Impact of Screen Time on Physical Activity and Eating Habits: A Case Study of Promoting Healthier Lifestyles in a School of Dhaka, Bangladesh

This research looks for the effects of screen time on physical activity and eating behavior among primary school children in a school located in Dhaka City. The significance of the research lies in the increasing concerns regarding the effect that screen time has on children's health, alongside the unique opportunity schools have in encouraging healthy behavior, through incorporating physical activity and nutrition education within the students' daily lives.In this study, data was gathered through interviews with 20 parents, 10 teachers, and the head teacher, as well as focus group discussions with 30 students. The teacher interviews focused on the school’s strategies to integrate physical activity and health education into the curriculum. The head teacher’s interview provided insights into the school’s broader health initiatives, while the focus group discussions with students revealed their screen time habits, physical activity preferences, and eating behaviors. The findings indicated the most important position schools can play in fostering a healthier lifestyle. Physical education classes, health promotion programs, and parental involvement positively impact students' levels of physical activity and nutrition. Challenges like small outdoor space at home and busy schedule of the parents hinder the way, whereas the school's initiative seems to be turning the tide toward healthier habits. It concludes with recommendations for schools to continue strengthening their health initiatives and collaborate with parents to reduce screen time, increase physical activity, and promote better nutrition for the well-being of children in urban settings.

1. Suggested citation:

Hamid, K. S., & Hasanuzzaman, K. M. (2025). Impact of Screen Time on Physical Activity and Eating Habits: A
Case Study of Promoting Healthier Lifestyles in a School of Dhaka, Bangladesh. Universal Journal of
Educational Research, 4(3), 268-276.

UNIVERSAL JOURNAL OF EDUCATIONAL RESEARCH
2960-3714 (Print) / 2960-3722 (Online)
Volume 4, Issue 3, 2025


Impact of Screen Time on Physical Activity and Eating Habits: A Case Study of
Promoting Healthier Lifestyles in a School of Dhaka, Bangladesh

Khondokar Sabera Hamid
1*
, Khan Md. Hasanuzzaman
2

South Point School and College, Dhaka, Bangladesh
1

Ministry of Public Administration, Government of Bangladesh
2


[email protected]
*


ABSTRACT


This research looks for the effects of screen time on physical activity and eating behavior among
primary school children in a school located in Dhaka City. The significance of the research lies in
the increasing concerns regarding the effect that screen time has on children's health, alongside
the unique opportunity schools have in encouraging healthy behavior, through incorporating
physical activity and nutrition education within the students' daily lives. In this study, data was
gathered through interviews with 20 parents, 10 teachers, and the head teacher, as well as focus
group discussions with 30 students. The teacher interviews focused on the school’s strategies to
integrate physical activity and health education into the curriculum. The head teacher’s interview
provided insights into the school’s broader health initiatives, while the focus group discussions
with students revealed their screen time habits, physical activity preferences, and eating
behaviors. The findings indicated the most important position schools can play in fostering a
healthier lifestyle. Physical education classes, health promotion programs, and parental
involvement positively impact students' levels of physical activity and nutrition. Challenges like
small outdoor space at home and busy schedule of the parents hinder the way, whereas the
school's initiative seems to be turning the tide toward healthier habits. It concludes with
recommendations for schools to continue strengthening their health initiatives and collaborate
with parents to reduce screen time, increase physical activity, and promote better nutrition for
the well-being of children in urban settings.


Keywords:
screen time, physical activity, eating habits, primary school children, childhood obesity, parental
involvement

