NOMOPHOBIA AND DIGITAL DEPENDENCE IN HIGH SCHOOL: PSYCHOLOGICAL IMPACTS AND INTERVENTIONS IN THE SCHOOL CONTEXT

Abstract

The post-pandemic period has intensified digital dependence among adolescents, producing significant impacts on teaching and learning processes, particularly in high school settings. Among the associated phenomena, nomophobia stands out, defined as the irrational fear of being disconnected from digital devices, and is linked to anxiety symptoms, mood changes, impaired social interaction, and cognitive deficits, including reduced concentration and decision-making capacity. This study describes and analyzes a psychoeducational intervention conducted with approximately 60 high school students, based on brief structured discussion groups focused on critical digital education and conscious technology use. The approach was not prohibitive but mediational, aiming to balance the benefits and risks of technology use. Observational findings indicate that dialogical strategies integrating school and family participation, combined with psychological support, are more effective than total device restriction. The study concludes that multifaceted interventions — involving psychoeducation, family engagement, and psychological support — are essential to mitigate behavioral, emotional, and academic impairments associated with digital dependence and nomophobia in school contexts.