Perceptions of English Teachers about the Impact of Screen Addiction on Distracting the Attention of Primary School Students

Abstract

The primary school years are a foundational period for children's cognitive, emotional, linguistic, and physical development, all of which contribute significantly to their overall well-being. However, this critical growth phase is increasingly disrupted by the excessive use of digital devices, with screen addiction emerging as a global concern. This study explores the perceptions of English teachers regarding screen addiction among primary school students in Erbil, Kurdistan region of Iraq, focusing on its impact and possible interventions. The research is guided by the central question: How do English teachers perceive the impact of screen addiction on students’ well-being, and what solutions do they propose? Employing a mixed-methods hermeneutical phenomenology approach, the study gathers data through questionnaires and interviews conducted with sixty English teachers from both public and private schools over a three-month period in 2025. The findings reveal that gaming and social media are the primary contributors to screen addiction, which adversely affects students’ physical health, psychological stability, social interactions, and intellectual development. Teachers identified several potential interventions, including awareness workshops, educational videos, informational brochures, and the enhancement of school infrastructure through sports facilities and green spaces. These insights aim to inform educators, parents, and policymakers, encouraging collaborative efforts to mitigate screen addiction and promote healthier digital habits among young learners in early education settings.