After an illness you may find you have difficulty catching your breath and feel short of breath more easily. This is called breathlessness. It is a common problem if you have had coronavirus (COVID-19), even if you have not attended a hospital. It is also a normal feeling which happens as a result of exercise or a change in the temperature or humidity of the air around you. This can be a scary feeling but there are several things you can do to reduce this feeling.
Techniques to Reduce Breathlessness
Positions to Ease Breathlessness
Using a different position will allow your breathing muscles to work better and help you to feel less short of breath. You might find one position works best for you. Feelings of panic will often make your breathlessness worse so trying to relax in your preferred position will also help. Lying on your front (prone lying) can help reduce breathlessness if you are recovering from coronavirus (COVID-19). Adding pillows under your chest or pelvis may make this position more comfortable. Only use this position if you feel comfortable and it helps your breathing.
Sit in a relaxed position in a chair with your back well supported. Place one hand on your tummy. Slowly take a deep breath in through your nose. As you breathe in, allow your tummy to rise up and then feel it relax down as you breathe out slowly. This may take some practice but can be very useful to help reduce breathlessness.
Relaxation techniques
Breathlessness can be a scary experience, especially if you have not experienced it before. It often causes people to feel anxious leading to a panic attack. Anxiety and panic themselves can lead to more breathlessness creating a vicious cycle. The breathing techniques above can help to reduce the feeling of breathlessness and so lower anxiety levels.
This can be useful to control breathlessness when you are walking or being more active. Take a breath in through your nose then gently breathe out through your mouth with your lips pursed, just like are whistling or blowing out a candle. Try to breathe out for longer than you breathe in.
Blow as you go
Breathe in before you start to move, then breathe out when you are making a big effort, such as bending down, lifting something heavy or going up stairs.
Fan therapy
Hold a small hand held fan about 15 centimetres away from your face, aim to feel the air on the centre of your face above your lip, the cool air can help you feel less breathless. A desk or free standing fan can also be used.
Here are some tips to help clear secretions in your chest that you find difficult to get rid of:
Drink water regularly throughout the day.
Limit the amount of tea and coffee you drink.
If your mouth feels dry your airways are dry too so drink some water (Note: Some medical conditions mean you have to restrict fluid intake, if you think this applies to you discuss and check this with your GP)
Avoid alcohol as it can make you dehydrated.
Steam or humidity can also help loosen and clear secretions. A warm shower can often be useful.
Moving around can be one of the best ways to clear secretions as activity makes you breathe deeper. This can help loosen and move secretions making it easier to clear. Remember that after illness you may find yourself more tired, breathless and low in energy even when just walking. So take your time and build up activity gradually and rest when you need to. You can find some simple activities and exercises to get you started on the physical activity pages.
Cough Management
Coughs can be caused by different of things like smoking, allergies, heartburn (acid reflux) or infections like COVID-19. Further information and guidance on managing a cough can be found from NHS Inform
Breathing Exercises & Techniques to help Remove Secretions
These videos explain two physiotherapy techniques you may want to try:
Active Cycle of Breathing Technique
Autogenic Drainage Technique
Please note: The above videos were produced by Advanced and Specialist Physiotherapists within the Respiratory Services of NHSGGC. The aim of the videos is to provide patients with a diagnosis of bronchiectasis with treatment options to help manage their symptoms. The Respiratory Physiotherapy Services have expertise managing a wide range of respiratory conditions and these videos are relevant to managing other lung conditions.
Information produced by NHSGGC Physiotherapist, Association of Chartered Physiotherapists in Respiratory Care, NHS Inform
Esteem Glasgow is a community mental health service hosted by HSPC, for people usually within the age range 16 – 35 years, who appear to be experiencing their first episode of psychosis. We have four teams working in Greater Glasgow and Clyde, and they work with people for up to two years.
Esteem offers different types of support which have been shown to help people recover from psychosis, including medication, practical support, family work, groups and psychological therapy. You can contact us at Esteem from Monday to Friday between 9.00am – 5.00pm.
Contact Info
Contact the North Team
Telephone: 0141 232 2239
Address: Kershaw Unit, Gartnavel Royal Hospital, 1055 Great Western Road, Glasgow, G12 0XH
You may be aware of feeling very stressed or worried lately, and you may have spoken to your GP or someone close to you about this. You might have noticed some unusual experiences or feelings which can often be frightening or make you worry more. You might have started having problems at home, with other people or when you leave the house.
When someone is under stress, it can affect them in many ways. Some people notice changes in their body, such as sleep pattern or their interest in food. People also notice changes in how they feel or think, and the things they do.
