Health and education departments collaborate with NIMHANS to introduce structured digital well-being guidelines and age-appropriate social media literacy for students
In response to growing concerns over excessive screen time and its impact on young minds, the Department of Health and Family Welfare, along with the Karnataka State Mental Health Authority (KSMHA), the Department of Education, and the National Institute of Mental Health and Neurosciences, has released a draft policy for responsible digital use among students.
This comes after Chief Minister Siddaramaiah announced a ban on social media usage for children below 16 years of age during the state budget.
The policy arrives as studies in India suggest that nearly 25% of adolescents exhibit signs of internet addiction, often accompanied by increased anxiety, sleep disturbances, and attention-related issues. Experts warn that unregulated technology use now acts as a key contributor to declining mental well-being among school-going children.
To combat this, the draft policy aims to foster digital well-being, emotional regulation, and greater awareness of screen time. It targets a wide group, including high school students (Classes 9-10), pre-university students (Classes 11-12), teachers, and parents.
At its core, the policy proposes a structured model that focuses on improving digital awareness, building peer support systems, and enabling the early identification of problematic usage. It outlines a three-pronged approach involving state government directives to schools, dedicated teacher training programmes, and structured communication between schools and parents.
As part of these recommendations, schools must integrate digital well-being and social media literacy into existing life skills, value education, and ICT curricula. These age-appropriate lessons will cover responsible digital behaviour, online safety, privacy, and the balance between online and offline activities.
A key component of the draft is the implementation of school-level Digital Use Policies. Each institution must develop guidelines addressing cyberbullying and digital misconduct, while clearly defining how teachers should moderate students’ digital exposure.
Importantly, the policy recommends limiting recreational screen time to no more than one hour per day outside of academic requirements. Schools are also encouraged to provide counselling support for safe and mindful technology use. To strengthen monitoring, the policy suggests creating a national digital health framework to track healthy technology practices.
Recognising early warning signs remains a critical focus. The policy encourages schools to train staff to identify behavioural red flags such as declining attention spans, increased stress, loneliness, and social isolation.
Early intervention mechanisms will address these concerns before they escalate. Furthermore, the policy calls for the promotion of offline activities and healthier daily routines through mandatory sensitisation programmes.
As part of capacity building, experts from NIMHANS and the Health Department will conduct a one-day Teacher Training of Trainers (ToT) programme on digital detox. This training equips educators with tools to promote balanced technology use in both classrooms and their personal lives. Parents also serve as key stakeholders.
The policy encourages families to create healthier digital environments at home by setting routines, enforcing screen-time rules, and prioritising open conversations about safety. It stresses the importance of fostering offline bonding and encouraging children to engage in face-to-face peer interactions without the interference of screens.