2. www.ujer.org

269 Hamid & Hasanuzzaman

INTRODUCTION
Rapid urbanization in Dhaka has drastically reduced access to open spaces and playgrounds, with
green cover decreasing from over 80% to less than 2% of the city’s area—leading to a surge in children’s
screen time and sedentary behavior (Alam et al., 2025) In a 2024 cross-sectional study of 420
schoolchildren aged 6–14, average screen use reached nearly 4.6 hours per day, with over 50% using
devices unsupervised—highlighting the urgent issue of excessive digital exposure among Dhaka’s youth
(Kakon et al., 2024) This increasing sedentary behavior has coincided with declining physical activity levels
and an uptick in unhealthy eating preferences among youths. A non-randomized Brazilian study
demonstrated that a multicomponent school-based intervention—comprising PE classes, active recess,
nutrition sessions, and screen-awareness education—effectively reduced reported screen time among
adolescents (Vieira et al., 2018). Beyond sedentary behavior, screen overuse affects broader well-being.
A mixed-methods intervention targeting 8–10-year-olds in school settings showed trends toward reduced
sedentary behavior and improved nutritional knowledge, suggesting that behavioral architecture within
classrooms can foster healthier habits (Khan & Bell, 2019).
Though extensive literature supports school-based, multicomponent interventions targeting
screen usage, physical activity, and nutrition, there remains a notable gap in their adaptation and
evaluation within dense urban environments like Dhaka. These settings pose unique infrastructural and
cultural challenges that may affect program implementation and impact. This study aims to fill this gap by
exploring how primary schools in Dhaka address the intertwined issues of screen time, physical activity,
and eating habits. Through interviews with parents, teachers, and school leaders and focus group
discussions with students, this research seeks to understand current strategies, perceived barriers, and
opportunities for tailored school-based health promotion in an urban context.

LITERATURE REVIEW

The prevalence of overweight and obesity among primary school children in Dhaka, Bangladesh,
has become a significant public health concern. A study by Hasanuzzaman & Hamid (2023) highlighted
that factor such as high levels of sedentary activities, insufficient sleep, and poor dietary habits—
particularly high energy intake from carbohydrates and fast/processed foods—are major contributors to
the increasing rates of childhood overweight and obesity in Dhaka. The lack of open spaces and safety
concerns prevent children from engaging in outdoor physical activities, leading them to spend more time
indoors watching television or using electronic devices. This sedentary lifestyle is closely linked to obesity
among children in urban areas of Bangladesh.
Supporting these findings, Rocka et al. (2022)emphasized that excessive screen time among
children is associated with unhealthy dietary behaviors, such as snacking during meals and reduced
physical activity. Their study found that prolonged screen exposure, especially during meals, increases the
risk of obesity. Promoting balanced screen use and healthy habits is crucial for prevention.
In a study conducted in Italy, Esposito et al. (2022). found that healthy eating and active lifestyle habits
are crucial for children's development and health. Their research involving 428 primary school children
showed that those consuming snacks and lunch at school three or more times a week were significantly
more likely to have adequate meals and snacks. Weekdays were associated with better dietary habits
compared to weekends, though physical activity levels remained consistent. The findings highlight the
importance of school canteens and suggest family- and school-based interventions as effective strategies
for promoting healthy lifestyles.
Parental behaviors and routines have a profound impact on children's lifestyles, including physical
activity, diet, sleep, and mental health. Maia et al. (2025). conducted a scoping review and found that

