Review Article: The effectiveness of school-based interventions for reducing screen time - a systematic review and meta-analysis
Lai NM, Lim YS, Chaiyakunapruk N, Lee SWH, Liabsuetrakul T, Sabbir M, Mahmud SMH, Siddiqi UR, Ahmed T, Hasan FUL, Kuan PX
Child and adolescent mental health · 9 citas
Cómo se estudió
- Diseño
- Metaanálisis (indexado por PubMed)
- Estudiado en
- Personas
- Resultado principal
- Marcadores de salud y funcionamiento
Quién lo pagó
- Financiación
- Financiación independiente
Según la declaración de financiación del texto completo.
Publicación
- Publicado
- 2025-07-14 · Child Adolesc Ment Health · vol. 30 · número 3 · págs. 223–237
- Editorial
- Wiley
- Citado
- 16 citas · más que el 92% de estudios similares · 3.1× el promedio de su campo
- Impacto
- Entre el 10 % más citado de su campo
- Referencias
- 94 trabajos
- Acceso
- Acceso abierto (revista híbrida) · CC-BY
- Áreas de investigación
- Physical Activity and Health · Child Development and Digital Technology · Obesity, Physical Activity, Diet
- Palabras clave
- screen time reduction, school-based intervention, children, physical activity, body mass index, child mental health, lifestyle intervention, screen time, academic performance
- MeSH
- humans, exercise, schools, adolescent, child, school health services, screen time
11 autores
- Nai Ming Lai🇲🇾 · autor de correspondenciaTaylor's University
- Yin Sear Lim🇲🇾Taylor's University
- Nathorn Chaiyakunapruk🇺🇸University of Utah
- Shaun Wen Huey Lee🇲🇾Monash University Malaysia
- Tippawan Liabsuetrakul🇹🇭Prince of Songkla University
- Mohammad Sabbir🇧🇩Institute of Epidemiology, Disease Control and Research
- S.M. Hasan Mahmud🇧🇩Directorate General of Health Services
- Umme Ruman Siddiqi🇧🇩Directorate General of Health Services
- Tanvir Ahmed
- Faheem U.L. Hasan🇧🇩Dinajpur Medical College
- Pei Xuan KuanNational Institutes of Health
Resumen
El texto original del estudio, en el idioma en que se publicó.
Background
Excessive screen time is associated with adverse physical and mental well-being for children. Interventions to reduce screen time in different settings have been studied extensively, with mixed findings. We systematically reviewed evidence that evaluated the effects of screen time reduction interventions conducted in school settings on screen usage, physical, and mental health of school children.
Methods
PubMed, Cochrane, PsycInfo, and Education Resources Information Centre (ERIC) (from inception till 12 September 2024) were searched for relevant randomised and cluster-randomised trials. We assessed risk of bias using the Cochrane risk of bias 2 tool, performed Bayesian random-effects meta-analysis, and rated certainty of evidence using GRADE.
Results
Thirty-nine studies (95,033 participants), published between 1999 and 2024, were included. High risk of bias and great heterogeneity contributed to low-certainty evidence for most outcomes. School-based interventions modestly reduced screen time (SMD: -0.10, 95% CrI: -0.14, -0.06, 27 studies, n = 19,751, I2: 85%) and increased physical activity (SMD: 0.10, 95% CrI: 0.02, 0.19, 21 studies, n = 14,944, I2: 88%). No clear difference was observed in BMI (MD: -0.15, 95% CrI: -0.39, 0.03, 13 studies, n = 4683, I2: 51%), although the subgroup of studies evaluating comprehensive lifestyle interventions appeared to show a slight BMI reduction, while studies evaluating screen-time focused interventions showed no difference.
Conclusions
School-based interventions modestly reduce screen time and increase physical activity, but their effects on BMI are inconclusive. Variations in local school systems and cultural practices might have contributed to heterogeneity in study findings and should be considered in policy decisions. Future studies should strengthen the cluster-randomization process and include academic performance as an outcome.
Resumen vía Europe PMC. Los derechos de autor siguen siendo de los autores o la editorial (CC BY).
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