Services A to Z Archives

During a hospital stay you can spend more time in bed or in a chair than normal. This causes your muscles to get weaker and make you feel like you have less energy. This is a normal process caused by being less active, but it is something which can be improved with movement. Movement should be as abilities and condition allows, it can mean as little as moving more often and sitting for shorter spells. Speak to a member of staff if you are unsure or need support.

It is important to improve muscle strength so you can return to your normal life. Being able to do your hobbies and interests is good for both your physical and mental recovery. These are things you can work up to as you become stronger and less tired. But you should recognise if you are becoming over-tired. You can read more about how to manage fatigue and save your energy in our Fatigue Management Page.

Stay Active at Home

Here are some examples of how you can be more active at home:

Move Regularly

Sitting still for long periods of time is not good for our bodies. Move your arms and legs regularly to stop them becoming stiff and sore. Stand up and move at least once every hour to help with balance and circulation.

Basic Seated Exercises

If you are struggling or unable to stand you can try some seated exercises.

You can also follow this Physiotherapy-led seated exercise class:

Basic Standing Exercises

If you are able to stand, why not try this exercise routine below:

More Exercises

Work on strength and balance

Work on Strength and Balance

Assess your strength and balance and work at a level that is appropriate for you using the tools on NHS Inform

Beyond the basics

NHS Fitness Studio has a library of instructor-led home exercise classes including aerobic exercise, yoga and pilates.

NHS Fitness Studio

Exercise tolerance

Exercise Intensity

When you are recovering from illness you may find you are more breathless than normal. Remember to take breaks as you need them and gradually increase the number of times you do each exercise/activity as you feel able. There are some tips on coping with breathlessness <breathing easier section>

The Talk Test is a simple way to measure how hard you are exercising. In general, if you’re doing moderate intensity activity, you can talk but not sing during the activity.

When to Stop Exercising

You should stop exercising and rest if you experience any of the following:
• Chest pain
• Increase in chest tightness
• Dizziness or feeling faint
• Much more breathless than you experienced the last time you did this exercise

If symptoms continue for more than 2-3 minutes, contact your GP.

Exercise programmes

After a period of illness or injury when you are starting to get back to normal life and would like to continue to improve your fitness there are a number of schemes available in the Glasgow and Clyde area.

Vitality Classes – Specially designed for people living with a range of medical conditions, and are ideal if you are finding that a lack of strength and/or poor balance is starting to impact on your daily life.

Call: 0141 232 1860

Live Active Referral Scheme – Qualified Live Active Advisors will chat to you to discuss benefits and set activity goals that are suitable for you in relation to your medical conditions (if any) and taking into account the current Scottish Government guidelines around Coronavirus (Covid-19).

Call: 0141 232 1860

Live Active Advisors are able to support you at a time and in a way that suits you best (e.g. phone call, texts, emails or video calls or face to face) depending on the latest Scottish Government guidelines. All Advisors follow the latest guidelines to ensure that the physical activity goals set are safe, effective and following the latest safety measures. They are there on hand to help support, motivate and advise so that a regular physical activity routine is established.

Call: 0141 232 1860

Ask your GP or Physiotherapist about a referral or follow the link above for more information.

If you are a health professional and never referred into Live Active before then please email liveactive@ggc.scot.nhs.uk to chat through the referral process and scheme in more detail.

Walking programmes

Walking is a great way to increase your general fitness and help your mood. The websites below will give you information on how to get started and keep motivated.

NHS England Active 10 – Free Active 10 walking tracker app shows how much brisk walking you’re doing and helps you do more.

Paths for all – Paths for All is a Scottish charity which aims to increase the number of people walking every day in Scotland to improve well-being and prevent ill health. See the website for free, gentle, volunteer led health walks that are available for everyone. Walks usually last up to 1 hour and there are over 75 walks taking place each week.

Call: 0141 232 1860 to discuss walking options near you.

National guidance

National guidelines are published by the Chief Medical Officers in the UK on the amount and type of physical activity people should be doing to improve their health.

Infographic Showing the Adult & Older Adult Physical Activity Guidelines for Health

Further guidance here for those with a disability, under 18’s and during pregnancy.

Further resources

NHSGGC Neurorehabilitation Unit has videos of seated exercise classes suitable for those with a physical disability, all lead by NHS GG&C Physiotherapists

The Chartered Society of Physiotherapy hosts a webpage for Patients & Public

NHS Exercise Site offers physical activity guidelines for adults aged 19 to 64.

NHS Inform Prevention Falls has information and advice on reducing the risk of falls at home

Later Life Training produce 3 daily ‘movement snacks’ (search Make Movement your Mission). Movement snacks are short sessions to integrate into your day. Videos are saved on their Youtube channel for you to access whenever you wish.

NHS Greater Glasgow & Clyde Active Wards Principles guide our Active Wards work

What happened to my legs when I broke my arm? case study

Information produced by NHSGGC Physiotherapist, NHSGGC Active Wards Group, NHSGGC Health Improvement Team, NHS Inform, NHS England, Moving Medicine, Paths for All, UK Chief Medical Officers, Later Life Training.

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Tips for Managing Fatigue during your Recovery

During your recovery from illness you may feel more tired which affects what you are able to do. This is a very common problem for people who have had the illness even if you did not need to go to hospital. Everyone’s experience of fatigue will be unique.

Daily activities require both physical and mental energy (such as concentration, attention and problem solving) as well as emotional energy (talking with family and making decisions). This will all impact on feelings of fatigue.

Below are some ideas on how to help you to manage your fatigue as you recover from your illness.

Try to plan your day. Break it into small parts. Rest between activities and only do what you feel able to do. Try and set easy goals to begin with.
Try to avoid a boom/bust cycle by doing lots of things one day and then nothing the next few days. Instead try to pace yourself and spread out what you are doing during the week.
Avoid sitting for too long. Get up each hour to have a stretch or get a glass of water. Remember to use any walking aids you require.
Your energy levels will be different on different days – this is normal
Build up your strength but in small chunks. Think of what you can do on both your good and bad days and slowly build up from there. This will take time. For example when making a meal try to increase the time you can stand at the worktop before you need a seat. If going for a walk add a little bit more each time – an activity tracker you can wear on your wrist can show you how many steps you have taken and show your improvement.
Use an activity diary by writing down each activity you have carried out during the day you can follow your progress. Remember this could look very different each day depending on how you are feeling.
If you are trying to build up your activity but find that you are always feeling more tired and unwell after doing this, do not keep trying to increase it. Instead, work with what you feel you’re able to manage which does not seem to increase your fatigue. It may be of benefit to speak to a healthcare professional if this continues longer-term.

It can be helpful to think of the 4Ps – Pacing, Planning, Prioritising and Posture.

It is also important to eat and sleep well – for more information on this see the General Well-Being – NHSGGC

Adapting Activity

If you are struggling to carry out everyday tasks, try to change them – sit when you are preparing a meal; put smaller loads into your washing machine. Spread chores such as dusting and vacuuming across the week.

If you are feeling tired, ask yourself – do you need to finish (or even start) the task? Can someone else do it? Or can it wait?

Sit down to save energy where possible. Avoid going up and down the stairs – leave items that you would like to take up at the bottom of the stairs and take them up in the evening when going to bed.

Support and Advice

Our occupational therapy colleague are experts in helping manage fatigue, adapting activities and supporting with your day-to-day activities

Information produced by NHSGGC Physiotherapist and Occupational Therapists, The Royal College of Occupational Therapists

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I was admitted to the Intensive Care Unit – What now?

Patients with the most severe symptoms of coronavirus may spend time in the Hospital Intensive Care Unit (ICU). Recovery after an ICU stay can be a traumatic time for both patients and their families. Consequently, some people develop symptoms of Post Intensive Care Syndrome (PICS). Symptoms of PICS can include anxiety, depression, not wanting to leave the house, avoiding friends, poor memory, reduced sleep, having pain and feeling generally weak.

Important points for your recovery

• Remember your GP is your main source of help and advice.
• Please try to attend any hospital appointments as they will help improve your health.
• Getting enough sleep, eating well and taking sensible amounts of exercise can all help with your recovery (see general well-being section).

PICS Symptoms

Physical Symptoms

Physical changes

When you are very unwell in ICU, the nerves and muscles are also affected which can lead to something called ICU-acquired weakness (ICUAW). You might have noticed that your thigh and arm muscles are smaller than they were before you went to ICU and you might still feel weak despite having been home for a while. This is a common problem. It occurs in up to half of the patients who stay in the ICU for at least one week. Some people find that it may take more than a year to fully recover from this weakness, which can make every day activities difficult. It is easy to get frustrated – many people feel ‘the mind is willing but the body won’t follow’.

