Karnataka’s Department of Health & Family Welfare, together with NIMHANS and other stakeholders, has drafted a policy to tackle excessive and unsafe digital technology use among students. With nearly one in four adolescents showing problematic internet use, the policy acknowledges the rising mental health concerns linked to excessive screen time, including anxiety, sleep issues, poor academic performance, and social isolation, along with increased exposure to cyber risks like cyberbullying, grooming, and online exploitation.

The policy aims to promote digital well-being, emotional resilience, and responsible technology use through a structured, school-based framework. It emphasizes prevention, early identification, and management by integrating digital literacy, mental health awareness, and cyber safety into schools. A multi-stakeholder approach involves schools, teachers, parents, students, and government systems.

Schools are directed to conduct teacher training programs on healthy technology use and maintain proper communication with parents. Digital wellness will be embedded in life skills and ICT education, covering social media literacy, cyber safety, mental health impacts, and ethical use of technology. Each school will set screen-time norms (≤1 hour per day recreational use), address cyber misconduct, provide counselling, and train teachers to identify behavioural or academic red flags with clear referral pathways to mental health services. School-level bodies will oversee implementation, awareness, and incident management, alongside regular sensitization programs for students, teachers, and parents.

The policy encourages physical activity, hobbies, and tech-free periods for balanced development, and includes mechanisms to track digital distress, handle cyber incidents, and access support services such as Tele-MANAS (14416). A Training of Trainers (ToT) model will equip teachers to understand technology addiction (5C model: Craving, Control, Compulsion, Coping, Consequences), identify early warning signs, and implement classroom and peer-led interventions. Parents are recognized as key stakeholders, encouraged to enforce screen-time rules, create device-free zones, promote offline family engagement, and model responsible digital behaviour, supported by guidance from schools.

The draft policy defines clear roles and responsibilities: students practice responsible digital use and seek help when needed; teachers integrate digital wellness and monitor well-being; parents supervise technology use; schools implement policies and support systems; and the government provides guidelines, funding, and oversight.

The policy aims to improve digital literacy, encourage responsible technology use, reduce technology addiction and related mental health issues, enable early detection of mental health concerns, and strengthen school-parent collaboration. It represents a proactive, scalable approach to fostering a safe, balanced, and resilient digital environment for students.