The study was conducted to assess the effectiveness of structured teaching programme on knowledge regarding hazardous effect of smartphone addiction in children among the mothers of under-five. The literature indicates that structured teaching programs are a highly effective intervention for preventing the hazardous effects of smartphone addiction in children under five. Studies consistently show that these programs lead to significant improvements in mothers' knowledge (ranging from 60% to 80%) and behavior, with 60-75% of mothers reporting that they implemented new strategies to limit their children's screen time and obtained ‘t’ value has been found statistically highly significant (21.205) at p<0.001 level of significance which shows the significant difference between pre-test and post-test knowledge score on knowledge regarding hazardous effect of smartphone addiction in children among the mothers of under-five. Hence, the research hypothesis H1 was accepted and null hypothesis H0 was rejected.

Conclusion: The evidence suggests that structured teaching programs are a crucial tool in promoting healthier digital habits and mitigating the risks associated with smartphone addiction in young children.