Pacing is important. You wouldn’t take all your medication for the week in one day and the same is true for exercise. You must do little and often rather than doing everything in one day and then being too tired the rest of the week. The leaflet below has practical tips on pacing and how to conserve energy.

Pacing & Energy Conservation Leaflet

What if I have Pain?

Pain is a common problem for many patients after ICU. It occurs in many areas of your body and has many different causes. These problems can improve over many months but it is important you discuss your pain with your GP. This is very important if pain is stopping you from building your muscles back up. Some people (but not all), feel the pain has gone away completely a year after leaving hospital.

Change in Mood and Mental Health

Many people have little or no memory of their time in ICU and this is often due to something called Delirium, which occurs when you are very unwell and the brain can’t lay down memories as normal. This can lead to confusion, unusual thoughts, flashbacks and nightmares. These are common emotional responses after being in ICU. People can experience traumatic stress and it can take time to process this. These symptoms often improve over time and talking to other people can be useful. There are lots of other ways to find help and don’t forget, your GP is there to help you.

Further Information

Websites

Critical Care Recovery Website which includes information, advice and support on recovery after Intensive Care.
ICU Steps Intensive Care Patient support charity provides information and advice for patients and families after ICU admission.

Self-Help Information and Resources

Emotional Support

The Samaritans Call: 116 123 for free 24 hours a day, 365 days a year
Breathing Space Call: 0800 83 85 87 for free Monday to Thursday 6.00pm to 2.00am and Friday 6.00pm to Monday 6.00am

Specific Support for NHSGGC Patients

The NHSGGC Support and Information Service is here to support people while they are in hospital and when they go home. They can support with a wide range of topics including health, lifestyle and well-being to money worries, accessing services including carers support and everything in between. You can find the kiosks on the ground floor in the Queen Elizabeth University Hospital, Royal Hospital for Children, New Stobhill Hospital and the New Victoria Hospital

Information produced by NHSGGC Physiotherapist & Occupational Therapist, NHSGGC InS:pire Programme Team

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General Advice

It’s important for your general well-being to have a good balance between rest and activity. Try and keep to a good routine including sleep, meals and enjoyable activities. Spending time in nature has been found to have a positive impact on our well-being and can help reduce stress, anxiety and depression. Everyone will have different levels of access to green spaces but there are many ways to connect with nature:

• Exercise or go for a walk outdoors if it is safe to do so.
• Try some light gardening or growing plants indoors.
• Spend time sitting in your garden or by an open window in your home, taking time to notice the sights and sounds around you.

See the Physical Activity Pages for more details.

Sleep Well

During a period of illness it is common to sleep more as your body fights the infection. While you are recovering it is also common to find that your sleep patterns have been disturbed and you may struggle to get back into a good routine. Below are some hints which might help you get back into a better sleeping pattern.

Ensure your bedroom is a comfortable temperature and dark (blackout blinds can help).

If you can’t get to sleep within half an hour of going to bed, get up and relax in another room until you feel tired again.
Get ready for bed at the same time each night taking time to relax later in the evening.
Avoid screen time from phones or laptops for at least two hours before bed.
Try to get up at roughly the same time every day.
If you like a drink before bed, avoid caffeinated drinks, for example tea or coffee.
Try not to snack or eat a large meal later in the evening.
If you have worries, set time aside during the day to write these down and discuss with family and friends if you feel able.
If you are feeling very tired during the day and are struggling to stay awake, a 30 minute ‘power nap’ can be helpful and shouldn’t affect your sleep at night as long as it’s not too late in the day.
A ‘sleep diary’ can sometimes help you to work out what helps and what doesn’t help when trying to get a good night’s sleep.

Audio Guide to Supporting Sleep Problems NHS Inform

Eating Well

Try to eat a healthy diet – this means plenty of fruit and vegetables. Try to limit the amount of sugary and processed foods you eat. Soups and smoothies are a good substitute if you do not feel like eating solid foods. Smaller, healthy snacks throughout the day can be easier if you struggle with bigger meals. Try to drink water during the day.

Further advice can be found from our Dietician colleagues:

NHSGGC Dieticians

The British Dietetics Association

Relaxation and Mindfulness

A useful tool we can use to combat feelings of anxiety is relaxation. This is something that we can do while sitting or lying down, listening to peaceful music or just in peace and quiet. Relaxation is helpful for our general well-being because it helps us to slow down the systems in the body and relieve any aches or tension we may have and calm any worrying thoughts. Some people find a specific form of relation called mindfulness useful.

Relaxation Techniques

Audio Relaxation Playlist

Mindfulness Information

Mental Health

Being unwell can have a significant impact on your mental health. Reach out to family and friends and speak with them on the phone if you are not able to see them face to face. If you feel you need more help with your mental health, advice is available.

If you need to talk to someone contact:

Your GP or call NHS 24 on 111

The Samaritans Call: 116 123 for free 24 hours a day, 365 days a year
Breathing Space Call: 0800 83 85 87 for free Monday to Thursday 6.00pm to 2.00am and Friday 6.00pm to Monday 6.00am

Further Information:

Return to Work

There is no ‘one size fits all’ path to recovery and your return to work will depend on how you are feeling, the type of job you do and the level of flexibility offered by your employer.

It is important that you work jointly with your employer to manage your return to work. Some people will require a phased return to work following recovery from coronavirus where you gradually build up your hours and days at work.

Where available, take advice from your Occupational Health department.

If you are self-employed, it is important to try and pace yourself, especially if you are fatigued. Try not to return to work too quickly following your illness.

When you return to work, you may find yourself feeling more tired. This is normal and during this time it is important that you try and pace yourself both at work and at home. See the Fatigue Management Pages for more detail <insert link>

Further Information

ALISS

A local information system for Scotland.

This website can help you find information about foodbanks, money advice and homelessness support through local and national services.

ALISS website

Citizens Advice Scotland

Call: 0800 028 1456

There is a Citizens Advice Bureau in almost every community in Scotland. They offer free, confidential advice and information whoever you are and whatever your problem.

Citizens Advice Scotland website

Information produced by NHSGGC Physiotherapist, NHSGGC Occupational Therapists, NHSGGC Dieticians, NHS Inform

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Patients often remember little or nothing about being in hospital, as relatives you remember everything. As soon as someone tells you your loved one is critically ill, you don’t eat or sleep well. By the time your loved one gets home your ‘tank’ is close to running on empty but that can’t go on forever. It is common for relative and carers to become a bit depressed or anxious once their loved one is getting better. Again, recognise that this is common and make sure you see your GP if you find yourself struggling.

Being a carer can be very rewarding, but it can also be challenging at times, below you can find useful websites that provide information and advice to help support you as a carer. This service provides a single point of access for carers into their local services. They will work with you to help you continue to care. This includes information and advice, emotional support, money advice, access to training, education and employment support, and access to short breaks from providing care.

Carers Information Line Call: 0141 353 6504

Additional Resources

NHSGGC Carers – help and support for carers.
Care Information Scotland – useful information and links on support available for carers whether you’re caring for someone or planning your own future needs.
Citizens Advice Scotland – information on practical support available for carers including financial advice.
Shelter Scotland – this page lists useful websites that provide further information, advice and support to carers.
Age Scotland – Scotland’s national charity supporting people over the age of 50. This website provides useful information including advice about Carers Allowance and Attendance Allowance.
Carers Trust – Carers Trust is a major charity for, with and about carers.
MyGov.Scot – provides links to support sites for carers across Scotland and the UK.
Carers Scotland – part of Carers UK, helping carers and professionals with expert advice on issues such as carers’ benefits, community care and services for carers.

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Glasgow City Health Improvement works to improve health and reduce health inequalities.

The aim of Health Improvement is to generate and sustain good health and reduce health inequalities, however the issues which require to be addressed are complex and multi-faceted. Health Improvement is a long term approach and whilst having important overarching targets and goals, there is a requirement for dynamism and responsiveness to deal with new or emerging issues.

In Glasgow City there are 3 locality Health Improvement Teams: North East, North West and South.

On this page, we share updates about the work we are undertaking as well as useful resources and information on health improvement activity.

