Digital screen time exposure and its relation to well-being and behavioral change is one of the many concerns that learners, parents, and educational institutions are facing nowadays.The research sought to investigate status of digital screen time exposure and management; and the extent of its relationship to the learners? well-being in terms of self-esteem and socialization, as well as behavioral change with regards to short-temperedness and enthusiasm in learning. Descriptive method using purposive sampling technique was utilized in this study to gather the necessary data from one hundred and one (101) intermediate learners from United Evangelical Church School in Santa Cruz, Laguna.Learners exposure to television, handheld devices, and laptop/computer is at modest manner. Learners also have high level of self-control and moderate extent in terms of parental guidance. With regards with socialization and self-esteem, learners are at moderate extent. In addition, learners? short-temperedness is at moderate extent while enthusiasm in learning is at great extent. Findings indicated that learners' digital screen time mostly bears significant relationship to their well-being and behavioral change, but not to some extent. Therefore, the null hypotheses stating "digital screen time exposure has no significant relationship on the learners? well-being and behavioral change" and "digital screen time management has no significant relationship on the learners? well-being and behavioral change" are both partially rejected.The study concluded that digital screen time exposure and management shows partial significant relationship to the learners? well-being and behavioral change. Therefore, the following recommendations were formulated: Parents should consider checking the browser?s history of their children's gadgets; Learners must also be aware of the bad effects of too much exposure to gadgets. On the other hand, parents should reinforce proper guidance for the learners; Teachers must play crucial role in building their learners' self-esteem by motivating them. Activities online or face to face that can also promote socialization is highly recommended to be utilized; Parents and teachers should monitor the learners' behavioral patterns and make them feel that their emotions are valid; Educational institutions should strictly follow the given recommendations of professionals and expert with regards to the learners' digital screen time limit. In addition, private schools conducting online class should strictly adhered to DepEd Memorandum DM-CI-2020-00162. Educational institutions should also offer parents' orientation to help them assist their children with their digital screen time and to develop better screen time management. Future researchers must include other relevant variables to give more depth to this topic.

Digital Screen time; Parental Guidance; Self-Control; Well-Being; Behavioral Change