When people get very distressed or worried a whole range of unusual experiences can occur at the same time. Within mental health services, this is often referred to as psychosis.
This can be frightening or overwhelming for people; especially if it seems those around them do not understand what is happening.
Common Experiences of Psychosis
Changes in Thinking
Some people feel like their thoughts have been taken away, are speeded up or are being controlled by someone or something else. There can often be some strong or unusual beliefs, such as feeling that some powerful force is out to hurt you or everyday things become more significant and meaningful to you.
Changes in Emotion
You might start to feel low all the time, more angry than usual or notice that you have lost interest in the things you used to enjoy.
Changes in Senses
Some people notice strange smells or very bright colours. There can also be images or voices that no-one else can see or hear. The voices people hear can often be very critical or threatening towards you. They sometimes comment on the things you do or try to get you to act in particular ways.
Changes in Behaviour
People can often start avoiding other people or staying indoors more, usually as they feel this helps keep them safe. It can be difficult to keep track of things or concentrate on what you are doing at times. This can be particularly difficult if you are being distracted by the voices you hear. Read Rai Waddingham’s article about her lived experience with Psychosis.
How to be referred
You can be referred by: Your GP, Community mental health teams, Inpatient services, Primary care teams, Statutory and non statutory services or you can self refer with the agreement of your GP.
The team consists of medical staff, community nurses, occupational therapy, support workers and psychology.
In Esteem we work together with the young person and their family. We meet with families at the early stages in someone’s care to gather information and offer support. Where possible we involve families in care and treatment planning.
We offer regular information evenings for families and the allocated keyworker can provide one to one support.
Useful Links
Read Stephanie’s account of working with the ESTEEM team – Stephanie Allan; Early Intervention in First Episode Psychosis: A Service User’s Experience, Schizophrenia Bulletin, Volume 43, Issue 2, 1 March 2017, Pages 234–235.
Telephone referral is preferable. You can contact the team and speak with a duty worker.
We also have further information for staff on our StaffNet page.
Coronavirus (COVID-19) causes a wide range of effects on the body. Common symptoms include cough, fever and/or high temperature and loss of sense of taste and smell. Most people infected with COVID-19 will experience mild symptoms and will recover without special treatment. It can cause more severe symptoms in some people, and some have longer term symptoms which may include fatigue, shortness of breath, cognitive dysfunction or other symptoms which have an impact on everyday functioning. These symptoms may also fluctuate or relapse over time.
NHS Inform provides the most up to date guidance on COVID-19 from NHS Scotland and the Scottish Government. This includes physical distancing measures and current advice for infected households.
Recovery from Coronavirus (COVID-19)
Recovery from COVID-19 will take time and this is likely to vary from one person to another. You may feel breathless and very tired for several months once you get home from hospital.
Effects of COVID-19 may include:
Physical symptoms – Shortness of breath, low energy, unable to do usual day to day activities
Mental symptoms – Poor memory, ‘brain fog’, difficulty with planning/organising or problem solving
Information produced by NHSGGC Physiotherapist & Occupational Therapist, Asthma + Lung UK, The British Lung Foundation and NHS England.
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:
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
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 <link to 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.
You can find 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
Later Life Training produce 3 daily ‘movement snacks’ on Facebook (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.
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.
Tips for Managing Fatigue during your Recovery
During your recovery from any illness including Coronavirus (COVID-19) 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 is also important to eat and sleep well – for more information on this see the general well-being pages <add link>
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
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.
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.
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
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.
During an illness (such as Coronavirus (Covid-19)) 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.
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:
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.
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
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.
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.
Information produced by NHSGGC Physiotherapist, NHSGGC Occupational Therapists, NHSGGC Dieticians, NHS Inform
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.
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.
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.
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.
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 World Health Organisation recommendations bear similarity to the The American Academy of Paediatrics Screen Time Guidelines (2016) which recommends:
For children younger than 18 months, avoid use of screen media other than video-chatting. Parents of children 18 to 24 months of age who want to introduce digital media should choose high-quality programming, and watch it with their children to help them understand what they’re seeing.
For children aged 2 to 5 years, screen use should be limited to 1 hour per day of high-quality programs. Parents should co-view media with children to help them understand what they are seeing and apply it to the world around them.
Children aged 6 years and older, consistent limits should be placed on the time spent using media, and on the types of media, and to make sure media does not take the place of adequate sleep, physical activity and other behaviours essential to health.
Spend designated media-free time together, such as dinner or driving, as well as media-free locations at home, such as bedrooms.
Ongoing communication about online citizenship and safety, including treating others with respect online and offline.
Benefits of Reduced Screen Time
There can be many benefits of reduced screen time.