Contact Us

North East Team – nehit.admin@ggc.scot.nhs.uk

North West Team – northwest.hiadministrator@ggc.scot.nhs.uk

South Team – pollok.hiadmin@ggc.scot.nhs.uk

Annual Reports

The Health Improvement Annual Report provides highlights on a range of work led on or delivered in partnership with Health Improvement.

2024 – 2025 Annual Report – Health Improvement annual report 2024-2025

Strategic Direction

Glasgow City HSCP’s Health Improvement staff deliver alongside the HSCP’s strategic plan focusing in particular on the strategic priority 1 around Prevention, Early Intervention and Harm Reduction.

Our Glasgow City HSCP Health Improvement Strategic Direction provides vision and direction for our work to improve health and reduce health inequalities.

Glasgow City HSCP Health Improvement Strategic Direction 2023 – 2028

Children & Young People

Training Calendar

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According to UNICEF’s lead researcher on child internet use, online safety and child rights, digital media has become the primary means through which young people play, communicate, receive, create, share information, and express themselves. Young people explore their identities online, access health information and sources of advice and counselling, learn about their rights, report abuse or violations, express opinions and engage civically and politically with governments and the world around them. The internet has become a powerful vehicle through which young people can overcome forms of discrimination or exclusion, to participate and be heard in meaningful decision-making processes, and exercise rights on their own behalf.

At the same time United Kingdom Chief Medical Officers (UKCMO), have highlighted that parents and carers, children & young people (CYP), educational professionals, health professionals, academics and politicians have expressed concern that the amount of time CYP spend engaged in screen-based activities may be detrimental to their physical and mental health. There are also concerns about the content that CYP are viewing and its impact on the mental health of CYP. Some internet content is clearly inappropriate or harmful for children and yet they may still be able to access it should they seek it, or may inadvertently access it.

Technology should be used in moderation, with support and interaction from adults and with age appropriate activities. It is important that children take part in a balance of different non-screen activities too. CYP, parents & teachers should be aware of screen time guidelines and the impact too much screen time may have on health & academic performance.

Evidence

Evidence shows us that young people are spending a substantial amount of time online. In Scotland in 2022, school-aged children aged 11-15 years old were spending an average of:

3.0 hours gaming
2.8 hours on social media
2.4 hours watching TV
1.2 hours browsing the internet

Young people often use many screens at once, known as ‘multi-screening’, and they may therefore be doing many of these activities at the same time.

So, what exactly is the impact of screen time on children and young people’s mental health?
The simple answer is that we can’t say for sure. This is because the evidence is inconsistent and numerous studies have revealed mixed findings. Many of the apparent connections between screen time and adverse effects may be mediated by lost opportunities for positive activities (socialising, exercise, sleep) that are displaced by screen time. Therefore, it is wise to take a precautionary approach! For more information on screen time and mental health please refer to the NHS GGC Screen Time & Mental Health Blog.

Screen Time Guidelines

The UK Chief Medical Officer recommends:

Ensure screen use does not replace sleep, physical activity, face to face social interaction, learning or other healthy behaviours.
Under –2-years: No screen time is recommended. Babies benefit most from direct interaction, such as talking, singing, and cuddling, which supports brain development and bonding. Even background TV should be avoided as it can reduce parent-child interaction and attention to surroundings
Ages 2–4 years: Limit screen time to less than 1 hour per day, ideally with a parent or carer. Co-viewing and interactive discussion about content help support language, social skills and learning
Primary school-aged children (5–12 years): Screen time should be balanced. Non-educational screen use should stay under 2 hours per day, while educational use for schoolwork is acceptable. Avoid screens at least 1 hour before bedtime to protect sleep
Older children and teenagers: Encourage moderation, co-viewing, and discussion about online activity. Focus on balancing screen time with physical activity, social interaction, and sleep

Benefits of Reduced Screen Time

Reducing screen time in early childhood offers a range of developmental and health benefits:

Improved Language and Communication Skills: Young children learn best through real-life interactions. Excessive screen time can limit opportunities for verbal engagement, especially during critical language development periods.

Better Attention and Social Skills: Face-to-face interactions help children develop focus, empathy, and social understanding. High screen use can interfere with these essential skills.

Healthier Sleep Patterns: Exposure to screens, particularly before bedtime, can disrupt sleep routines and reduce sleep quality, affecting overall wellbeing.

Lower Risk of Obesity: More screen time often correlates with less physical activity and increased snacking, contributing to weight gain and associated health risks.

Enhanced Academic Performance: Children with limited screen exposure tend to perform better in school, especially when screens are kept out of bedrooms and used mindfully.

Reduced Behavioural Issues: High screen use has been linked to emotional and attention problems in school-aged children, including increased irritability and difficulty concentrating.

Early Year Establishment

How to implement the Be Screen Smart project in your Early Year Establishment

Overview

Thank you for agreeing to participate in the “Be Screen Smart” project. There are many benefits to using screens/digital devices; academically, professionally and recreationally. Technology should be used in moderation, with support and interaction from adults and with age appropriate activities. It is important that children take part in a balance of different play activities e.g. explorative play, active/energetic play, functional/manipulative/creative play, social play and pretend play.

It is important to assist children, young people and their families to find the right balance, fun and engaging alternatives to screen time, opportunities to explore their own ideas and creations, enjoy each other’s company and take pleasure in the world around them.

To reach the best optimal results from the Be Screen Smart project your establishment could implement the following:

As part of the Health & Wellbeing programme your establishment could take part in the Be Screen Smart project.
Introduce the Be Screen Smart project via parent workshops to inform parents that their child will be taking part in the Be Screen Smart project and that parental involvement & parental support is crucial.
Send the Be Screen Smart Flyer & Pledge Card home.
As you embark on this project please note that an enthusiastic attitude will help pupils in their efforts to reduce the time they spend on screens for entertainment. If the staff also takes part in the project and reduces their entertainment screen time and shares their attempt to reduce entertainment screen time with the children this will help in encouraging pupils to do so too.
Please also consider other ways your establishment can support this attempt.

Thank you for your commitment to improving the health of children in Glasgow.

Health Improvement Team

(This resource has been developed by the North West Health Improvement Team for Glasgow City)

Primary School

How to implement the Be Screen Smart project in your school

Overview

Thank you for agreeing to participate in the “Be Screen Smart” project. There are many benefits to using screens/digital devices; academically, professionally and recreationally. However children & young people are spending too much time with screens.

It is important to assist children, young people and their families to find the right balance, fun and engaging alternatives to screen time, opportunities to explore their own ideas and creations, enjoy each other’s company and take pleasure in the world around them. By implementing the lesson plans within the classroom we hope to help pupils include more screen-free activities into their free time while cutting down on the time they spend on screen-based activities such as watching TV, surfing the internet and playing computer games or spending time on social media.

By consulting with children on how to best balance their use of digital technology, we could help them turn digital technology into a tool for creative expression, participation, play or learning. Schools could teach children how to search for high-quality information and distinguish fake news through their mobile phones. In doing so, they will be training children to use technology purposefully while negotiating and overcoming its distracting elements. Learning how to stay focused on a task despite technological interference will likely be an important skill in the future.

During the lesson plans pupils will be given the opportunity to track their time spent on screen-based activities. They will then be challenged to reduce entertainment screen time and instead do fun screen-free activities.

To reach the optimal results from the Be Screen Smart project your school could implement the following:

As part of the Health & Wellbeing programme every year group could take part in the Be Screen Smart project together as a whole school approach.
Introduce the Be Screen Smart project via school assemblies or parent workshops. Invite parents to the assemblies/workshops to inform them that their child will be taking part in the Be Screen Smart project and that parental involvement & parental support is crucial.
Share Screen Time Family Tips PowerPoint presentation on school website and social media accounts.
Send a text message or email to parents directing them to the school website for more information on the Be Screen Smart Project. Also ensure a letter for the Parent/Guardian & School Be Screen Smart Pledge is sent home.

Thank you for your commitment to improving the health of young people in Glasgow.

Health Improvement Team

(This resource has been developed by the North West Health Improvement Team for Glasgow City)

Lesson Plans Introduction

How to deliver the lesson plans to pupils from P1 to P7

Three sessions need to be delivered over a period of 3 weeks (P1 to P7). Parental involvement is important and parents should be informed after session 2 through a letter about the Be Screen Smart project outlining how their child will be involved with the Be Screen Smart project and a Be Screen Smart School Pledge Card detailing information and tips for parents on how to support their child/ren. Please see below a summary breakdown of the sessions. The sessions are explained in detail below.

