Family-Based Interventions for Managing Screen Use in Children and Adolescents: Systematic Review, Meta-Analysis, and Intervention Component Analysis

School psychologists and counsellors are increasingly asked to support children and families in navigating healthy screen use. Excessive screen use among children is a growing concern, associated with adverse health outcomes. While family involvement is crucial, the effectiveness of family-based interventions for managing screen use remains unclear. This review synthesised global evidence on family-based interventions for managing screen use in children and adolescents (5–18 years). A comprehensive search across eight databases (Jan 2000–Nov 2024) identified 45 interventions (62% were school-based), examining screen use duration, content, context, and interactions. Random effect meta-analysis showed a reduction in total screen time (SMD = −0.11, 95%CI [−0.20, −0.02]); however, there were inconsistent effects for other outcomes (television, computer, and gaming time). Intervention component analysis and qualitative comparison analysis was conducted on 15 effective interventions of high quality. Six out of 17 components demonstrated high consistency, including individual-focussed (classroom lessons, educational resources, interactive activities, and content building children’s knowledge, awareness, and digital skills) and family-focussed (informative materials and parent education) components. Findings showed school-family partnerships are particularly effective in promoting healthy screen use and in empowering both children and caregivers, with direct implications for the preventative and consultative roles of school psychologists and counsellors.