3. www.ujer.org

270 Hamid & Hasanuzzaman

parental involvement plays a significant role in shaping children's health behaviors. Their study
underscores the importance of family engagement in promoting healthier lifestyles among children.
In Greater Noida, India, a study by Kaul et al. (2023) found that childhood obesity and being overweight
are closely linked to sedentary behaviors, such as prolonged screen time, and insufficient physical activity.
Their research involving 604 participants revealed that 37.4% were overweight and 14.9% were obese,
with 97.4% reporting daily screen time over 60 minutes. Significant differences in screen time and physical
activity were observed among BMI categories, emphasizing the need for early interventions. Reducing
screen time and encouraging physical activity are crucial to tackling childhood obesity and its long-term
health impacts.
Kim et al. (2024) highlighted that students' eating habits are influenced by food preferences,
family, and nutritional awareness. Their study found that school canteens offering balanced meals play a
key role in fostering healthy eating behaviors, reducing risks like obesity and diabetes. Promoting
nutritional education and healthier food options is essential for shaping long-term healthy habits.
Excessive screen time, particularly ≥2 hours daily, in children aged 3-7, has been associated with negative
health impacts such as higher BMI, sleep problems, depression, reduced physical activity, and unusual
eating behaviors. Kamaleddine et al. (2022) emphasized that prolonged screen use during food
consumption is influenced by owning electronic devices and unhealthy dietary patterns. They advocate
for guiding children on proper use of electronic devices and encouraging healthy eating habits to mitigate
these adverse effects, especially during the pandemic era.
Childhood obesity in Dhaka, Bangladesh, is linked to factors such as having overweight parents,
limited physical exercise at home, and increased sedentary activities. These risk factors highlight the need
for public health programs to raise awareness and promote healthier habits among children and
adolescents. Schools should be prioritized as key settings for prevention efforts due to their potential for
impactful interventions. Addressing these factors can help reduce the future burden of obesity-related
chronic diseases (Uddin Bhuiyan et al., 2013)
Childhood overweight and obesity among school children in Dhaka, Bangladesh, are driven by
factors such as positive energy balance, high fat intake, sedentary lifestyles, and fast-food consumption.
Encouraging healthy eating habits, reducing screen time, and promoting outdoor activities are critical to
prevention. Early interventions like public health campaigns and ensuring access to recreational spaces
are essential strategies to address this issue. Schools play a vital role in fostering healthy behaviors among
children and caregivers. Robust studies are necessary to identify all contributing factors and design
effective control programs for childhood obesity in Bangladesh (Hossain et al., 2020).
Santos et al. (2023) conducted a systematic review and found that school-based interventions
involving families effectively promote physical activity, reduce sedentary behavior, and enhance fitness
skills among children and adolescents. Their study concluded that multicomponent approaches
integrating physical activity, nutrition, and general education yield longer-lasting effects, especially with
direct family participation. Addressing limitations like limited family involvement and study heterogeneity
is crucial for improving outcomes.
Classroom-based physical activity breaks significantly improved students' self-efficacy, study
skills, motivation, concentration, and reduced anxiety among adolescents. Active lifestyles positively
influence psycho-physical well-being and academic achievement, emphasizing the importance of
integrating physical exercises into daily school routines. Sedentary behaviors during school hours remain
a challenge for younger generations. Schools should prioritize promoting physical activity to enhance self-
efficacy and reduce overweight populations (Latino et al., 2023).
The reviewed literature illuminates the multifaceted nature of childhood obesity, where lifestyle,
environment, and family influence play crucial roles. In the context of Dhaka, limited space for outdoor
activity, excessive screen time, and unhealthy dietary habits emerge as contributing factors. Interventions
based on schools and involving families show very promising potential in making positive behavioral

4. www.ujer.org

271 Hamid & Hasanuzzaman

changes. An integrated program addressing these issues will go a long way in promoting long-term health
and well-being. Thus, teamwork between schools, families, and policymakers is fundamental in seeking
to curtail the alarming rate of increase in the trend of obesity amongst children in urban settings such as
Dhaka.

METHODOLOGY

This study employs a qualitative case study design to explore the impact of screen time on primary
school children's physical activity and eating behaviors within a Dhaka-based school renowned for its
health promotion initiatives. Utilizing multiple data collection methods—including focus group
discussions with parents and students, semi-structured interviews with teachers and the head teacher,
school activity observations, and a review of the school's activity schedule—this research aims to provide
an in-depth understanding of how school-based health programs influence children's health behaviors in
an urban context.

Participants
Sampling Procedure. Purposive sampling was used, a non-probability technique ideal for
qualitative studies, to select participants with direct experience of our topics (screen time, physical
activity, eating habits).
Parents. 20 parents (10 mothers, 10 fathers), selected to balance gender and children’s ages (6–
8). participated in focus group discussions to provide insights into the impact of screen time at home,
children’s physical activity levels, and eating habits.
Students. 30 primary school students, mixture of genders and ages across grades 1–5 participated
in a separate focus group discussion to share their screen time habits, physical activity preferences, and
eating behaviors.
Teachers. 10 teachers, including physical education instructors and classroom teachers, were
interviewed to understand the school’s efforts to integrate physical activity and health education into the
curriculum. To select 10 teachers (5 PE instructors and 5 classroom teachers) who each had ≥1 year of
experience and were actively involved in delivering physical activity or health education at the school.
Head Teacher. The head teacher was interviewed to gain an understanding of the broader health
initiatives the school has implemented to address screen time and promote healthier lifestyles.