SESSION 1 Introduction

In this session you will ask pupils to track the time they spend on screen-based activities before they know the overall goal of this project.

SESSION 2

This session provides pupils with an overview of the Be Screen Smart project. It also provides them with an opportunity to identify screen-free ways they would like to spend their free time while at home or in their neighbourhood which will prepare them to take part in screen-free activities. Parents will also be informed about the Be Screen Smart Project.

Session 3

In this session you will discuss with pupils their homework task and get feedback from them

Teachers Notes

Need to Know Teachers Notes

Aims:

Promote Healthy Digital Habits
Encourage children and young people to balance screen use with essential activities like sleep, physical activity, healthy eating, and face-to-face social interaction. Support Screen-Free Alternatives.

Inspire pupils to engage in creative, fun, and meaningful screen-free activities during their free time.

Help children use digital devices as tools for learning, creativity, play and participation rather than passive consumption.

Engage Families and Educators. Provide teachers and parents with resources and guidance to confidently support children’s digital wellbeing and open conversations about screen use.
Encourage Self-Reflection
Give pupils opportunities to track their screen time and reflect on their digital habits, fostering greater awareness and self-regulation.

Overview

While digital devices offer numerous benefits academically, professionally, and recreationally, excessive screen time among children and young people is increasingly replacing healthy habits such as sleep, nutritious eating, physical activity, and face-to-face social interaction.

To support children, young people, and their families in achieving a healthier balance, it is essential to encourage fun, engaging alternatives to screen time. These alternatives can include opportunities for creativity, meaningful social connections, and appreciation of the world around them. By incorporating these lesson plans into the classroom, we aim to inspire pupils to explore more screen-free activities during their free time, reducing reliance on passive screen use like watching TV, browsing the internet, gaming or scrolling through social media.

Engaging children in conversations about their digital habits can empower them to use technology more purposefully as a tool for creativity, learning, play, and participation.

As part of the lesson plans, pupils will have the chance to monitor their screen time and take on the challenge of reducing entertainment-based screen use. Instead, they will be encouraged to take part in enjoyable, screen-free activities that promote well-being and personal growth.

To achieve the best outcomes from the Be Screen Smart project, schools are encouraged to:

Introduce the Be Screen Smart project via school assemblies or parent workshops. Invite parents to the assemblies/workshops to inform them that their child will be taking part in the Be Screen Smart project and that parental involvement and parental support is crucial.

Share Screen Time Family Tips PowerPoint presentation on school website and social media accounts.

Send a text message to parents directing them to the school website for more information on the Be Screen Smart Project. Also ensure a letter for the Parent/Guardian and School Be Screen Smart Pledge is sent home.

To further support this initiative, a range of resources and guidance will be made available for teachers and parents. These materials are designed to build confidence in addressing screen time concerns and to facilitate open, supportive conversations with young people about their digital habits. By equipping adults with practical tools and strategies, we can foster a more balanced and mindful approach to technology use both at school and at home.

What you need to know before delivering the lesson plans:

What is Screen Time?

Screen Time refers to the amount of time a person spends using devices with screens, such as:

Smartphones

Tablets

Computers

Televisions

Gaming consoles

Many devices and apps now include Screen Time tracking features to help users monitor and manage their screen time.

Understanding Screen Time: A Balanced Approach for Children and Young People

Children and young people today have grown up in a digital world where screens, social media, and online platforms are part of everyday life.

Screens are used for learning, socialising, entertainment, and accessing support. In fact, 95% of young people report feeling safe online, even though 1 in 4 have encountered harmful content such as trolling, violence, or sexual material (Digital Youth Index 2023). This sense of safety is often linked to strong digital literacy skills. However, some groups such as girls, LGBTQ+ youth, and those from minority ethnic backgrounds are more likely to face negative online experiences, which can increase feelings of isolation (Digital Youth Index 2021; Internet Matters 2024).

Recent data from Ofcom (2025) shows:

Over 36% of children aged 3-5 use social media, rising to 70% among 1215-year-olds.

66% of children aged 3-17 watch live-streamed videos.

48% use online videos to support learning or homework.

50% of 8–17-year-olds have used AI tools for schoolwork.

Almost all children aged 8+ have received at least one lesson on online safety.

Despite growing concerns, there is currently no conclusive evidence linking screen time directly to poor mental health outcomes. Reviews by Orben & Przybylski (2019) and EPPI (2018) highlight the need for more robust research, especially into how different types of screen use affect wellbeing.

In the meantime, the UK Chief Medical Officers (2019) recommend a precautionary approach: prioritising physical activity, sleep, healthy eating, and face-to-face social interaction over screen use. This is echoed by the Royal College of Paediatrics and Child Health and the American Academy of Paediatrics.

In June 2026, the UK government announced they will ban social media for under 16s. Alongside this, certain harmful features on other online services like livestreaming and strangers contacting children will be restricted for under-18’s.

The results of a national consultation from March to May showed overwhelming public demand for action, with 9 in 10 parents backing a social media ban for under‑16s, and two-thirds of young people agreeing under-16s should not be allowed to use at least some social media platforms.

These changes reset the rules so that children are protected from the platforms and online features that create the most harm and will be implemented by Spring 2027.

For more information see the government website- Fact sheet: New rules to protect children online – GOV.UK

Lesson Plan 1 for P1 to P7

BACKGROUND

On average, young people in the United Kingdom spend the same amount of time on screen-based activities as they spend in School.

This introductory session helps pupils explore how they use screens for entertainment at home. Pupils will track their screen use before learning more about screen habits, health and wellbeing in later sessions.

Learning Intention

To develop awareness of how I use screens for entertainment and how much time I spend using them.

Success Criteria

I can:

name other ways I use screens for entertainment

record my screen time over several days

talk about what I learned from tracking my screen use

TIME NEEDED

20 minutes

Resources:

Screen Time Tracking Form

Screen Time Tracking Example

Frequently Asked Questions

Activity Steps with Pupils

Begin by asking pupils:

What is screen time?

What types of screens do you use?

What activities do you do on screens?

What do you enjoy doing on screens?

Examples may include:

Watching television

Playing games

Using tablets

Video calling family and friends

Watching videos

Using apps

Explain:

Screens can be useful for learning, staying connected and having fun. During this project we will explore how to balance screen use with other activities that help us stay healthy and feel good.

Screen Time Tracking

Show pupils the Screen Time Tracking Form and the completed example.

Explain:

We are going to find out more about our own screen habits. There are no right or wrong answers, and nobody will be judged on how much screen time they record.

Ask pupils to complete the tracking form at home over:

Two weekdays (Monday-Friday)

One weekend day (Saturday or Sunday)

Pupils may ask a parent, carer or another trusted adult to help them estimate their screen use if needed.

Encourage pupils to record their screen use as honestly as possible.

Preparing for Session 2

Explain that the forms will be discussed during the next lesson.

Remind pupils:

You will not be asked to share your exact number of hours with the class if you do not want to.

Schedule Session 2 approximately one week later to allow enough time for pupils to complete the tracking activity.

Teacher Notes

Inclusion and Accessibility

Some pupils may use screens to:

support communication

access learning

connect with friends and family

support emotional regulation

Discussions should focus on balance, wellbeing and healthy habits rather than presenting all screen use as negative.

Provide opportunities for pupils to participate through:

discussion

drawing

pictures or symbols

paired conversations

verbal responses

Where appropriate.

Send information below home

Frequently asked questions for parent/guardian & pupils about how to fill in tracking form

Screen Time Tracking Form

Screen Time Tracking Example

Parents letter

Lesson Plan 2 for P1 to P7

Background

On average young people in the United Kingdom spend the same amount of time on screen-based activities as they spend in school. This session provides pupils with an opportunity to identify screen-free ways they would like to spend their free time while at home or in their neighbourhood and become familiar with the screen time guidelines.

Learning Intention

Learner will:

Identify screen‐free activities and understand the purpose of the Be Screen Smart project. (P1 to P7)

Success Criteria

I can:

Understand the impact of having too much screen time and how this affects my health. (P1 to P7)

State what is screen time (P3 to P7)

Explain/identify the guidelines for entertainment screen time (P4 to P7)

Identify screen-free activities I like to do during my free time. (P1 to P7)

Links to Curriculum for Excellence

HWB 0-15a (p1) HWB 1-15a (P2,3,4) and HWB 2-15a (P5,6,7)
HWB 0-25a (P1) HWB 1-25a (P2,3,4) and HWB 2-25a (P5,6,7)

Time Needed: (45 minutes +)

What’s needed for this session:

Flipchart & pens/Smart board

Paper and pens/pencils for making posters

Screentime guidelines (Included in the Need-to-Know Teachers Notes)

Be Screen Smart Pledge or if you have time make your own pledge poster

Send information below home
Be Screen Smart School Pledge

Use the appropriate activity sheet below for your class.

