Screen time and behavioral, psychosocial, and emotional problems among elementary school children in the context of the “brain rot” phenomenon

Abstract

The rapid advancement of digital technology has transformed the daily activities of elementary school children. Excessive screen time may be associated with reduced attention and cognitive engagement, with potential implications for behavioral, psychosocial, and emotional well-being. This study examined the association between screen time and indicators of behavioral, psychosocial, and emotional problems among elementary school children. An analytic cross-sectional study was conducted at a public elementary school in Surabaya, Indonesia, involving 147 children selected using stratified one-stage cluster sampling. Screen time was assessed with a questionnaire, and behavioral, psychosocial, and emotional problems were measured with the Pediatric Symptom Checklist-17 (PSC-17). Associations were analyzed using Fisher’s exact test. Of the participants, 120 (81.6%) owned a personal mobile phone. One hundred children (68.0%) reported screen time of less than two hours per day, while 47 (32.0%) reported two hours or more per day. Higher screen time was significantly associated with internalizing, attention, and externalizing problems, as well as overall PSC-17 problem indicators (p < 0.05). These findings suggest that greater screen time is associated with a higher prevalence of behavioral, psychosocial, and emotional problem indicators among elementary school children. Parental supervision and age-appropriate limits on digital device use may help support children’s mental health and healthy development.