Abstract
This study explores the influence of digital media exposure on attention span and peer interaction among primary school pupils in Kano State, Nigeria. In recent years, children’s engagement with digital devices such as smartphones, tablets, and television has increased significantly, raising concerns about its developmental implications. Using a survey design, data were collected from 80 pupils aged 6 to 11 years, across primary schools via parent-reported structured questionnaires measuring media usage, attention, and peer interaction. Descriptive statistics revealed that 78% of pupils use digital devices daily, with 65% spending over three hours per day on screens. Pearson correlation analysis indicated a significant negative relationship between digital media exposure and attention span (r = -0.45, p < .05), as well as peer interaction (r = -0.38, p < .05). These findings align with global research linking excessive screen time to diminished focus and reduced face-to-face social engagement. The study underscores the urgent need media use guidelines in schools and homes, recommending structured digital policies, parental monitoring, and teacher training on media literacy. While unregulated media use may hinder cognitive and social development, intentional use of educational content can offer developmental benefits. This research provides crucial insight for educators, parents, and policymakers seeking to balance digital media’s role in children's lives.

Keywords
Digital media exposure, Attention span, Peer interaction