Social Media Addiction Prevention Program and Study Habits of Secondary School Students: A Comprehensive Analysis

Abstract

The pervasive influence of social media on adolescent behavior has emerged as a critical concern in contemporary educational psychology, with mounting evidence suggesting that problematic social media use significantly compromises academic outcomes and study habits among secondary school students. This paper examines the theoretical and empirical foundations for developing social media addiction prevention programs tailored to secondary school contexts, drawing upon a substantial body of international research spanning addiction science, sleep medicine, adolescent development, and educational psychology. The synthesis of existing literature reveals that social media addiction operates through multiple mechanisms, including sleep disruption, attentional fragmentation, and psychological distress, that collectively undermine students' capacity for sustained academic engagement. Prevention programs must therefore adopt holistic approaches that address not only behavioral regulation but also underlying psychological needs and environmental factors. The paper concludes by proposing a multi-component prevention framework that integrates psychoeducation, sleep hygiene, digital literacy, and coping skill development, while acknowledging the critical role of school support systems and family involvement. Implications for educational policy and future research are discussed.