Data Collection Methods
Focus Group Discussions. Two lines of focus-group discussions were held—one that comprised
20 parents, a nucleus of mothers and fathers, and another that hosted 30 students sampled from grades
1 to 5, and each lasted an average of 90 minutes for the unrestricted sharing of screen-time experiences,
physical activities, and eating habits. These group sizes (20 and 30) were well beyond the often
recommended 6 to 12 per group, though sessions were divided into two smaller sub-groups for each
cohort to ensure manageability and effective contribution on behalf of all.
Semi-Structured Interviews. A total of 11 individual interviews were carried out—10 with
teachers (five PE instructors and five classroom teachers) and 1 with the head teacher. Each interview,
lasting 45–60 minutes, focused on exploring the school's strategies for promoting physical activity and
addressing screen-time challenges.
Observations. Direct observations were made during key school activities such as physical
education classes, the annual sports event, cultural week, and the other tournaments assessed how the
school engages students in physical activity and healthy behaviors.

5. www.ujer.org

272 Hamid & Hasanuzzaman

Review of School Activity Schedule. The school's activity schedule was reviewed in order to find
out how much physical activity and health-promoting events, including sports activities and tree
plantation programs, were included in the extracurricular competitions.

Data Analysis
The data collected from focus group discussions, interviews, observations, and the review of school
activity schedules were analyzed using thematic analysis. We used reflexive thematic analysis, following
Braun & Clarke’s (2006) six-phase model:
• Familiarization – All audio recordings were transcribed verbatim and read multiple times, while
jotting down initial thoughts.
• Coding – We labeled meaningful segments of text (manually), tagging all data relevant to screen
time, activity, eating, or school health efforts.
• Generating Initial Themes – Similar codes were grouped into preliminary themes—for example,
“screen-time distractions” or “school health supports.”
• Reviewing Themes – Themes were compared against the dataset to ensure coherence and
distinctiveness; weaker or overlapping themes were merged, split, or dropped.
• Defining & Naming Themes – Each refined theme was clearly defined, and an appropriate name
chosen to reflect its essence and relationship to the data.
• Writing Up – We wove together narrative descriptions supported with illustrative quotes to
present our findings.

RESULTS

This section presents key findings from the interviews with parents, students, teachers, and the head
teacher. The responses reflect the challenges and strategies related to screen time, physical activity, and
eating habits, as well as the role of the school in promoting healthier lifestyles.

1. Screen Time Management and Its Challenges
Parent Concerns. Parents related their difficulty in limiting their children’s screen time during
weekends period owing to long working hours and children feeling the need to chill out.
Student views. Students agreed with the fact that screens are a big attraction but confessed the
importance of balancing screen time with other activities.
Teacher view. Teachers feel that there has been encouragement among the students to really
notice how excessive screen time affects their health.

2. Involvement in Physical Activity and Environmental Constraints
Parental Responses. Limited access to outdoor spaces in urban locations made it difficult for
children to participate in physical activity.
Students Responses. Students expressed strong desires to be involved in more sports and physical
activity - in and out of school.
Teacher Reflections. Teachers, while limited by space, pointed out efforts to take advantage of
what little there is access to, to encourage physical activity.

3. Eating Practices and Screen Time
Parental Reports. Parents reported that children engaged in mindless snacking during screen time
and that it negatively influenced their eating habits.

6. www.ujer.org

273 Hamid & Hasanuzzaman

Student Recognition. Some students echoed that they recognized their need to eat better and
were interested in nutrition education.
Teacher Action. Teachers were able to incorporate healthy eating discussions in the curriculum
to help positively influence students' food choices.

4. The School's Role in Promoting Healthy Lifestyles
Parent Recognition. Parents appreciated the school and its efforts to provide physical activities,
sports activities, and health education.
Student Participation. Student involvement in extra-curricular activities was strong and students
expressed a desire for more activities.
Teacher Involvement. Teachers were instrumental in incorporating health education through the
various subjects and creating opportunities to enhance students' physical healthy practices. Teachers
provided scaffolds and organized formal learning opportunities to provide students the chance to engage
with physical activities that take away from screen time.

