Recent evidence shows that school‐based interventions to reduce screen time yield only modest effects, suggesting a need to reconsider how digital behavior change is approached in educational settings. Current programs often emphasize individual restriction, overlooking the broader social and cultural environments that shape children's screen habits. We argue for a shift from “screen time reduction” toward promoting Digital Well‐Being Literacy , which entails developing students' capacity for mindful, balanced, and critical digital engagement. This direction aligns with 21st‐century education priorities, emphasizing autonomy, digital citizenship, and self‐regulation rather than avoidance. Screen use is influenced not only by personal choices but also by family routines, teacher modeling, school digital policies, and community expectations. Therefore, future interventions should adopt ecological, multi‐level strategies that integrate school, home, and community contexts. Promoting digital self‐regulation rather than restriction offers a more sustainable and developmentally meaningful approach to supporting children's well‐being in an increasingly digital world.
Riza Amalia (Mon,) studied this question.