A new JAMA study is reshaping how parents and educators view digital use among Thailand’s youth. The research emphasizes screen addiction—patterns of compulsive, uncontrolled technology use—over total hours spent online. It finds that addictive behaviors correlate more strongly with depression, anxiety, and suicidal thoughts than simply counting screen minutes.
As Thai children increasingly engage with social media, smartphones, and online games, the takeaway for families and schools is clear: ask why and how they use devices, not just how long. Research indicates that the quality and function of use matter more for mental wellbeing than quantity alone. This perspective aligns with broader concerns in Thailand where digital platforms are deeply embedded in daily life.
In Thailand, platforms like Line, YouTube, and TikTok are woven into routine activities, and many schools grapple with managing students’ phone use. While national guidelines advocate for mindful use among young children, enforcement often weakens for older students. The new findings offer a framework for broader discussions about healthy digital habits within Thai communities.
The international study followed over 4,200 adolescents in the United States, tracking technology use and mental health from ages 10 to 14. By mid-adolescence, about one-third showed increased social media dependence, nearly a quarter became more smartphone-addicted, and more than forty percent exhibited addictive patterns in gaming. Those with addictive behaviors faced higher risks of anxiety, depression, and suicidal thoughts. Data from reputable journals in this field supports these links, underscoring the global relevance to Thai youth.
Key behaviors identified as indicators of potential addiction include a persistent preoccupation with devices, unsuccessful attempts to cut back, using technology to cope with problems, irritability when offline, and negative outcomes at school or home due to device use. In Thai households, similar patterns are increasingly observed, prompting concern among educators and healthcare providers.
Experts caution that addiction is a complex issue. Some researchers note that screens may be a symptom rather than the root cause, reflecting broader stressors such as family dynamics or academic pressure. A physician specializing in addiction medicine noted that universal criteria for screen addiction are still evolving, which can complicate identification and intervention.
Despite uncertainties, recognizing warning signs remains important. Clinicians recommend watching for preoccupation with devices, withdrawal-like irritability, and disruptions to sleep or relationships. Thai pediatricians stress that young users often struggle with self-regulation, partly because some game and app designs leverage these vulnerabilities.
What can families and schools in Thailand do with these insights? Several practical, culturally attuned strategies emerge:
- Start open, nonjudgmental conversations about what screen addiction means, its risks, and the child’s own experiences. This approach fits with Thai education traditions that emphasize guidance and self-awareness.
- Parents should learn about the games and apps their children want to use. Community networks—teachers, counselors, and other parents—are valuable sources of informed, balanced recommendations.
- Co-create family tech agreements. Instead of top-down bans, involve children in setting clear rules and times. This participatory approach resonates with Thai family dynamics and can improve adherence.
- Enrich offline life. Encourage involvement in local activities such as temple events, traditional arts, sports, or STEM clubs, offering fulfilling alternatives to solitary screen time.
- Foster community action. Schools, temples, and parent groups can collaborate to set shared digital norms, reducing pressure on individual children to conform to risky trends.
- Approach with empathy and support. Recognize mood changes or sleeping issues as potential signals of distress and seek professional help when needed. Accessible local helplines and child welfare services offer support for families.
For Thailand, the implications are clear. As digitalization accelerates, educators and policymakers should adapt guidelines to address both the quality and context of device use. Schools may incorporate digital literacy and emotional self-regulation into curricula from primary education onward. Health professionals can benefit from targeted training on technology-related disorders, with clear referral pathways for at-risk students.
Actionable steps for families include:
- Observe online habits and emotional responses, not just screen time.
- Involve children in setting technology rules through constructive dialogue.
- Promote offline interests and family activities as a balanced approach.
- Educate youths about digital risks and support self-regulation skills.
- Build supportive networks with schools and communities to reinforce healthy norms.
- Respond to signs of addictive use with understanding and professional guidance when necessary.
Ultimately, Thailand’s journey with digital life is not about avoiding technology but integrating it in ways that support wellbeing, learning, and community. By focusing on addictive patterns rather than mere exposure, families, schools, and policymakers can foster healthier digital environments for Thai youth.
Further reading and related context are provided by research organizations and reputable outlets, including studies that examine screen use and mental health, as well as Thai educational and medical discussions on youth wellness.