这是根据全国平均水平得出的估计数字。 根据国家教育统计中心和司法局的一份报告，在12-18岁的学生中，约有20％遭受过欺凌。其中，有15％的人受到在线或短信欺凌。根据疾病控制与预防中心（CDC）的数据，校内欺凌预防计划可以将欺凌行为减少多达25％。

这是根据全国平均水平得出的估计数字。发表在《JAMA Pediatrics》上的一项研究发现，有45％的美国青少年表示，他们 “几乎一直都在上网”。屏幕时间过长会导致睡眠障碍、学习成绩下降和其他健康问题。《儿科学》杂志上的一项研究发现，父母的参与，包括设置屏幕时间限制，可以有效地将过多的屏幕时间减少20％。

This is an estimated number based on national averages. The Pew Research Center reported that 59% of U.S. teens have experienced abusive online behaviors. The Cyberbullying Research Center states that awareness and digital citizenship programs can reduce online abuse incidents by 15%.

这是您的社区中因网络欺凌、屏幕时间和社交媒体在线行为而避免的事件总数 基于我们根据全国平均水平估算的事件数。

Pew Research indicates significant engagement of teens with social media and digital devices, with many teens reporting that these tools distract them at times and can affect their social interactions and academic performance. The actual percentage could vary based on local demographics and specific student behaviors, but your estimate provides a starting point that reflects broader national trends concerning the negative aspects of excessive screen time

Multiplying the total student population by the 5% estimated absenteeism rate gives a tangible number to school districts that can reflect on how pervasive the issue of screen time-related absenteeism might be. This approach quantifies the potential scale of the problem, making it easier for stakeholders to understand and address the implications of digital distractions on student attendance

Research suggests that proactive engagement with parents and students about the consequences of excessive screen use, including potential impacts on sleep and anxiety, can lead to modest improvements in attendance. Programs that focus on education around screen time management are crucial, as they align with findings where interventions in digital habits have shown to improve overall student well-being and school participation​

This figure highlights the potential return on investment for districts that implement programs aiming to curb excessive screen time, which not only benefits educational outcomes but also supports financial sustainability for schools. This estimation serves as a compelling argument for the adoption of such programs, especially when considering the broader educational funding mechanisms