TEACHERS' PSYCHOLOGICAL COMPETENCE IN THE EARLY IDENTIFICATION OF GAMING ADDICTION

Digital gaming can support entertainment and social interaction, but persistent loss of control may harm adolescents' education, relationships, and well-being. This article examines how teachers' psychological competence enables early recognition of problematic gaming through systematic observation, mental health literacy, empathetic communication, and cooperation with families and school psychologists. Drawing on theoretical and empirical research, it proposes a five-stage school-based identification model. Early identification should prioritize functional impairment rather than gaming time alone; teachers should provide support and referral, not clinical diagnosis.