<![CDATA[Gaming disorder (GD) has become a growing public health issue among children and adolescents, affecting their mental health and academic performance. This systematic review analyzed recent empirical studies from PubMed, Scopus, and Google Scholar to assess the psychological and educational impacts of GD. Findings indicate that GD is significantly linked to increased levels of anxiety, depression, and impaired emotional regulation. Neurobiological evidence shows that GD alters dopamine activity, reducing impulse control and reinforcing reward seeking behaviors. Academically, children with GD demonstrate lower performance due to diminished concentration and cognitive engagement. Although cognitive behavioral therapy (CBT) and parental supervision are commonly proposed interventions, their application remains inconsistent across contexts. This review highlights the need for unified diagnostic criteria and the implementation of school based support mechanisms. The study contributes to existing literature by synthesizing neurobiological and psychosocial evidence on GD, offering direction for culturally responsive intervention models and future longitudinal research.]]>
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