DOI: https://doi.org/10.36347/sajb.2025.v13i11.002

Pages: 1489-1499

Introduction: The coronavirus disease 2019 pandemic has caused a hasty global transition to virtual schooling and excessive screen time among children. Aim: The goal is to summarize the influence of virtual studying on the visual health of school-age children along with some practical safeguards. Methodology: We collected and presented research on four domains that prolonged near work and digital device usage affects. They are; refractive error most notably the incidence and progression of myopia, ocular surface and asthenopic symptoms (dryness, irritation, headache, eye strain), convergence insufficiency, accommodation accommodative insufficiency and spasm. Results: The incidence of myopic shift and symptoms of eye-strain, dryness, and diplopia were seen to worsen amongst the students during the lockdown. Their disruptions in convergence and accommodative functions were also seen to show declines. These effects were most noticeable when their virtual schedules matched their pre-pandemic schedules and they were required to attend constantly, continuously and synchronously. Risk seemed to be linked to the dose and able to be changed by different factors in our environment and how we act. Conclusions: The pandemic-related increase in online learning appears to have added burden of visual complaints and complaints, and may have adverse effects on the academic performance and quality of life among children. Schools and families can take steps that involve 20-20-20 breaks, ergonomics, bigger displays, limiting near-work blocks, outdoor time and more. Educators and policymakers should evaluate hybrid models in matters that involve access and well-being. Future research should standardize screen time, viewing distance, and outdoor hours’ exposure measures, include longitudinal designs with cycloplegic refraction, and test multicomponent school interventions to prevent myopia progression and visual fatigue in digitally intensive learning settings.