Children who spend less time watching television in early years tend to:
do better in school
have a healthier diet
be more physically active
better able to engage in schoolwork when at secondary school
A pilot aimed at raising awareness on screen time with S1 pupils in the North West of Glasgow demonstrated that by raising awareness of screen time and encouraging pupils to reduce entertainment screen time can have positive results.
Over 400 S1 pupils & 13 teachers took part in the pilot
Over 300 pupils and 13 teachers evaluated the pilot
Feedback from teachers:
“Pupils were forced to think about how often they participate in screen based activities, they were shocked!”
“The students enjoyed having time away from PowerPoint presentations and computers. Engagement in the classroom improved.”
“Pupils were really engaged with the issue.”
“It captured pupil’s imagination.”
“Learned a lot. Very worthwhile, necessary project.”
“A lot of good discussion came out of it. It was great to see them debating too and looking at it from both sides.”
Feedback from pupils:
“I like this course, it made me realise how much time I spend on screens.”
“This kind of helped me because I go outside more.”
“I think this course has been good because it kind of made me determined to spend less time on screens and do other stuff.”
“I think it’s a good idea for our health but it is difficult.”
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.
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.
As you embark on this module please note that an enthusiastic attitude will help pupils in their efforts to reduce the time they spend on screens for entertainment. If the class teacher 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 class this will help in encouraging class 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 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 over the pages.
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
Lesson Plan 1 for P1 to P7
BACKGROUND
This introduction session asks pupils to track the time they spend on entertainment screen‐based activities with their parents at home before they know the overall goal of the project.
Learning Intention
To increase pupils understanding on how much time they spend on screens for entertainment.
Track pupils screen‐based activities, such as watching TV, surfing the internet, and playing computer games over a period of time at home.
Success Criteria
I can:
Understand how much time I spend on screen time for entertainment
Track my screen‐based activities, such as watching TV, surfing the internet, and playing computer games over a period of time at home.
TIME NEEDED
10 – 15 minutes
GETTING READY
Screen Time Tracking Form and Example
Review Frequently Asked Questions
Activity Steps with Pupils
Tell pupils you have got an exciting project for them over the next week and you are not going to give them the details of the project until later, but for now, they can begin the project by taking the tracking form on screen time for entertainment home & ask their parent/guardian to note the time they spend watching TV, surfing the internet, on social media and playing computer games (note to teacher: There is no need to provide further details on this project until you meet for Session 2).
Hand‐out the Screen Time Tracking Form and Example and discuss with pupils. Explain that you are asking them to track their screen‐based activities (involving the TV, computer games, surfing the internet, social media) on just three days at home with their parents. Two of those days will be on a weekday (Monday through Friday) and one of those days will be over the weekend (Saturday or Sunday). Tell pupils you would like them to fill the form out as they do a screen‐based activity. Inform the pupils they will not be judged on their hours of screen time. Note that it’s important to fill the tracking form out honestly. For younger pupils please send a note home in the homework jotter to parent/guardian requesting they help their child fill in the tracking form.
Go over the Tracking Form and Example with the class to show how to fill in the Daily Total Screen Time and the Average Daily Time Spent on Screen‐Based Activities (See Example). Ask pupils if they have any questions about their homework task.
Ask pupils to return their completed forms on the date you will meet for session 2. Session 2, should be ideally scheduled 7 days after the introduction session 1 (please check the calendar before setting the date for Session 2 in order to allow enough time for pupils to track their screen time on two weekdays and one Saturday or Sunday).
Make sure pupils take the blank tracking form & example home with them. Also send a copy of Frequently Asked Questions home to guide parent/guardian.
Over the next few days, remind the pupils to complete their Screen Time Tracking Form.
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)
Discuss with class the benefits of using screens for learning and connecting with family and friends.
Collect screen time tracking forms.
Ask the question, “What do you like to do when you are not in school?”
Screen/non-screen sorting activity: Ask the pupils what is a screen and non-screen activity?
Teachers note – provide a sheet of pictures with screen/non-screen activities or use resources from classroom such as: smart board, computer, iPad, mobile phones & toys, books, colouring sheets etc or take class outside and explore non-screen activities which the children enjoy doing. Discuss with class their favourite activity.
Ask the pupils: “Who likes to watch T.V, spend time on the computer, use iPad or play computer games?” Make a chart of the results from question 4 (picture form, tally chart, bar chart etc incorporating math skills).
Ask the pupils: “What do you like to do when you are not in school & which does not involve T.V, computer, games or iPad?” Non-screen activities example: playing outside, going to the park, playing indoors, reading, drawing, riding bikes, playing with a ball etc spending time with family & friends without screens.
