Brain-rot in Maldives: Survey reveals alarming impact of screen time on young minds

The term "iPad kids" has become a familiar, if unsettling, label for a generation tethered to glowing screens from infancy.

We've all seen them: the silent child in the restaurant, eating distractedly, staring at a YouTube video; the toddler in the stroller, jumping awake to the intro music of 'Cocomelon'. What appears to be a convenient distraction is, for many, a creeping mental stagnation known as "brain rot." While it's easy to point fingers at children, this phenomenon is rooted in a wider societal issue—the adult screen addiction that normalizes a constant digital presence.

'Tung Tung Tung Tung Tung Tung Tung Tung Tung Sahur'

Fueled by catchy, nonsensical phrases like "Skibidi Ohio Rizz" and "Ballerina Cappuccina," this phenomenon, amplified by endless screen time, is raising red flags among parents, educators, and professionals globally. 

In August Sun conducted a survey of 45 Maldivians—teachers, homemakers, and child protection officers, and it paints a worrying picture. 

Over 60% of respondents, like Aminath Shazna Abdul Majeed from the National Social Protection Agency (NSPA), report seeing brain rot behaviors "very often" or "often" in children. These include shortened attention spans, reduced social interaction, and a heavy reliance on screens, with some kids unable to eat without a device. A senior child protection officer from the Ministry of Social and Family Development observed, “Kids mutter gibberish like ‘Brr Brr Patapim’ under their breath, even when upset. It’s as if the internet’s language is overtaking their own.”

The findings reveal a disturbing reality: "brain rot" is not just a foreign buzzword but a growing, tangible threat to the cognitive and emotional well-being of Maldivian children. 

As shown in the pie chart below, an overwhelming 90.7% of our interviewees agreed that screen addiction from infancy can cause cognitive impairment and learning difficulties.

The survey also points to a growing gap between kids and traditional education. Over 80% of respondents, including Nizna Abdul Gayoom, a primary grade teacher, blame excessive screen time at home. “It’s not the only factor, but constant high-stimulation entertainment (YouTube, TikTok, games) makes traditional lessons feel slow and boring by comparison. That “dopamine gap” is a big reason why school feels less engaging to many kids,” she says.

Others criticize national curriculum changes that have “detached the society from education,” leaving teachers undervalued. In the Maldives, where schools often lack modern tech, lessons feel bland compared to YouTube’s high-stimulation content.

The data is stark: behaviors like increased irritability (73% report as “often” or “very often”) and difficulty problem-solving (51%) are common. On a 1–10 scale, 64% rated their concern about brain rot’s long-term effects at 8 or higher, with 10s from professionals like Khadheeja Rabia, a legal aid officer who has been handling children below the age of 12 since 2005.

To identify if a child is suffering from excessive screen or "brain rot," look for a few key signs.

• Struggles to maintain eye contact and has difficulty carrying on conversations

• Vocabulary limits, often to phrases from viral videos, and not situationally appropriate

• Significant lack of interest in reading, writing, physical activities or non-digital play

• Constant need for stimulation, leading to irritability, aggression, or withdrawal when screen time is limited or denied

There’s hope yet. Respondents from Sun’s survey strongly back practical fixes, with 91% rating “encouraging physical play, skills, or hobbies” as “very effective.” Fathimath Zuhaira, a Special Education Needs (SEN) teacher, shares, “Screen-free environments with running and exploring boost kids’ health and focus.” Azeema Abdul Azeez, Child Protection Officer, adds, “Spending quality time with children is very important, doing things that do not involve screens.” Other strategies, like setting daily screen hours (89% “very effective”) and joining kids during screen time to model good habits (80% “very effective”), also resonate.

The survey responders also call for educational reform to counter brain rot. Schools need technology that meets, if not rivals, digital entertainment, like interactive learning apps or homework projects that require the child to immerse in learning using technology. It is, after all, a tool to enhance our lives. 

Ahmed Abdul Azeez, a parent since 2012, urges, “Parents must set examples. Teach them from a young age, the roles and responsibilities in a home. Occupy them in everyday day-to-day activities. Parents should set an example for them to see. Make them understand the value of time and money.” 

This crisis of attention and emotional intelligence is real and its effects are alarmingly widespread, impacting classrooms, learning environments and family bonding. This is not just a parenting issue; it is a public health and education issue.

While the government has yet to directly address this from a public health perspective, it is high time that the Maldivian public education system adapts to the modern technological landscape in a proactive, not reactive, way. 

On August 13th, the Robotics team from Ghiyasuddin International School constructed a multifunctional robot for their Student Achievement Ceremony. These children showed what is possible when education embraces technology as a tool for creation, not just consumption. 

The Maldivian national curriculum being taught in public schools needs to shift its focus. Instead of prioritizing selected languages and embellished histories, our schools should be teaching computer language and robotics as primary mediums. It's time to equip our children with the skills they need to build the future, not simply be spectators to it.