DISCUSSIONS

1. Screen Time, Snacking, and Obesity Risk:
My finding that children engage in mindless snacking during screen time aligns with evidence that
mealtime screen usage is associated with a ~15% higher obesity risk in primary-aged kids (Pearson et al.,
2020). Research also highlights that both the duration and timing (especially before bedtime) of screen
use influence obesity risk and decreased physical activity (Mineshita et al., 2021). This supports my
observation that screens facilitate unhealthy eating behaviors, especially in urban homes with limited
outdoor options.

2. School-Based Interventions: Reducing Sedentary Time, Boosting Activity:
Systematic reviews show that school-based programs reduce sedentary time (effect size g ≈ –
0.08) but often fail to significantly improve moderate-to-vigorous physical activity (MVPA), unless
interventions combine at least two components (Rodrigo-Sanjoaquín et al., 2022) This echoes my findings:
structured PE classes and extracurriculars help reduce screen-related inactivity but may not fully
counterbalance it unless accompanied by broader strategies.

3. Multicomponent Approaches: PA, Nutrition & Screen Time
Meta-analysis indicates that interventions targeting multiple obesogenic behaviors—involving
physical activity, nutrition education, and screen time reduction—yield significantly better outcomes (e.g.,
BMI reduction, lower sedentary time) (Friedrich et al., 2014) The school’s holistic approach—integrating
PE classes, health lessons, and screen awareness—is supported as a best-practice model likely to yield
greater impact than singular-focus programs.

4. Family Engagement: Enhancing School Efforts
Evidence consistently shows that including home-based elements—like homework challenges
and parental involvement—increases the success of school interventions, particularly for nutrition and
physical activity (Masini et al., 2024). The observation that parents struggle with enforcing screen limits
without school support highlights the importance of extending school efforts into the home environment.
To back up our results with the current literature is to stress the value of a complex approach holding
schools, families, and communities accountable for the matter of children’s health and thus to show the
importance of a whole-community approach. The implementation of all-encompassing measures that

7. www.ujer.org

274 Hamid & Hasanuzzaman

touch upon the issues of screen time, physical activity, and a balanced diet, alongside direct parental
participation and the use of innovative techniques, may lead to the considerable enhancement of
children's health-related behavior.
The educational facilities appear at the center of children's health behavioral changes, as they are
the premises of perfectly structured and easily reachable environments, and the children are always there
most of the time but do not spend the night. This has become even more important due to the dramatic
rise of children's obesity, sedentary way of life, and unhealthy food habits. In the context of the above
facts, the school-based interventions have become practical and thus they are being implemented
favorably in various parts of the world. The vitality of children’s health could be improved a lot by the help
of the school measures.

RECOMMENDATION

Based on the findings, a number of recommendations such as the following could be made in
order to alleviate screen time, physical activity, and diet-related challenges within the school
environment:
1. Parents Involvement Enhancement. Schools must intensify or strengthen their efforts to involve
parents in health-promoting activities. Such workshops and resources about managing screen
time, healthy eating, and physical activity at home will equip the parents with tools that can help
them promote their children's overall well-being.
2. Wider Physical Activity Opportunities. Schools should keep innovating options to benefit the
students with more physical activity, even if it is limited due to the urban space. It may also include
maximizing the use of indoor space for movement-based activities, more frequent sports events,
or involving with community organizations to add additional recreational possibilities.
3. Technology in the Promotion of Physical Activity. School could probably benefit from
implementing technological means in promoting active lifestyles. Interactive apps or virtual fitness
challenges could be some of the motivators that compel students to use their time outside of the
classroom for physical activities. Integrating such digital aids into current health education
curricula will make physical activity attractive to students.
4. Health Education and Nutrition Programs. The continued integration of nutrition and health
education into the school curriculum should provide children with opportunities to see how
relevant the subjects are for healthy eating practices and spending less time in front of screens.
This very need for health education should also concern more extensive school initiatives; for
example, instituting less unhealthy snacks and meals, reinforcing the message of healthy living.

