School-based interventions for problematic digital technology use: a systematic review

Background Problematic or addictive use of digital technologies, such as smartphones, gaming, and social media, is increasingly prevalent among adolescents and associated with negative academic, psychological, health, and social consequences. Schools represent a fitting setting for delivering preventive interventions. Objectives This systematic review aimed to (1) identify school-based interventions delivered by school personnel, (2) evaluate their effectiveness, and (3) explore factors that underpin successful outcomes. Methods A systematic search of EBSCOhost and Web of Science databases identified five eligible controlled trials (three RCTs, two quasi-experiments; ~10,000 participants). Risk of bias was assessed using the Cochrane RoB 2 tool. Due to heterogeneity in outcomes and intervention types, a narrative synthesis approach was employed. Results Results showed that teacher-delivered universal curricula produced modest improvements in awareness and smartphone use patterns, but inconsistent reductions in addiction measures. Selective, skills-based interventions—including peer education, solution-focused counselling, and play-based substitution—yielded greater reductions in problematic use and additional benefits in health behaviors, social skills, and academic self-perception. Interventions that incorporated goal setting, behavioral substitution, and peer engagement were found to be most effective. However, the evidence is constrained by heterogeneous measures, short follow-up, and predominantly self-reported outcomes. Conclusion School-based programs can reduce problematic digital use, particularly when they are interactive, psychosocially grounded, and tailored to developmental needs. Future research should prioritize longer-term follow-ups, standardized outcome measures, and scalable implementation models.