Results of "Tools for Modern Times" program for preventing risky online behavior of children

25.9.2024

• 40% of children spend more than 3 hours on social media during a school day, and 62% do so on weekends
• Symptoms of social media addiction are present in 1.6% of children, and 3% show signs of video game addiction
• Severe symptoms of anxiety and depression are present among 7% of students
• 108 elementary schools are already participating in the "Tools for Modern Times" project, and over 150 schools from 20 counties will join by the end of the year
• 50% of students who excessively use social media and video games reduce their usage time after completing the Program

Hrvatski Telekom, in collaboration with the University of Zagreb's Faculty of Education and Rehabilitation Sciences (ERF), presented the results of the first year of implementing the structured and evidence-based prevention program "Tools for Modern Times" that aims to explore children's habits and address risky behaviors among elementary school students and adolescents in the digital environment.

The first phase of this project, during the 2023/2024 school year, included educational training for future program leaders, school counselors, and teachers in elementary schools across Croatia. In the second phase, trained program leaders conducted an extensive and comprehensive prevention program, "Tools for Modern Times," with students. It consists of 12 structured workshops and one lecture each for teachers and parents. It is a universal prevention program designed for all students and implemented with entire classes. In the previous school year, 2,055 students participated in the Program, and so far, 237 facilitators from 108 elementary schools have been trained. By the end of the year, more than 150 elementary schools from 20 counties are expected to participate.

Comprehensive research on children's digital habits and risky online behavior

As part of the "Tools for Modern Times," a study was conducted among students participating in the Program (average age 13) to assess their habits and risky behaviors in the digital environment. The Program's effectiveness is also being monitored to determine its impact on students' risky online behaviors, socio-emotional skills, and functioning in digital and real-world environments.

The research measured excessive use of social media and video games (more than 3 hours per day). Results showed that during the week, around 40% of students spend more than three hours daily on social media (28.5% for 3 to 5 hours a day, 11.7% more than 5 hours a day), and about 11% excessively play video games during school days. On weekends, time spent on digital platforms increases, with 62.3% of students spending more than three hours daily on social media (34.8% for 3 to 5 hours, 27.5% more than 5 hours), while around 30% spend more than three hours a day playing video games (18.3% for 3 to 5 hours, and 12.8% even more than 5 hours).

that around 1.6% of children show symptoms of social media addiction, the most intense form of harm, while approximately 3% meet the criteria for video game addiction. These findings undeniably prove the need for preventive action—on the one hand, to reduce risks among those who have already begun displaying excessive behavior in this area, and on the other, to empower children to continue acting responsibly in the virtual environment. It is especially relevant for the expected development of problems among high school students.

The prevalence of current emotional problems among children, which can be both a cause and a consequence of excessive digital technology use, was also studies. In this area, around 7% of students currently experience severe or extremely severe symptoms of anxiety, depression, and stress. These alarming results indicate children who are more vulnerable in the virtual environment, highlighting the necessity for ongoing preventive interventions. Interestingly, no differences in internet use and risky behaviors were found among participants based on the size of their hometowns, suggesting that this issue equally affects children from all communities. Girls use social media more intensely, while boys are likelier to play video games. There are also obvious differences based on academic performance, with students with lower academic success using social media and playing video games more frequently, particularly in excessive daily internet use (5 or more hours). Such intensive social media use is present in 20% of students with lower academic performance, compared to 8.5% of those with excellent performance. We observe the same trend in differences in video game playtime during weekends.

Regarding internet use, the study found that children's primary motives are to connect with others and improve their mood. However, students largely believe they can establish better-quality relationships in the real world compared to the virtual one. This result is a significant protective factor and a foundation for enhancing socio-emotional skills, a primary focus of the "Tools for Modern Times" program.

Positive impact of the Program on children's behavior in the digital environment

The Program, implemented through 12 weeks of workshops in elementary schools, resulted in more responsible online behavior among students and successfully raised awareness about critical socio-emotional skills, which serve as a protective factor for further development of potential problems. Notably, the effects on the entire sample of students were statistically significant in reducing symptoms of video game addiction and symptoms of depression.

What is particularly interesting and beneficial is that the Program showed more significant positive effects among riskier groups of students, especially those who, before the Program, had lower knowledge about behavioral addictions and risky online behavior, as well as weaker knowledge of socio-emotional skills. The effects were also significant in reducing the excessive use of digital technologies. About 50% of students who excessively used social media and video games reduced their usage by several hours after completing the Program. Nearly a quarter (23.1%) of the entire sample of children who excessively played video games reduced their gaming time by one to five hours during weekends.

Igor Vukasović, Corporate Communications Director at Hrvatski Telekoma

"A year ago, we introduced the 'Tools for Modern Times' Program with a clear goal of protecting children in the digital world— a world full of incredible opportunities but one that also requires responsible and conscientious behavior. By the end of the year, 'Tools' will be in more than 150 elementary schools, exceeding all our expectations. Quality education, awareness of personal internet use habits, and emotional support are key to making children and young people safer in the digital environment. Most importantly, they are responding very well to 'Tools for Modern Times,' and the Program is already showing tangible results," said Igor Vukasović, Corporate Communications Director at Hrvatski Telekom.

"Both practical experiences and scientific research confirm the importance of investing in children's well-being when using the internet and all digital technologies in the broadest sense. We are happy that, in collaboration with Hrvatski Telekom, we implemented the prevention program 'Tools for Modern Times' in so many schools and counties within one school year. The interest from professionals is exceptional, and I want to thank all the school counselors and teachers who participated in the project for their proactive collaboration. The first evaluation results show promising outcomes, especially for children at risk. I hope we will continue to improve our work to empower children to develop socio-emotional skills and responsible personal behavior," concluded Prof. Neven Ricijaš, PhD, head of the project "Tools for Modern Times."

Neven Ricijaš, PhD, head of the project "Tools for Modern Times."

The "Tools for Modern Times" program will continue in the 2024/2025 school year, and the national survey, which is part of the project, will continue to be conducted and deepened. It will continue to record data on children's behavior in the digital environment and measure the Program's impact to monitor long-term trends and adjust educational activities to have the best effect on students and their well-being.

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Project team of Faculty of Education and Rehabilitation Sciences (ERF)