CONCLUSIONS

This study examined the relationship between screen time, physical activity, and eating behaviors
of children in Dhaka and the role of schools in developing healthy behaviors. The results indicate a few
patterns concerning the screen consumption in children which are troubling for parents, students, and
teachers. Excessive screen time can reduce opportunities for physical activity and generally affect food
choice negatively which ultimately leads to an unhealthy pattern of thinking in children regarding their
lifestyle choices.
Environmental determinants, most specifically the lack of free and safe outdoor space for urban
children to play emerged as a primary factor hindering children from being physically active. Community
planning needs to encourage families to be active.

8. www.ujer.org

275 Hamid & Hasanuzzaman

Study results also indicate that screen behaviors appear influence children's eating behaviors, with screen
time behaviors often including unhealthy snacking behavior, which can compromise structured amounts
of food eaten at 'mealtimes' each day. These behaviors highlight the importance of education and
parental supervision to ensure children are developing balanced eating behaviors.
It has been well established that schools can be the forum for resolving the issues reviewed above.
Promoting healthy behavior through interventions to promote physical activity, health education
programs, and partnerships with families and communities can assist children in developing healthier
behaviors. The engagement of parents in this process is particularly important because children are more
likely to engage in healthy behaviors when parents not only engage in an active lifestyle, but also establish
clear limits on recreational screen exposure. Additionally, schools can leverage technology by deploying
interactive health apps and incorporating virtual challenges that motivate students to be more physically
active - especially if the technology is included in the curriculum.
To conclude, aligning health promotion initiatives across schools, homes and communities and
deploying technology strategically can help achieve the holistic approach needed to address the
challenges posed by screen exposure and sedentary behaviors, while also addressing the long-term well-
being of children in Dhaka (and other urban setting).

REFERENCES

Alam, I., Nur, S. M. S., & Mitra, C. (2025). Accessibility to Public Open Space of a densely populated city: a case study of Dhaka,
Bangladesh. Computational Urban Science, 5(1). https://doi.org/10.1007/s43762-025-00187-9
Esposito, F., Sanmarchi, F., Marini, S., Masini, A., Scrimaglia, S., Adorno, E., Soldà, G., Arrichiello, F., Ferretti, F., Rangone, M.,
Celenza, F., Guberti, E., Tiso, D., Toselli, S., Lorenzini, A., Dallolio, L., & Sacchetti, R. (2022). Weekday and Weekend
Differences in Eating Habits, Physical Activity and Screen Time Behavior among a Sample of Primary School Children:
The “Seven Days for My Health” Project. International Journal of Environmental Research and Public Health, 19(7).
https://doi.org/10.3390/ijerph19074215
Friedrich, R. R., Polet, J. P., Schuch, I., & Wagner, M. B. (2014). Effect of intervention programs in schools to reduce screen time:
A meta-analysis. In Jornal de Pediatria (Vol. 90, Issue 3, pp. 232–241). Elsevier Editora Ltda.
https://doi.org/10.1016/j.jped.2014.01.003
Hasanuzzaman, K. Md., & Hamid, K. S. (2023). Dietary Pattern and 24-Hours Movement Activities of Urban Preschool Children in
Dhaka, Bangladesh-A Pilot Study. Scholars Journal of Applied Medical Sciences, 11(02), 415–419.
https://doi.org/10.36347/sjams.2023.v11i02.023
Hossain, M., Luies, S., & Biswas, T. (2020). Prevalence and factors associated with overweight and obesity among primary school
children (9–14 years) in a selected area of Dhaka, Bangladesh: A cross-sectional study. Indian Journal of Community
Medicine, 45(4), 429. https://doi.org/10.4103/ijcm.ijcm_466_19
Kamaleddine, A. N., Antar, H. A., Ali, B. T. A., Hammoudi, S. F., Lee, J., Lee, T., Bhang, S. Y., Chung, S., & Salameh, P. (2022). Effect
of Screen Time on Physical and Mental Health and Eating Habits During COVID-19 Lockdown in Lebanon. Psychiatry
Investigation, 19(3), 220–228. https://doi.org/10.30773/pi.2021.0239
Kaul, A., Bansal, N., Sharma, P., Aneja, S., & Mahato, M. (2023). Association of Screen Time Usage and Physical Activity With
Overweight and Obesity Among School-Going Children in Uttar Pradesh. Cureus. https://doi.org/10.7759/cureus.47690
Khan, M., & Bell, R. (2019). Effects of a school based intervention on children’s physical activity and healthy eating: A
mixedmethods study. International Journal of Environmental Research and Public Health, 16(22).
https://doi.org/10.3390/ijerph16224320
Kim, S., C. Lim, C. M., G. Dy, J. C., Y. Martinez, K., & L. Pecson, G. (2024). A Case Study on the Eating Habits among the Learners in
a Chinese Private School in the Philippines. International Journal of Science and Management Studies (IJSMS), 269–277.
https://doi.org/10.51386/25815946/ijsms-v7i6p127
Latino, F., Tafuri, F., Saraiello, E., & Tafuri, D. (2023). Classroom-Based Physical Activity as a Means to Improve Self-Efficacy and
Academic Achievement among Normal -Weight and Overweight Youth. Nutrients, 15(9).
https://doi.org/10.3390/nu15092061

