The impact of digital technology is emerging as a major concern within families. Among schoolchildren, abusive or unregulated use of digital technology can be a source of complications, notably social isolation and withdrawal. At this level, parents’ reported knowledge, attitudes and practices play an important role in supporting their schoolchildren in handling digital technology.
As part of the requirements for the National Bachelor’s Degree in Nursing Sciences, a descriptive, cross-sectional quantitative study was carried out with 76 parents, observed in three schools in the Kairouan region: Ain Bou Morra Sbikha, Friouet Sbikha and Farhat Hached. Data collection was based on a questionnaire administered to the parents during the period from December 2025 to April 2026. This study was carried out in strict compliance with ethical and professional principles.
The results show that 67.1% of the parents surveyed say they do not know the signs of digital loneliness. Nearly half, 47.4%, of respondents identify social isolation as a main sign of digital loneliness in the schoolchild. Regarding parental practices, more than four fifths, 88.2%, of respondents say their child reacts aggressively when they make remarks aimed at taking away the screen being used. Conversely, only 7.9% of parents admit to accompanying their schoolchildren daily in their digital practices.
These results highlight the need for active parental mediation in children’s digital practices. Even if parents clearly see that screens tire their children, they do not always manage to supervise or help them on a regular basis. The lack of parental supervision, the complications associated with rationing screen time and certain behavioural reactions of children are elements that parents may be confronted with.
These observations are in line with current international data, where the abusive use of digital devices among schoolchildren may be correlated with reduced social interaction and an increased risk of digital loneliness. Prevention relies on active parental mediation, adapted to the child’s age, based on discussion rather than repeated bans.
In view of these results, awareness-raising measures could be offered at school level in order to make parents aware of the risks of digital technology and of ways to support their schoolchildren. The 3-6-9-12 rule can offer a reference framework for digital education to help parents.
Preventing digital loneliness requires shared responsibility between parents, schools and health professionals. Family discussion, shared activities and the drawing up of appropriate rules of conduct can help reduce screen time for more balanced use.
Ameni Feteh