Make a chart of the results from question 5 (picture form, tally chart, bar chart etc incorporating math skills). Please note the chart should have the pupils name next to activity or the pupils photo.
Discuss what is good for health, for example: Exercise, physical activities, eating fruit and veg.
Homework Task: Do 1 or more activities during the week that does not involve a screen e.g. play outside, go to the park, play a board game, draw a picture, paint or something of your choice. Write down what you did & bring to class.
Activity Steps with Pupils – Primary 2
Circle Time – Teacher Led
Introduction:
Discuss with class the benefits of using screens for learning and connecting with family and friends.
Collect screen time tracking forms.
Ask each pupil to list 3 activities they like to do after school which do not involve screens.
Pupils take part in a screen free activity either as a class indoor or outdoor.
Class create a screen free book. Pupils draw a picture of their favourite screen free activity and get them to write a brief description about the activity: why they like the screen free activity or take a photograph of each pupil doing their favourite non-screen activity with a brief description. Teacher can put the book together and read to class. Class can share/read to other pupils.
Discuss what is good for health, for example:
Exercise, physical activities, eating healthy
Non-screen activities: playing outside, going to the park, playing indoors, reading, drawing, riding bikes, playing with a ball etc
Spending time with family & friends without screens
Homework Task: Do 2 or more activities during the week which do not involve a screen e.g. play outside, go to the park, play a board game, draw a picture, paint or something else of your choice. Write down what you did & bring to class.
Activity Steps with Pupils – Primary 3
Collect screen time tracking forms.
Discuss what is screen time? Screen Time is time spent in front of screens.
Discuss with class the benefits of using screens for learning and connecting with family and friends.
Discuss what are screen-free activities. Write answers on a board.
Ask pupils to make a poster with screen-free activities which keep our minds & bodies healthy. Put posters up in the classroom & around the school.
Discuss with pupils why it’s important to NOT always be in front of screens.
Not good for mind & body
Can impact on: eye sight, physical & mental health, school work & homework.
Homework Task:
Do 3 or more activities during the week which do not involve a screen e.g. playing outside, going to the park, playing a board game, drawing a picture, painting or something else of your choice. Write down what you did & bring to class.
Activity Steps with Pupils – Primary 4
Collect the screen time tracking forms.
Discuss with class the benefits of using screens for learning and connecting with family and friends.
Discuss with the pupils why it’s important NOT to always be in front of screens for example:-
Not good for mind & body
Can impact on: eye sight, physical & mental health, school work & homework.
Introduce the guidelines for screen time.
Activity: ask pupils to write down activities that do not include screens and create their own board-game in groups which can be shared with the class. When developing the board-game pupils should create: game rules, how many players can play the game at one time, what resources are needed and provide instructions on how to play the game. Each group to share what is good about their game and what they can improve on. Divide the class into groups, ask each group to write down as many fun things as possible that don’t include TV, computer, tablet, smartphone, or games. Allow time for children to create a good game which does not involve screens.
Ask pupils to think about their favourite app, video or computer games & what makes the app fun?
Ask each pupil to draw a picture of them doing the most fun thing without a screen & put pictures up in the classroom.
Homework Task:
Do 3 or more activities during the week which do not involve a screen e.g. playing outside, going to the park, playing a board game, drawing a picture, painting or something else of your choice. Write down what you did & bring it to the class.
Activity Steps with Pupils – Primary 5
Collect the screen time tracking forms.
Discuss with pupils the benefits of technology and what they enjoy most when spending time on screens?
Introduce the screen time guidelines. Ask pupils if they were surprised with the amount of time they spend on screens & if they would reduce their daily screen time?
Ask pupils to list the benefits of spending less time on screens. Share with class.
Ask pupils why is it important to be physically active every day? What can they do to be more physically active?
Ask pupils to create a health leaflet which pupils can take home to share with family, this can be done in pairs or as groups.
Ask pupils what screen-free activities they can do with their family instead of watching TV?
Homework task:
Tell pupils: “this week, whenever you’re about to turn on the TV, play a video game or grab your tablet or smartphone, STOP & take a ride on the Screen-Free Bus instead! I’m going to put the engine of the Screen-Free Bus on the wall to start us off, and I’ll give you passenger seating area sheets to take home. Every time you choose an activity at home that doesn’t use a screen (for example, reading, drawing, dancing, playing outside), just write down or draw a picture of the activity on the seating area, along with your name, and bring back to school. Let’s see how long we can make the Screen-Free Bus!”
