OIDA International Journal of Sustainable Development
Open-access peer-reviewed journal
https://doi.org/10.64211/oidaijsd190416
Seeing Differently: A Qualitative Exploration of Screen-Induced Visual Autism-Like Behaviours in Children in Southern Sri Lanka
Nirosha Ruwanpathirana 1, Virasha Godakanda 2*
1 Department of Sociology, University of Sri Jayawardenepura, Sri Lanka.
2 Department of Sociology, University of Ruhuna, Sri Lanka.
*Corresponding author: virashagodakanda@gmail.com
Volume 19, Issue 04, Pg. 177-190, 2026
Abstract: This qualitative study explores the emergent of autism-like social and visual behaviours noticed in children as a result of caregivers, teachers, and social workers observing children in conditions of prolonged and unfettered screen exposure. The study focuses on two semi-urban communities in Southern Sri Lanka and uses a sociological perspective that moves beyond biomedical diagnostic categories to explore how behaviours such as prolonged visual fixation, eye contact, social withdrawal, and sensory engagement, are seen, managed and situated in local caregiving and schooling practices, and fit with the Sustainable Development Goals 3 (Good Health and Well-being) and SDG 10 (Reduced Inequalities), noting that inclusive community-based approaches are needed. The study involved collecting data in a purposive sample of caregivers, teachers, special educators, and social workers, through purposeful sampling using participatory observations and photo elicitation, with four children aged 5-8 years, semi-structured interviews were conducted to explore questions relating to how the children were observed to exhibit changes in behaviour, decisions towards caregiving, and how they interpreted behaviours. Data collection was completed in April to May 2025. The thematic analysis revealed prominent patterns: participants noted how behavioural change was commonly related to sustained exposure to digital media; educators were challenged in classrooms when the sensory attention paid to stimuli, like screens, with most learning stimuli compared to screens; and caregivers indicated screen overuse first with COVID-19 lockdowns then with concerns of habitualisation and dependence. The findings suggest the stigma of developmental-related worries about screen use and digital media caused delaying discussion or engagement with helpful intervention. Some of the educators demonstrated adaptability but overall, these practices did not appear to be common. The research also draws attention to the overarching socio-cultural shifts in child-rearing practices since digital media, like phones and tablets, are mediating care, learning, and leisure for many children, which might unduly shape developmental pathways. The study aligns with developing literature on “virtual autism”, as some behaviours that resemble autism-like behaviours coming from excessive exposure to digital media are temporary and could revert back through environmental/societal modifications. In the analysis, behaviours will not be reframed as a static pathology, but conceived through the interrelation of social, technological, and care continuums. The recommendations will include a community-based digital literacy program with caregivers to develop culturally relevant sensory-friendly pedagogies, promote screen-free collective experiences, as well as informal networks of support for caregivers. These acts might enhance sustainable development for children, reduce inequity about accessing authentic information and intervention, and support inclusive social contexts that can meaningfully respond to digitally mediated childhoods.
Keywords: Autism Spectrum; Children; Neurodiversity; Screen Time; Sensory Processing
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