Tackling Adolescent Phubbing: Innovative School-Based Strategies for Enhancing Student Well-Being and Social Adaptation

Abstract

Phubbing behavior, defined as the act of ignoring one's surroundings in favor of a smartphone, is highly prevalentamong adolescents aged 12 to 21 years. This behavior is positively correlated with low self-esteem and problematicinternet use, indicating significant psychological and behavioral implications. The widespread nature of phubbingamong young people needs the development of effective strategies to address this issue from an early age. Schools,as central institutions in adolescents' lives, play a crucial role in implementing preventive measures. The inappropriateuse of technological devices, including smartphones, within the educational setting can adversely affect students'well-being and their ability to adapt to school environments. Phubbing not only disrupts the learning process butalso contributes to a decline in face-to-face social interactions, essential for developing social skills and emotionalintelligence.This paper explores the impact of phubbing on adolescent development, emphasizing the importance of integratingtechnology management and mental health support within the school curriculum. By fostering a balanced use oftechnology, schools can help mitigate the negative consequences of phubbing, ultimately promoting betterpsychological health and social adaptation among students. Proposed interventions include awareness programs forstudents, training for teachers on recognizing and addressing phubbing, and creating policies that regulate smartphoneuse during school hours. Additionally, engaging parents and caregivers in these initiatives is vital to ensure consistentreinforcement of healthy technology habits at home. Through a comprehensive approach that involves educators,parents, and students, schools can create a supportive environment that encourages mindful technology use andenhances overall student well-being.