Community-based Study With 1st-year Secondary Students (n=1104) and Their Environment. It Evaluates a Complex Intervention (Community Actions, Classroom-based Mindfulness for Adolescents, and Online Mindfulness for Adults) to Reduce Problematic Video Game Use and Improve Well-being.

Summary

The goal of this observational, community-based study is to evaluate the effectiveness of a complex intervention designed to reduce problematic video game use and the risk of video game addiction in adolescents, while promoting active, shared leisure activities and personal and emotional development.

The study involves students in the first year of secondary education (approximately 12-13 years old) from multiple schools in Pontevedra (Galicia, Spain), as well as adults from their close environment, including family members, teachers, health professionals, and community representatives. Schools are assigned either to an intervention group or to a control group with similar sociodemographic characteristics.

The study is based on a systems and community perspective, assuming that adolescents' video game use is influenced by individual factors (such as impulsivity and emotional regulation), as well as by family, school, and community contexts and the availability of appealing leisure alternatives. For this reason, the intervention consists of three coordinated components that are implemented over time in the intervention schools.

The main questions the study aims to answer are: (a) Can a complex intervention combining community participation and mindfulness-based training reduce problematic video game use and the risk of video game addiction in adolescents?; (b) Does classroom-based mindfulness training improve adolescents' mindfulness, emotional well-being, and self-regulation?; (c) Does mindfulness training for adults improve their own well-being and their ability to support adolescents in adopting healthier leisure habits?; and (d) Can a participatory, community-based approach increase adolescents' awareness and use of active, screen-free leisure alternatives?

Researchers will compare adolescents from intervention schools with adolescents from control schools, where no intervention is implemented and only data are collected. Outcomes will be measured at three time points: before the intervention, after the intervention, and at follow-up, in order to assess changes over time and the sustainability of effects.

Participants will:

* Complete questionnaires at different time points assessing video game use, possible video game addiction, mindfulness, psychological well-being, impulsivity, cyberbullying, social support, and online experiences.
* Take part in a community-based component in which adolescents actively participate in identifying, designing, and promoting leisure activities without screens in their local environment. This process includes the creation of a school-based community group composed of adolescents, teachers, health professionals, family representatives, and community members. Adolescents are involved in participatory activities to map community resources and co-design attractive leisure options, which are later implemented and shared with families and the wider community.
* Participate in a group-based mindfulness and emotional development program delivered in the classroom during school hours. This program consists of structured sessions based on established mindfulness protocols and is designed to help adolescents develop attention skills, emotional awareness, stress management, and self-regulation.
* Access an individual, online mindfulness and emotional regulation program (adults only), which combines mindfulness practices and cognitive-behavioral strategies. This self-guided program is completed over several weeks and aims to improve adults' well-being and provide tools to better support adolescents.

By integrating community action, school-based intervention, and adult involvement, this study seeks to evaluate a comprehensive and sustainable approach to preventing problematic video game use and promoting healthier lifestyles during adolescence

Conditions

• Video Game Addiction
• Gaming Disorder

Interventions

BEHAVIORAL

Community-Based Participatory Leisure Intervention

This intervention consists of a community-based component designed to promote active, shared, and screen-free leisure among adolescents. It is implemented through the creation of a school-based community group composed of adolescents, teachers, health professionals, family representatives, and community members. Adolescents actively participate in identifying community leisure resources, co-designing leisure activities, and implementing and disseminating these activities within their local environment using participatory action research methodologies.

BEHAVIORAL

Classroom-Based Mindfulness and Emotional Development Program (Adolescents)

This intervention is a structured, classroom-based mindfulness and emotional development program delivered to adolescents during school hours. The program is based on established mindfulness protocols and consists of multiple sessions aimed at improving attention, emotional awareness, stress management, and self-regulation. Sessions combine experiential mindfulness practices, reflective activities, and group discussions adapted to early adolescence.

BEHAVIORAL

Online Mindfulness and Emotional Regulation Program (Adults)

This intervention is an individual, self-guided online program for adults from the adolescents' environment, including family members and selected educational, health, and community professionals. The program combines mindfulness practices and cognitive-behavioral strategies to improve emotional regulation, stress management, and well-being, and to strengthen adults' capacity to support adolescents in developing healthy leisure habits.

Sponsors & Collaborators

• Universidad de Zaragoza

  collaborator OTHER

• Fundacin Biomedica Galicia Sur

  lead OTHER

Principal Investigators

• Ana M. Clavería Fontán, Primary Care Health Technician · Servicio Gallego de Salud

Study Design

Allocation

RANDOMIZED

Purpose

TREATMENT

Masking

NONE

Model

PARALLEL

Eligibility

Min Age

11 Years

Max Age

15 Years

Sex

ALL

Healthy Volunteers

Yes

Timeline & Regulatory

Start

2025-09-26

Primary Completion

2025-12-11

Completion

2026-02-28

Countries

• Spain

Study Locations