Activity Steps – P1 to P3

Introduction

Collect the screen time tracking forms.

Discuss the results as a class.

Remind pupils that they do not need to share how much screen time they had if they do not want to.

Ask:

Was anyone surprised by their results?

Did anyone spend more time on screens than they thought they would?

What do you like to do when you are not in school?

Who likes to watch TV, use a tablet, play computer games or spend time on a computer?

Activity

Record responses using a picture chart, tally chart or bar graph to develop numeracy skills.

Screen Time Guidelines

Talk about the Screen Time Guidelines (see the Need-to-Know Teacher Notes).

Ask:

Does anyone know how many hours of screen time are recommended each day?

Explain:

Children aged 5 and over should aim to spend no more than 2 hours a day using screens for fun.

This does not include schoolwork or learning activities.

Younger children should spend even less time using screens for entertainment.

Favourite Screen-Free Activities

Ask:

What do you like to do when you are not in school that does not involve screens?

Examples:

Playing outside

Going to the park

Playing indoors

Reading

Drawing

Riding a bike

Playing with a ball

Playing board games

Spending time with family and friends

Activity

Record responses using a picture chart, tally chart or bar graph.

Healthy Habits and Screen Time

Discuss healthy habits such as:

Being physically active

Playing outdoors

Eating fruit and vegetables

Getting enough sleep

Spending time with family and friends

Talk about how too much screen time can sometimes make healthy habits more difficult:

Less time for physical activity

Eating meals while watching a screen

Choosing quick snacks instead of healthier foods

Finding it harder to get enough sleep

Be Screen Smart Pledge

Explain that the Be Screen Smart Pledge is a promise to reduce screen time used for entertainment.

Pupils can choose to:

Reduce their screen time for a set period

Have a screen-free day

Take part in a screen-free week

Class option:

Create a class pledge poster and ask everyone to sign it.

Teacher reminder:

Send the Be Screen Smart Pledge home with pupils.

Homework Challenge

Choose at least one screen-free activity to do this week.

For example:

Play outside

Visit the park

Play a board game

Draw or paint a picture

Read a book

Spend time with family or friends

Bring back:

A short note, drawing or description of what you did.

Optional Poster Activity

Ask pupils to create a poster showing fun screen-free activities.

Older pupils may also wish to explain:

Why screen-free activities are good for our health

How they help us stay active, sleep well and spend time with others

Reflection Question

What is one screen-free activity you would like to do more often this week?

Activity Step – P4 – P7

Introduction:

Collect the screen time tracking forms

Discuss the results as a class

Remind pupils that they do not need to share how much screen time they had if they do not want to

Discussion Questions:

Ask pupils:

Were you surprised by the results?

Did you spend more time on screens than they expected?

What do you like to do when you are not in school?

Which type of screen time took up most of your free time at home?

Did your screen time increase at the weekend?

Did anyone stay up later than their usual bedtime because they were using screens?

Create a chart to display the results from our discussion (e.g. picture chart, tally chart, bar chart), incorporating numeracy and data-handling skills.

Screen Time Guidelines

Discuss the Screen Time Guidelines (see the Need-to-Know Teachers’ Notes).

Ask pupils:

“Does anyone know how much screen time is recommended?”

Explain that for children aged 5 years and over, it is recommended that recreational (non-educational) screen time is limited to around 2 hours or less of recreational screen time. Younger children should have even less recreational screen time.

Screen-Free Activities

Ask pupils:

“What do you like to do when you are not in school that does not involve screens?”

Examples could include:

Nature walks

Playing indoors

Reading or listening to stories

Crafts

Helping at home

Drawing

Cooking or baking

Playing ball games

Spending time with family and friends without using screens

Create a list or chart showing the responses (e.g. picture chart, tally chart, bar chart), incorporating numeracy and data-handling skills.

Health and Wellbeing Discussion

Discuss activities that help us stay healthy, such as:

Physical activity and exercise

Eating fruit and vegetables

Getting enough sleep

Spending time with friends and family

Discuss how spending too much time on screens can make these healthy habits more difficult. For example:

Choosing quick, less healthy snacks instead of balanced meals

Eating while using screens, which may lead to overeating because we are less aware of feeling full

Spending lengthy periods sitting down and not getting enough physical activity

Having difficulty getting to sleep or experiencing disrupted sleep due to screen use, especially before bedtime

Optional Activity

Ask pupils to create a poster promoting screen-free activities to display in the classroom or at home.

They may wish to include:

Examples of screen-free activities

The benefits of reducing screen time

Ways to be active, creative, or social without screens

Pupils could share their posters with the class or present them at a school assembly to promote healthy screen habits.

Be Screen Smart Pledge

Explain that the Be Screen Smart Pledge is a promise to reduce screen time used for entertainment.

Children may choose to:

Reduce their screen time for a set period

Have a screen-free day

Take part in a screen-free week

Schools may wish to link this activity with Screen-Free Week, which usually takes place during the first week of May.

Pupils can complete an individual pledge at home, or the class can create a shared pledge poster and sign it together.

Teachers should send the Be Screen Smart Pledge home for pupils to discuss with their families.

Homework Task

Take part in one or more screen-free activities during the week. For example:

Play outside

Visit a park

Play a board game

Draw or paint a picture

Read a book

Choose another screen-free activity of your choice

Write down what you did and bring your completed homework back to class to share your experiences.

Lesson Plan 3 for P1 to P7

Background

This session reinforces the key message that screens can be a positive part of everyday life when used in balance with other activities and supported by trusted adults. Pupils will reflect on the screen-free activities they enjoy and explore ways to achieve a healthy balance between screen use, play, physical activity, learning, rest and time with family and friends.

Learning Intention

Learner will:

Name screen‐free activities which they enjoy at home and understand the purpose of keeping a balance of different screen-free and play activities and reducing screen-based activities for entertainment. (P1 to P7)

Understand the Be Screen Smart Steps to Success. (P1 to P7)

Success Criteria

I can:

Understand/state the importance of keeping a balance of different screen-free and play activities and reducing screen-based activities for entertainment. (P1 to P7)

Understand the Be Screen Smart Steps to Success. (P1 to P7)

Explain/identify screen-free activities I like to do during my free time. (P1 to P7)

Links to Curriculum for Excellence

HWB 0-15a (p1) HWB 1-15a (P2,3,4) and HWB 2-15a (P5,6,7)

HWB 0-25a (P1) HWB 1-25a (P2,3,4) and HWB 2-25a (P5,6,7)

Class activity

Pupils will now have had the opportunity to explore a range of screen-free activities in class and complete associated homework tasks. Encourage pupils to reflect on their experiences by sharing which activity they completed at home, what they enjoyed most, and any new activities they would like to continue in the future.

Explain to pupils that it is important to make time for a variety of activities, including screen-free play. Discuss how different types of play, such as active play, creative activities, imaginative play and spending time with others, can help us learn new skills, stay healthy and have fun.

Remind pupils screens are good for learning and connecting with family & friends.

Encourage pupils to continue making time for the screen-free activities they enjoy and to try new activities suggested by their peers.

Encourage pupils to support their parent/guardian implement the steps to success on the schools Be Screen Smart pledge card sent home after session 2. Go over the steps to success with class.

Emphasise to the class that not all screen time is bad. However, we need to ensure screen time is balanced with healthy habits and doesn’t impact on physical activity, healthy eating, sleep and socialisation.

“Our school would like your family to join us and help promote the following at home:

Be Screen Smart Steps to Success

Turn off all screens during mealtimes

Try to limit screen time for entertainment purposes

Turn off all devices at night at least 1 hour before bedtime

Make bedrooms a tech free zone

As a family name some screen free activities you can enjoy together e.g. visit the park, play a card game, play sports such as football/swimming, build a den, go for a walk or cycle.

Hand out Be Screen Smart Certificate!

Secondary School

How to implement the Be Screen Smart project in your school

Overview

Thank you for agreeing to participate in the module “Be Screen Smart”. There are many benefits to using screens/digital devices; academically, professionally and recreationally. However children & young people are spending too much time with screens.

