Digital media balance and mental health: effects of a school-based program

BACKGROUND: Adolescent mental health problems are rising globally, with problematic digital media use identified as an important risk factor. Universal school-based interventions that integrate Social and Emotional Learning (SEL) with digital balance strategies may promote resilience and reduce risk. This study evaluated On the Inside, a classroom-based SEL and digital balance program. METHODS: A total of 750 students aged 13-15 years from eight schools (two control schools) participated. Surveys were completed at baseline (T1), post-intervention (T2), and, for a subsample, one year later (T3). The program comprised five video-based sessions delivered by teachers. Outcomes included psychological distress (PHQ-4), problematic social media use (GSMQ-9), and adaptive behaviors. Data were analyzed using multilevel mixed models to account for clustering by school. RESULTS: Relative to controls (n = 193), students in the intervention group (n = 557) reported reductions in psychological distress, problematic social media use, multitasking, and avoidance, alongside increased use of adaptive strategies such as distancing phones during study and challenging negative thoughts. Several effects, including reduced distress and avoidance, and sustained strategy use, remained at one-year follow-up. No significant effects were observed for sleep, help-seeking, or breathing strategies. CONCLUSIONS: This universal, teacher-delivered program integrating SEL and digital balance was feasible and produced small but clinically meaningful improvements in adolescent distress and related behaviors, with some effects sustained after one year. These findings support the potential of school-based interventions to address digital media-related risks and promote mental health at a population level. Further research should refine program components, particularly for sleep and screen time, and examine cost-effectiveness to inform broader implementation.