Intervention to reduce smartphone usage among 8th and 9th grade adolescents in elementary school

Abstract

The spread of smartphone use among adolescents has raised concerns about its impact on their well-being. This study aimed to evaluate the effectiveness of interventions in reducing smartphone usage among 8th and 9th graders in elementary schools in Iceland. The research employed a multiple baseline across participants design, hypothesis that an information session (workshop) and client-led interventions on self-management techniques, using inbuilt tools in smartphones, would lead to a decrease in smartphone use among six participants. Data on overall smartphone use, pickups, and notifications was collected. Results indicated mixed outcomes: three participants showed reduced usage after the workshop. Three participants showed reduced usage after using inbuilt tools, with only one participant doing so in both interventions. Others experienced minimal or no change. No participant showed a reduction in the number of pickups or notifications in the long term, except for one participant who experienced a significant increase. The study concluded that although information sessions and self-management tools can reduce smartphone use in some adolescents, more structured interventions are necessary for broader effectiveness. Individualized and more comprehensive strategies are required for broader efficacy. Future research should explore these structured interventions and increase follow-up to achieve greater behavioral changes in smartphone use.