This study aimed to characterize and assess the psychological impact of screen time and green time on school-going children. Using a descriptive design and questionnaire method, data were collected from 50 students in a selected school in Odisha. Academic achievement scores were distributed as follows: 14 students (28%) scored 50%, 11 students (22%) scored between 60–70%, 16 students (32%) scored between 80–90%, and 9 students (18%) scored above 90%. The correlation between screen time and academic achievement was low and not significant (r = 0.114), whereas green time showed a highly significant positive association with academic achievement scores (r = 0.000). Additionally, 45 students (90%) expressed a desire to attend school regularly, while 5 students (10%) did not. The correlation between screen time and regular school attendance was not significant (r = 0.152), as was the association between green time and regular attendance (r = 0.350). These findings indicate that green time is significantly associated with better academic performance, while screen time shows no significant impact on either academic achievement or school attendance among school-going children.