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Policy Recommendations for Preventing Problematic Internet Use in Schools: A Qualitative Study of Parental Perspectives

Author

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  • Melina A. Throuvala

    (International Gaming Research Unit, Psychology Department, Nottingham Trent University, Nottingham NG1 4FQ, UK)

  • Mark D. Griffiths

    (International Gaming Research Unit, Psychology Department, Nottingham Trent University, Nottingham NG1 4FQ, UK)

  • Mike Rennoldson

    (Psychology Department, Nottingham Trent University, Nottingham NG1 4FQ, UK)

  • Daria J. Kuss

    (International Gaming Research Unit, Psychology Department, Nottingham Trent University, Nottingham NG1 4FQ, UK)

Abstract

Parenting in the digital age has been characterized as one of the most challenging tasks of the modern era. Parents are ambivalent about their mediating role. However, problematic aspects of adolescent online use have not been adequately addressed in education. The present study investigated parental perceptions of intervention needs within schools to prevent excessive/problematic use, enhance parent–child communication, and reduce family conflicts. Nine interviews with parents of adolescents residing in the UK were carried out and analyzed utilizing thematic analysis. Three main themes emerged as parental proposals: (i) schools as digital education providers and prevention hubs , (ii) provision of mental health literacy to raise awareness, resolve ambiguity regarding impacts and mitigate excessive use and impacts, and (iii) psychoeducation and upskilling . The third theme related to impacts from time spent on screens (time displacement), content-related impacts, and context-related impacts. The present study offers recommendations for media literacy during adolescence beyond e-safety (i.e., addressing interpersonal communication problems, privacy vs. disclosure issues), based on parents’ views, and provides new insights for media and emotional health literacy collaboration efforts. Future work should investigate the feasibility and effectiveness of such interventions to support the emotional health of young people and prevent problematic internet use escalation.

Suggested Citation

  • Melina A. Throuvala & Mark D. Griffiths & Mike Rennoldson & Daria J. Kuss, 2021. "Policy Recommendations for Preventing Problematic Internet Use in Schools: A Qualitative Study of Parental Perspectives," IJERPH, MDPI, vol. 18(9), pages 1-23, April.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:9:p:4522-:d:542607
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    References listed on IDEAS

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    Cited by:

    1. Kseniia Zahrai & Ekant Veer & Paul William Ballantine & Huibert Peter de Vries & Girish Prayag, 2022. "Either you control social media or social media controls you: Understanding the impact of self‐control on excessive social media use from the dual‐system perspective," Journal of Consumer Affairs, Wiley Blackwell, vol. 56(2), pages 806-848, June.
    2. repec:zib:zbjtin:v:4:y:2024:i:1:p:15-23 is not listed on IDEAS
    3. Girum Tareke Zewude & Tarikuwa Natnael & Getachew Tassew Woreta & Anmut Endalkachew Bezie, 2025. "A Multi- Mediation Analysis on the Impact of Social Media and Internet Addiction on University and High School Students’ Mental Health Through Social Capital and Mindfulness," IJERPH, MDPI, vol. 22(1), pages 1-42, January.

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