9. www.ujer.org

276 Hamid & Hasanuzzaman

Maia, C., Braz, D., Fernandes, H. M., Sarmento, H., & Machado-Rodrigues, A. M. (2025). The Impact of Parental Behaviors on
Children’s Lifestyle, Dietary Habits, Screen Time, Sleep Patterns, Mental Health, and BMI: A Scoping Review. In Children
(Vol. 12, Issue 2). Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/children12020203
Masini, A., Salussolia, A., Anastasia, A., Grao-Cruces, A., Soldà, G., Zanutto, G., Riegger, S., Mulato, R., Sánchez-Oliva, D., Ceciliani,
A., Marini, S., & Dallolio, L. (2024). Evaluation of school-based interventions including homework to promote healthy
lifestyles: a systematic review with meta-analysis. In Journal of Public Health (Germany). Springer Nature.
https://doi.org/10.1007/s10389-024-02239-6
Mineshita, Y., Kim, H. K., Chijiki, H., Nanba, T., Shinto, T., Furuhashi, S., Oneda, S., Kuwahara, M., Suwama, A., & Shibata, S. (2021).
Screen time duration and timing: effects on obesity, physical activity, dry eyes, and learning ability in elementary school
children. BMC Public Health, 21(1). https://doi.org/10.1186/s12889-021-10484-7
Pearson, N., Biddle, S. J. H., Griffiths, P., Sherar, L. B., McGeorge, S., & Haycraft, E. (2020). Reducing screen-time and unhealthy
snacking in 9-11 year old children: The Kids FIRST pilot randomised controlled trial. BMC Public Health, 20(1).
https://doi.org/10.1186/s12889-020-8232-9
Rocka, A., Jasielska, F., Madras, D., Krawiec, P., & Pac-Kożuchowska, E. (2022). The Impact of Digital Screen Time on Dietary Habits
and Physical Activity in Children and Adolescents. Nutrients, 14(14). https://doi.org/10.3390/nu14142985
Rodrigo-Sanjoaquín, J., Corral-Abós, A., Solana, A. A., Zaragoza Casterad, J., Lhuisset, L., & Bois, J. E. (2022). Effectiveness of school-
based interventions targeting physical activity and sedentary time among children: A systematic review and meta-
analysis of accelerometer-assessed controlled trials.
Santos, F., Sousa, H., Gouveia, É. R., Lopes, H., Peralta, M., Martins, J., Murawska-Ciałowicz, E., Żurek, G., & Marques, A. (2023).
School-Based Family-Oriented Health Interventions to Promote Physical Activity in Children and Adolescents: A
Systematic Review. In American Journal of Health Promotion (Vol. 37, Issue 2, pp. 243–262). SAGE Publications Inc.
https://doi.org/10.1177/08901171221113836
Uddin Bhuiyan, M., Zaman, S., & Ahmed, T. (2013). Risk factors associated with overweight and obesity among urban school
children and adolescents in Bangladesh: a case-control study. http://www.biomedcentral.com/1471-2431/13/72
Vieira, J. A. J., De Lima, L. R. A., Silva, D. A. S., & Petroski, E. L. (2018). Effectiveness of a multicomponent intervention on the
screen time of Brazilian adolescents: non-randomized controlled study. Motriz. Revista de Educacao Fisica, 24(3).
https://doi.org/10.1590/S1980-657420180003E0046-18