“The number of students addicted to mobile gaming is growing every day. Many of them are skipping school, losing focus, and even getting involved in online gambling,” said Md. Monir Hossain, a local teacher from Fapor village in Bogura, during the Youth for Policy Regional Dialogue on Social Accountability. “We must act collectively—teachers, parents, and the administration—to bring them back on track,” he added.
The forum, organized by the Youth for Policy Bogura Committee under the Youth for Policy central initiative, brought together teachers, parents, youth, local leaders, NGO representatives, and community members to address a growing concern in the area—mobile game addiction among students.
During the discussion, participants reflected on findings from a youth-led Social Accountability research initiative that explored community issues such as education barriers, gender inequality, unemployment, natural disasters, and limited access to government services. The study revealed that digital devices, originally introduced for remote learning during the COVID-19 pandemic, have become a major source of distraction, pulling students away from studies, sports, and social interaction.
Local parent Shikha Akter said, “Boys in our community are becoming addicted to mobile games. They need to be made aware of the harmful effects of these games.”
College student Mst. Suraiya Akter added, “Along with studies, providing co-curricular and skill-based training can help young people overcome mobile addiction and gain valuable knowledge and life skills.”
Local businessman Md. Sajedul Islam emphasized the importance of community engagement: “We should arrange training programs in our area to enhance the practical skills of educated but unemployed youth.”
Parents and community members expressed frustration that children who once studied diligently or played outdoors now spend hours on their phones, often becoming socially isolated. Participants also identified the lack of recreational spaces and positive guidance as key contributors to the problem.
During the open discussion, stakeholders agreed that preventive community action is essential. Youth volunteers from the Bogura Committee proposed monthly meetings between teachers and parents, awareness sessions in schools, and the formation of youth groups to encourage healthy digital habits.
The participants jointly agreed on several action plans, including:
- Encouraging schools to provide scholarships and incentives to keep students engaged in education.
- Organizing awareness campaigns with support from teachers and the local administration.
- Conducting skill development workshops to equip youth with practical knowledge and career opportunities.
- Creating a monitoring group to track the progress of these initiatives at the community level.
The research findings also underscored wider challenges in the community, including gender discrimination, poor infrastructure, and limited access to public services, which require long-term attention and advocacy.
The forum concluded with a collective realization: to ensure an inclusive and sustainable future, digital devices must be turned from distractions into tools for learning. Achieving this will require collaboration among teachers, parents, youth, and local authorities—to make education engaging, ensure responsible digital literacy, and make accountability a shared goal.