Screen Time and Its Impact on Child Behavior During School Closures

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Meena Nair

Independent Researcher

Kerala, India

Abstract
The advent of global school closures prompted by the COVID-19 pandemic heralded an era of unparalleled reliance on digital technologies for delivering educational content, fostering social interactions, and providing entertainment to children aged 6–12. This research investigates how varying durations and contexts of screen time—encompassing synchronous online instruction, asynchronous educational media, and recreational digital engagement—shape children’s cognitive, emotional, social, and physical behaviors during extended periods away from in-person schooling. Employing a convergent mixed-methods design, we surveyed 250 parents weekly over a 12-week remote learning interval and conducted bi-weekly structured behavioral observations via live streaming and parental logs. Quantitative analyses reveal significant positive correlations between discretionary recreational screen time and increases in inattention (r = .42, p < .001), emotional outbursts (r = .36, p < .01), and social withdrawal, while controlled academic screen use paired with scheduled physical activity breaks predicts better emotional regulation and sustained attention. Qualitative thematic coding of observational notes further illuminates how abrupt transitions between passive and active screen engagement exacerbate frustration, whereas guided co-viewing and interactive content mitigate behavioral difficulties. These findings underscore the critical importance of differentiating screen modalities, implementing parental mediation strategies, and embedding structured movement interludes to optimize digital exposure. Recommendations for educators, parents, and policymakers include developing remote learning curricula that integrate self-regulated learning tools, co-viewing guidelines, and micro-break protocols to balance screen demands with children’s developmental needs, thereby safeguarding behavioral well-being during potential future disruptions to traditional schooling.

Keywords
Screen Time, Child Behavior, School Closures, Remote Learning, Emotional Regulation

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