The present research aims to analyze the impacts of excessive screen use on students' cognitive, social, emotional, and physical development. In recent years, the use of screen-based devices—such as smartphones, tablets, computers, and televisions—has become an integral part of the daily lives of children and young people. This constant presence of technology raises relevant questions about its impact on the cognitive, social, emotional, and physical development of young people. Various studies have sought to understand the consequences associated with prolonged screen exposure, highlighting both potential educational benefits and risks related to health, academic performance, sleep patterns, and socialization. More screen time often means less time for play, study, conversation, and even sleep. Therefore, to ensure children's well-being, screen use should be supervised by adults and involve age-appropriate content. The main objective of this research was to understand the adult population’s perception regarding the effects of screen exposure on children, with a particular focus on implications for behavior and academic performance.

Regarding the methodology, the data were obtained through an online survey developed by the authors. The data from the 74 valid responses refer to the Portuguese education system.

The main findings revealed two distinct positions. On one hand, a significant group of respondents acknowledges and allows frequent or prolonged screen use by children, often justifying this practice with arguments related to entertainment, digital learning, or managing family routines. On the other hand, another considerable group of respondents adopts a more restrictive approach, limiting or even avoiding children's exposure to digital devices due to concerns about potential harmful effects.

This polarization shows that, although there is some awareness of the risks associated with excessive screen use—such as behavioral changes, concentration difficulties, sleep disturbances, and negative impacts on academic performance. This awareness is neither uniform nor necessarily translated into practical action. In many cases, even participants who recognize the dangers of digital overuse struggle to set appropriate boundaries. Another finding refers to the fact that in an increasingly digitalized society, the role of responsible adults—whether parents, educators, or caregivers—is crucial in mediating children's use of technology. This study highlights the urgent need to promote greater digital literacy and conscious parenting through awareness campaigns, continuous training, and accessible resources that guide adults in balancing the benefits of technology with the protection of children's physical, emotional, and cognitive well-being.

In conclusion, while there is a general awareness of the effects of screen exposure, there remains a wide diversity of practices and opinions on the subject. This reality underscores the importance of continuing to research, inform, and discuss the use of technology in childhood, with the aim of building a more conscious, critical, and prepared society—one that supports the healthy and balanced development of children in the digital age.

Keywords: Education, Digital technologies, Youth Development, Teacher training, Motivation.