It is important to assist children, young people and their families to find the right balance, fun and engaging alternatives to screen time, opportunities to explore their own ideas and creations, enjoy each other’s company and take pleasure in the world around them. By implementing the lesson plans within the classroom we hope to help pupils include more screen-free activities into their free time while cutting down on the time they spend on screen-based activities such as watching TV, surfing the internet and playing computer games or spending time on social media.

During the lesson plans pupils will be given the opportunity to track their time spent on screen-based activities. They will then be challenged to reduce entertainment screen time and instead do fun screen-free activities.

To reach the optimal results from the Be Screen Smart project your school could implement the following:

Introduce the Be Screen Smart project via school assemblies or parent workshops. Invite parents to the assemblies/workshops to inform them that their child will be taking part in the Be Screen Smart project and that parental involvement & parental support is crucial.
Share Screen Time Family Tips PowerPoint presentation on school website and social media accounts.
Send a text message to parents directing them to the school website for more information on the Be Screen Smart Project. Also ensure a letter for the Parent/Guardian & School Be Screen Smart Pledge is sent home.

Thank you for your commitment to improving the health of young people in Glasgow.

Health Improvement Team

(This resource has been developed by the North West Health Improvement Team for Glasgow City)

How to Deliver the Lesson Plans

Three sessions consisting of 50 minutes each to be delivered over a period of 3 weeks. Parental involvement is important and parents/guardians should be informed after session 2 through a letter outlining the Be Screen Smart project and a Be Screen Smart Pledge Card detailing information and steps for success for parents/guardians on how to support pupils reduce screen time. Please see below a summary breakdown of the sessions. The lesson plans are explained in detail in the next section.

SESSION 1 Introduction (Track Screen Time) Day 1

In this session you will ask pupils to track the time they spend on screen-based activities before they know the overall goal of this project.

SESSION 2

This session provides pupils with an overview of the Be Screen Smart project. It also provides pupils with an opportunity to identify screen-free ways they would like to spend their free time while at home or with friends which will prepare them to go without using screens for recreational use for up to 3 days.

SESSION 3

This session provides pupils with a challenge to join millions of other people who have gone screen-free for up to a week and to do some of the screen-free activities they identified in Session 2.

Teachers Notes

Need to Know Teachers Notes

Aims:

Promote Healthy Digital Habits
Encourage children and young people to balance screen use with essential activities like sleep, physical activity, healthy eating, and face-to-face social interaction. Support Screen-Free Alternatives.

Inspire pupils to engage in creative, fun, and meaningful screen-free activities during their free time.

Help children use digital devices as tools for learning, creativity, play and participation rather than passive consumption.

Engage Families and Educators. Provide teachers and parents with resources and guidance to confidently support children’s digital wellbeing and open conversations about screen use.
Encourage Self-Reflection
Give pupils opportunities to track their screen time and reflect on their digital habits, fostering greater awareness and self-regulation.

Overview

While digital devices offer numerous benefits academically, professionally, and recreationally, excessive screen time among children and young people is increasingly replacing healthy habits such as sleep, nutritious eating, physical activity, and face-to-face social interaction.

To support children, young people, and their families in achieving a healthier balance, it is essential to encourage fun, engaging alternatives to screen time. These alternatives can include opportunities for creativity, meaningful social connections, and appreciation of the world around them. By incorporating these lesson plans into the classroom, we aim to inspire pupils to explore more screen-free activities during their free time, reducing reliance on passive screen use like watching TV, browsing the internet, gaming or scrolling through social media.

Engaging children in conversations about their digital habits can empower them to use technology more purposefully as a tool for creativity, learning, play, and participation.

As part of the lesson plans, pupils will have the chance to monitor their screen time and take on the challenge of reducing entertainment-based screen use. Instead, they will be encouraged to take part in enjoyable, screen-free activities that promote well-being and personal growth.

To achieve the best outcomes from the Be Screen Smart project, schools are encouraged to:

Introduce the Be Screen Smart project via school assemblies or parent workshops. Invite parents to the assemblies/workshops to inform them that their child will be taking part in the Be Screen Smart project and that parental involvement and parental support is crucial.

Share Screen Time Family Tips PowerPoint presentation on school website and social media accounts.

Send a text message to parents directing them to the school website for more information on the Be Screen Smart Project. Also ensure a letter for the Parent/Guardian and School Be Screen Smart Pledge is sent home.

To further support this initiative, a range of resources and guidance will be made available for teachers and parents. These materials are designed to build confidence in addressing screen time concerns and to facilitate open, supportive conversations with young people about their digital habits. By equipping adults with practical tools and strategies, we can foster a more balanced and mindful approach to technology use both at school and at home.

What you need to know before delivering the lesson plans:

What is Screen Time?

Screen Time refers to the amount of time a person spends using devices with screens, such as:

Smartphones

Tablets

Computers

Televisions

Gaming consoles

Many devices and apps now include Screen Time tracking features to help users monitor and manage their screen time.

Understanding Screen Time: A Balanced Approach for Children and Young People

Children and young people today have grown up in a digital world where screens, social media, and online platforms are part of everyday life.

Screens are used for learning, socialising, entertainment, and accessing support. In fact, 95% of young people report feeling safe online, even though 1 in 4 have encountered harmful content such as trolling, violence, or sexual material (Digital Youth Index 2023). This sense of safety is often linked to strong digital literacy skills. However, some groups such as girls, LGBTQ+ youth, and those from minority ethnic backgrounds are more likely to face negative online experiences, which can increase feelings of isolation (Digital Youth Index 2021; Internet Matters 2024).

Recent data from Ofcom (2025) shows:

Over 36% of children aged 3-5 use social media, rising to 70% among 1215-year-olds.

66% of children aged 3-17 watch live-streamed videos.

48% use online videos to support learning or homework.

50% of 8–17-year-olds have used AI tools for schoolwork.

Almost all children aged 8+ have received at least one lesson on online safety.

Despite growing concerns, there is currently no conclusive evidence linking screen time directly to poor mental health outcomes. Reviews by Orben & Przybylski (2019) and EPPI (2018) highlight the need for more robust research, especially into how different types of screen use affect wellbeing.

In the meantime, the UK Chief Medical Officers (2019) recommend a precautionary approach: prioritising physical activity, sleep, healthy eating, and face-to-face social interaction over screen use. This is echoed by the Royal College of Paediatrics and Child Health and the American Academy of Paediatrics.

In June 2026, the UK government announced they will ban social media for under 16s. Alongside this, certain harmful features on other online services like livestreaming and strangers contacting children will be restricted for under-18’s.

The results of a national consultation from March to May showed overwhelming public demand for action, with 9 in 10 parents backing a social media ban for under‑16s, and two-thirds of young people agreeing under-16s should not be allowed to use at least some social media platforms.

These changes reset the rules so that children are protected from the platforms and online features that create the most harm and will be implemented by Spring 2027.

For more information see the government website- Fact sheet: New rules to protect children online – GOV.UK

Links to Curriculum for Excellence

Curriculum for Excellence Links

Improved health outcomes are linked to healthy lifestyle choices. Raising awareness levels and encouraging positive behaviours in all pupils is essential to improving health outcomes and reducing health inequalities. The Be Screen Smart project is in line with Curriculum for Excellence specifically in relation to health and wellbeing.

HWB Organiser(s)	Physical education, physical activity & sport
Experiences & Outcomes	HWB 2-27a / HWB 3-27aI can explain why I need to be active on a daily basis to maintain good health and try to achieve a good balance of sleep, rest and physical activity.
Food & Health	HWB 2-37aI can understand how advertising and the media are used to influence consumers.
Planning for choices & changes	HWB 3‐19aI am developing the skills and attributes which I will need for learning, life and work. I am gaining understanding of the relevance of my current learning to future opportunities. This is helping me to make informed choices about my life and learning.
Learning Intentions	I can demonstrate the benefits of being active, physical activity, good balance of sleep and rest for my health and wellbeing. I can show an understanding of how advertising and the media can influence consumers into buying unhealthy foods. I can identify the choices I can make to reduce my screen time. I can show an understanding of how my current screen time behaviour can impact my learning, life and work.

SESSION 1 for S1 Pupils

Introduction

This session introduces pupils to what is meant by screen time and asks them to consider the reasons why they use screens and when they use them. Pupils will have the opportunity to track their screen time over 3 days.

OBJECTIVES

Pupils Will:

Consider the reasons for using screens and when they use them.

Develop an understanding of their daily screen use by monitoring a range of screen-based activities over three days.

