parents and teachers. Data were collected through focus group discussions and in-depth interviews and analyzed using inductive thematic analysis. Students reported negative effects of excessive screen use, including sleep disturbances, eye strain, sedentary behavior, irregular eating habits, reduced so-cial interaction, irritability, emotional distress, and academic difficulties. Some benefits were noted, including improved digital literacy and access to educational resources. Parents and teachers described strategies such as setting time limits, monitoring con-tent, restricting internet access, and encouraging offline activities. The findings high-light the complexity of children’s screen engagement and the need for context-specific guidelines to promote healthy screen use.