DISCONNECT TO RECONNECT: THE EFFECTS OF A DIGITAL DETOX INTERVENTION ON PRIMARY SCHOOL STUDENTS’ WELL-BEING

<doi>10.24250/jpe//SI/2026/ES/AFR/</doi>

Abstract

The rapid expansion of digital technology in children's daily
lives has generated increasing concerns regarding the
effects of excessive screen exposure on psychological wellbeing,
social relationships, and healthy development.
Grounded in the theoretical frameworks of positive
psychology, self-determination theory, and research on
digital well-being, this study examined the effects of a
digital detox intervention on primary school students' wellbeing.
The conceptualization of well-being was informed by
established literature and international research conducted
by organizations such as the World Health Organization
(WHO), the United Nations Children's Fund (UNICEF)
and empirical studies investigating the relationship
between screen use and children's mental health, social
functioning, and life satisfaction. An experimental pretestposttest
design with a control group was employed. The
sample consisted of 50 primary school students aged
between 9 and 11 years, randomly assigned to an
intervention group (n = 25) and a control group (n = 25).
Participants in the intervention group engaged in a twoweek
digital detox program aimed at reducing recreational
screen time and increasing participation in offline
activities, including physical play, creative tasks, face-toface
social interactions, and reading activities. The control
group maintained their usual digital routines throughout
the study period. Students' psychological well-being and
life satisfaction were assessed before and after the
intervention using the WHO-5 Well-Being Index and the
Student Life Satisfaction Scale (SLSS). Recreational screen
time was monitored throughout the intervention using a
structured daily Screen Time Diary completed with parental support. Data were analyzed using pairedsamples
and independent-samples statistical procedures to
evaluate changes across groups and time points. The
results indicated a significant improvement in overall wellbeing
among students who participated in the digital detox
intervention. Compared with the control group, the
intervention group reported higher levels of positive
emotions, greater life satisfaction, and improved peer
relationships following the program. The findings suggest
that even a relatively brief reduction in recreational screen
use may contribute positively to children's psychological
and social well-being. These results support current
recommendations advocating balanced digital consumption
and highlight the potential value of school-based digital
detox initiatives as preventive and promotive interventions
for children's mental health and healthy development.