TIME NEEDED

30 – 40 minutes

GETTING READY

Screen Time Tracking Form and Example

Parents letters

Review:

Frequently Asked Questions

Activity Steps

Explain:

We are going to take part in a project looking at the amount of time we spend using screens, how this cab impact our health and wellbeing and what other activities we can do with our free time instead.

What is meant by screen time?

Screen time is the amount of time spent using screens such as TVs, computers, smartphones and tablets, using the internet, scrolling social media and playing computer games.

Why do we use screens?

Divide pupils into small groups and ask them to discuss why they use screens (e.g. because they are bored, for homework, to catch up with a friend) and when or where they use them (e.g. after school, before bed, when visiting friends etc) and when or where they use them ((e.g. after school, before bed, when visiting friends) Ask pupils to write down some of their ideas.

Invite pupils to share their responses to the class.

Hand out the Screen time Tracking Form and Example.

Explain that they will be asked to track their screen-based activities such as watching

TV,

playing computer games,

using the internet,

scrolling on social media

using smart phones/tablets.

Pupils should only track their screen time for three days. Two of these days should be on a weekday (Monday to Friday), and one should a weekend day (Saturday or Sunday)

Completing the Screen Track Form

Ask pupils to complete the form whenever they take part in a screen-based activity.

To track screen time, pupils should round their time to the nearest half hour (e.g., 11/2 hours). They can use tally marks on the form to help keep track of their screen time.

Pupils may also wish to use the Screen time tracking feature on their smartphone or tablet (if available) and compare this with their own records.

At the end of each day, pupils should add up their tally marks to calculate their total screen-time.

Remind pupils that they will not be judged on the amount of screen time they record, and it is important to complete the form honestly.

Returning the Forms

Ask pupils to return their completed forms at the next session (Session 2).

Note to teacher: Session 2 should take place 4–7 days after session 1. Ensure there is enough time for pupils to track their screen time on two weekdays and one weekend day.

Send the Parents/carers letter and FAQ home to support pupils to complete the tracking form.

Reminder

Over the next few days, remind the pupils to complete their Screen-Time Tracking Form and bring it back to the next session.

SESSION 2 for S1 Pupils

Introduction

It is estimated that young people in the UK spend the same amount of time on screen-based activities as they do in school, averaging around 6 –7 hours a day. This session provides pupils with an overview of the Be Screen Smart challenge and an opportunity to identify screen-free activities they can do. It also encourages pupils to consider the impact screen-time can have on their health and wellbeing

OBJECTIVES

Pupils Will:

Understand the purpose of the Be Screen Smart Challenge.

Identify screen-free activities they would like to do during their free time.

Consider the health and wellbeing impacts of screens.

TIME NEEDED

50-60 minutes

GETTING READY

Screen-Free Things to Do

Screen time: what you need to know

Be Screen Smart Pledge Card

Flipchart and pens

Be Screen Smart Steps to Success (to send home)

Activity Steps

Ask :

“If you didn’t have screens such as games consoles, computer, tablet, smart phone or TV, how would you like to spend your free time?

Ask for a volunteer to record ideas on the flip chart.

Allow pupils time to come up with their own ideas before handing out the Screen Free Things to Do Sheet.

Ask:

highlight activities they would like to try

add any other additional screen time activities to the end of the sheet

Reviewing Screen Time Tracking Forms

Ask:

“Please take out your completed Screen Time Tracking Form.”

If any pupils have not completed the form: Ask them to think back to the previous day and estimate how much time they spent using screens, such as watching TV, playing computer games, or using smart phone or tablet.

Ask:

“Were you surprised at the amount time you spend using screens”

Follow up with:

“Do you feel that you spend a lot or time in school?

Explain:

“Did you know that the average Scottish young person spends roughly the same amount of time using screens for entertainment use as they do in school each day?

Introducing the Be Screen Smart Challenge!

Explain:

“You are going to take part in the Be Screen Smart challenge!”

Explain that during the challenge, they will try to reduce the amount of time you spend using screens for entertainment and spend more time taking part in screen free activities.

Hand out the Be Screen Smart Pledge Card and ask pupils to complete the pledge.

Explain:

Over the next few days, you are challenge is to spend no more than 2 hours each day using screens for entertainment and to spend more time doing screen-free activities.

Remind pupils that these 2 hours:

Do not include screen time used for schoolwork or homework.

Focus only on recreational or entertainment screen use.

Explain that Screen-free activities are activities that do not involve:

TVs

Computers or laptops

Tablets

Smartphones

Computer games.

Remind pupils:

“You can try some of the screen free activities you suggested earlier during times when you would usually use a screen.”

Debate Activity

Explain to pupils:

“Today you are going to take part in a debate about screen time.”

Split the class into two groups:

Group 1: Prepare arguments for why screen time can be beneficial for young people and their families.

Group 2: Prepare arguments for why too much screen time can have negative effects on young people and their families.

Ask pupils to consider:

Health and wellbeing

Learning and school performance

Family life and relationships

Friendships and social connections

Explain:

“Not all screen time is the same. It can be helpful to think about the different ways screens are used,”

Active screen time:
Using a screen to think, learn, create, participate.

Examples: include:

Doing homework

Playing games that involve problem‑solving

Chatting with friends and family

Creating videos or digital content.

Passive screen time

Using a screen without much thinking or interaction.

Examples include:

Watching TV

Watching TikTok or YouTube videos

Scrolling on social media

Watching online content for long period

Preparation and debate

Give pupils 10 minutes to prepare their arguments.

Then allow 10 minutes for the debate.

Encourage pupils to listen respectfully to different viewpoints and support their arguments with examples where possible.

At the end of the lesson, ask pupils:

What is one screen-free activity you would like to try during the challenge?

What do you think will be the most difficult part of reducing screen time?

What benefits do you think you might notice from spending less time on screens?

Remind pupils to keep working towards the Be Screen Smart pledge and to try some of the screen-free activities they identified during today’s session.

SESSION 3 For S1 Pupils

Introduction

This session will explore the benefits of spending less time using screens and encourages young people to consider screen time guidance. Pupils will have opportunity to reflect on their experience of taking part in the Be Screen Smart Challenge and celebrate young people’s success.

OBJECTIVES

Pupils will:

Discuss the health and wellbeing benefits of reducing screen time

Consider screen time guidance and the reasons behind this.

Reflect on the experience of reducing screen time to no more than 2 hours a day.

Celebrate their achievements and success during the challenge

TIME NEEDED

50-60 minutes

Getting Ready

Screen time recommendation: What you Need to Know

Activity Steps

Ask:

“What are the positive effects of spending less time on screens?” Guide discussion to include:

Sleep

Physical health and activity

Healthy eating habits

Time spent with family and friends

Mental wellbeing

Screen time: What you Need to Know document can be used to support and guide discussion

Ask:

“Did you notice any changes in your health or wellbeing when you spent less time using screens?”

Prompts:

Was your sleep better?

Were you more active?

Did you spend more time with family and friends?

Mental wellbeing?

Did you have more time for hobbies and interests?

Did anything surprise you?

Encourage pupils to share both positive experience and any challenges they faced.

Ask:

What do they think the recommendations for screen time are?”

Ask:

“Why do you think we have these recommendations?

Reflection

Ask:

What have you learned from taking part in the Be Screen Smart Challenge

What screen free activities did you try?

Do you think you will make any changes to how you spend your free time?

Do you think your life would be different, or even better, if you spent less time using screens?

What advice would you give to another young person taking part in the challenge?

Celebration

Give a certificate of participation to every pupil.

Acknowledge the effort pupils made, regardless of how much they reduced their screen time.

Youth Provider

Overview

Thank you for agreeing to participate in the “Be Screen Smart” project. There are many benefits to using screens/digital devices; academically, professionally and recreationally. However children & young people are spending too much time with screens. Young people need to be informed and supported in understanding the impact too much screen time can have on their health, relationships and academic performance.

It is important to assist young people and their families to find the right balance, fun and engaging alternatives to screen time, opportunities to explore their own ideas and creations, enjoy each other’s company and take pleasure in the world around them.

Aim

Youth Providers to make their service/youth group incorporate more screen-free activities and to discuss with young people the harm of spending too much time in front of screens.

Objectives

Young People to be able to identify how too much screen time can impact on health, relationships & academic performance.
To take responsibility of how they manage their screen time.
To explore screen-free activities.
To make positive changes to reducing screen time.

National Youth Work Strategy

The National Youth Work strategy sets out outcomes for young people through youth work. https://www.youthlinkscotland.org/policy/youth-work-outcomes/outcome-5/

Outcome 5: Young people consider risk, make reasoned decisions and take control

Outcome 5 explores whether young people understand the consequences of harmful behaviour, know where to go to access information and support, and can assess that information to ensure it is appropriate and helpful. Outcome 5 also focuses on young people taking responsibility for the decisions they make.

Implementation

By implementing the changes below within your youth establishment we hope to help young people understand the impact too much screen time can have on health, relationships and academic performance and how to include screen-free activities into their free time while cutting down on the time they spend on screen-based activities such as watching TV, surfing the internet, playing computer games or spending time on social media.

Young people can be empowered to understand the consequences of spending too much time on screens and take responsibility for the decisions they make about screen time.

To reach optimal results from the Be Screen Smart project your establishment could implement the following:

Introduce the Be Screen Smart project to the young people within your establishment.
Share Screen Time Guidelines.
Inform young people about the benefits of reduced screen time.
Discuss how young people could reduce screen time and participate in screen free activities.
Develop creative programmes which would encourage young people to focus on screen time issue, (examples: art project focusing on screen time, young people produce screen-free diaries & share with others, develop a drama exploring screen time).
Request that young people volunteer over their phones for the duration of your youth group/service.
Introduce a monthly screen free night.
Run a 50/50 weekly night where during half the duration of your youth group/service screen activities will be off and the other half time screen activities could be on.
Encourage young people to earn screen time, so to get on the computers/screens young people would need to participate in non-screen activities to earn time on the computer/screens.
Introduce the Be Screen Smart project to parent’s via parent workshops. Invite parents to your establishment to inform them that their child will be taking part in the Be Screen Smart project and that parental involvement & parental support is crucial at home.
Share Screen Time Family Tips PowerPoint presentation at parent workshops & social media accounts.
Ensure the Parent/Guardian Be Screen Smart Pledge is sent home.
Come up with creative ways your establishment could promote screen free activities and encourage awareness of the impact of too much screen time on young people.

2 Ways to take the Be Screen Smart Challenge

1. Reduce & Replace: Reduce screen-time to 1 hour or less at your setting. Encourage YP to earn the time they can spend on screens by taking part first in non-screen activities. For example: 1 hour of physical activity can earn 1 hour of screen time, 15 minute board game can earn 15 minute screen time, 30 minute screen free-activity can earn 30 minute screen time.

2. Go Screen-Free: have a strict no screen rule during your youth group.

As you embark on this project please note that an enthusiastic attitude will help young people in their efforts to reduce the time they spend on screens for entertainment. If the youth worker/s also takes part in the project and reduces his/her entertainment screen time and shares his/her attempt to reduce entertainment screen time with the young people this will help in encouraging young people to do so too. Please also consider other ways your establishment can support this attempt.

Thank you for your commitment to improving the health of young people in Glasgow.

Health Improvement Team

(This resource has been developed by the North West Health Improvement Team for Glasgow City)

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Glasgow City Health Improvement have developed a range of Gender Based Violence resources for School and Youth/Community setting use.

Gender Based Violence – Keeping Mum Film and Primary School Teaching Resource

Keeping Mum

An educational film aimed at children in Primary 5-7 and the professionals who work with them on the impact of domestic abuse. Based on the play, Gold Stars and Dragon Marks (developed in 2008 by Baldy Bane Theatre with Scottish Government funding), the film was produced in 2018 with NHS Endowment funding. Keeping Mum, by Soundsmove Production, stars Still Game’s Mark Cox and Jane McCarry. It follows three children as they learn secrets about each other’s lives and negotiate the consequences of telling and not telling. It also looks at appropriate responses from parents/carers and professionals. The Keeping Mum video is complimented by a teacher support pack which includes a lesson for pupils to accompany the film and further supporting resources and information. Teacher twilight training on the resource is offered by Health Improvement.

Teacher Support Pack

Glasgow City Health Improvement and the Glasgow Violence Against Women Partnership have developed teacher support pack for use with the Keeping Mum film. The packs contain background information to the films; links to Curriculum for Excellence, RSHP and God’s Loving Plan/Called To Love; useful tools; a lesson plan for use with pupils and links to support agencies.

Glasgow Primary Schools – Healthy Relationships – Keeping Mum Teacher Support Pack

Keeping Mum Video – BSL Version NHSGGC – Keeping Mum BSL – YouTube

Keeping Mum Video – Audio description NHSGGC – Keeping Mum – YouTube

Keeping Mum Video NHSGGC – Keeping Mum – YouTube

Gender Based Violence – Crush Film and Secondary School Teaching Resource

Crush

An educational film aimed at S3 young people, addressing relationship abuse and exploitation.

When does care become control? Based on the stage play, Crush, which was developed in 2008 with Scottish Government funding, the film features four young people. It follows the development of an abusive relationship, looking at early warning signs, the role of bystanders and the impact. The Crush video is complimented by a teacher support pack which includes a lesson for pupils to accompany the film and further supporting resources and information. Teacher twilight training on the resource is offered by Health Improvement.

Teacher Support Pack

Glasgow City Health Improvement and the Glasgow Violence Against Women Partnership have developed teacher support pack for use with the Crush film. The packs contain background information to the films; links to Curriculum for Excellence, RSHP and God’s Loving Plan/Called To Love; useful tools; a lesson plan for use with pupils and links to support agencies.

Glasgow Secondary Schools – Healthy Relationships – Crush Teacher Support Pack

Guidelines for Responding to Gender Based Violence in a Youth Setting

The Glasgow Violence against Women Partnership in collaboration with Health Improvement has developed Guidelines for responding to Gender Based Violence in a Youth Setting.

The Guidelines are supported by Equally Safe Young People (ESYP) training, delivered by Health Improvement. The guideline and training supports youth workers to understand gender based violence, to be able to address the underlying causes and to respond to disclosures from young people.

Guidelines for Responding to Gender Based Violence in Youth Work Settings

For Equally Safe Young People training dates, please see our Glasgow City Health Improvement Training Calendar.

An Evaluation of ESYP Training can be found HERE

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InS:PIRE stands for: Intensive Care Syndrome : Promoting Independence and Return to Enjoyment

About InS:PIRE

InS:PIRE is a clinic for patients recovering from an illness that needed treatment in an Intensive Care Unit (ICU). A stay in ICU can be a stressful experience, which can have long term effects on your health and wellbeing. This applies to both patients, and their family. It can take a long time for you to recover after having a critical illness. Recovery can be easier if you get the right support.

The InS:PIRE clinic aims to help you learn about any problems you have that may be a result of your time in ICU. We want to make sure you get the right support to help with these problems.

You can bring a member of your family or a carer along to the InS:PIRE clinic. They might also be having some difficulties, like changes in their mood, sleep, work and finances while giving support

InS:PIRE information

Contact InS:PIRE (GRI)
ggc.inspire@nhs.scot

Contact InS:PIRE (RAH)
ggc.clyde-inspire@nhs.scot

InS:PIRE Information for Staff

InS:PIRE Information for Patients

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Video – Helping you live well with pain

Pain Service Physiotherapy

Often when people suffer from chronic pain they find it difficult to be as active as they had been previously. Over time, reduced activity can lead to joint stiffness, muscle weakness and general deconditioning. Often this means that people find it difficult to complete normal daily activities, engage in social situations and participate in hobbies.

Our physiotherapy team can help you to find a level of activity which feels comfortable for you. We will work alongside you to help you feel confident to do more of the things in life which are important and meaningful to you.

Pain Management Physiotherapy Information Leaflet

Video – Pain Management Physiotherapy – What To Expect

Useful Resources

Lorimer Moseley – Tame The Beast

Understanding Pain in less than 5 minutes, and what to do about it!

Bringing it Together

Exercise Videos

Tai Chi

Let’s Move – Session 1

Patient Feedback

We really value patient feedback to help us continue to improve and develop the physiotherapy service. If you have recently attended pain management physiotherapy then please consider completing this short survey.

The information gathered is confidential and helps our team to evaluate the service and address areas for improvement.

Pain Management Physiotherapy feedback survey

Staff Training AHP Pain Education Session

The AHP Pain Team have seen an increase in requests for in-service training from other services as staff look to increase their knowledge and confidence in managing individuals with chronic pain.

In order to meet those needs in a sustainable way we have developed an AHP Pain Education Programme which offers a number of sessions throughout the year.

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