Hand out passenger Bus sheet
Ask each pupil to choose the screen-free activity they identified in question 7 to do with their family instead of watching TV and ask family to try out the activity. Pupil to write about the experience, what did they enjoy? Would they like to try out more screen-free activities with the family?
Activity Steps with Pupils – Primary 6
Collect screen time tracking forms.
Discuss the guidelines for screen time.
Ask pupils if they were surprised with the results from the tracking form & if they can reduce their daily screen time?
Explore the pros and cons of screen time. Get pupils to give answers and make a list on smart board.
Get pupils to develop posters which show the pros and cons of screen time and display in class and around the school.
Activity:
Tell pupils: “today we’re going to think of all the fun things you can do that don’t involve a TV, computer, tablet, or smartphone. So make a list of at least 10 screen-free activities that you like, or that you’d like to try, then find or draw pictures of those activities. Create a 1-page collage of your coolest screen-free activities – but don’t put your name on it. We’ll put all those collages in a pile, then everyone will get a turn to pick one out at random and we’ll try to guess whose collage it is.”
Homework:
Ask pupils to put their screen-free collage on their refrigerators at home as a reminder, and to collect a list of a family member’s top 10 screen-free activities as homework.
Ask pupils to keep a diary for up to a week and write a short story on the screen-free activities they did over the week on their own, with family & friends.
Activity Steps with Pupils – Primary 7
Spending too much time watching TV, playing video games, or using a computer, tablet, or smartphone can increase children’s chances of becoming overweight, decrease school performance, and interfere with relationships with friends and family. These activities will help pupils learn the importance of balancing screen time with screen-free activities.
Discussion Questions
Ask pupils:
Collect the screen time tracking forms.
Discuss with pupils the benefits of technology and what they enjoy most when spending time on screens?
Introduce the screen time guidelines. Ask pupils if they were surprised with the amount of time they spend on screens & if they would reduce their daily screen time?
How can spending too much time watching TV, playing video games, or using a computer, tablet, or smartphone affect your health?
Why is it important to be active, play sports, or just play with friends every day?
What are the current guidelines for screen time?
What are some of your favourite physical activities? List active things you can do inside and outside.
Children who spend lots of time in front of screens (TV, computer, mobile device, iPad, laptop) are more likely to be overweight. Do you think it’s important for grown-ups to follow this advice, too? What are some ways your family can be active together?
Activity:
How much time do you think you spend watching TV, playing video games, and using a computer, tablet, or smartphone in a week? Five hours? Ten? Forty? During this week, try to cut down on screen time and use that time to do other activities. Play outside, create a piece of art, practice a sport, or read a book. The possibilities are endless.
In pairs come up with a list of fun things to do.
Ask pupils to shout out their suggestions & write answers on a smart board. See how long you can make the list. Put the list up in class room.
Class quiz
True or false class quiz: This could be made into a PowerPoint.
1.True or false: Children who spend lots of time in front of TV, tablets, mobile phones and computer screens are more likely to be overweight.
2.True or false: Playing video games is a kind of exercise.
3. True or false: Swimming, basketball, hockey, and jogging are all examples of aerobic exercise.
4. True or false: Push-ups, sit-ups, and swinging across the monkey bars are all activities that build muscle strength.
5. True or false: Running around on the playground counts as exercise.
6. Too much screen time can interfere with: a) being physically active b) doing homework c) playing with friends d) spending time with family e) all of the above
7. Exercise produces chemicals that can make you feel good. These chemicals are called: a) endorphins b) morphine c) bile d) white blood cells e) plasma
Quiz Answers
True or false: Children who spend lots of time in front of TV, video, and computer screens are more likely to be overweight.
True or false: Playing video games is a kind of exercise.
True or false: Swimming, basketball, hockey, and jogging are all examples of aerobic exercise.
True or false: Push-ups, sit-ups, and swinging across the monkey bars are all activities that build muscle strength.
True or false: Running around on the playground counts as exercise.
Too much screen time can interfere with: a) being physically active b) doing homework c) playing with friends d) spending time with family e) all of the above
Exercise produces chemicals that can make you feel good. These chemicals are called: a)endorphins b) morphine c) bile d) white blood cells e) plasma
Additional Activity
Pupils could also do a solo talk on screen time (incorporating literacy by talking and listening, sharing information they have learned or researched (as this is educational) all the risks physical, social or mental risks associated with screen time.
Homework:
Ask pupils to:
Make copies of blank charts for each of your family members. Have a contest to see who has the least amount of screen time in a week. What were the most fun activities that didn’t involve a TV, computer, video game, tablet, or smartphone?
Ask pupils to keep a diary for up to a week and write a short story on the screen free activities they did over the week on their own, with family & friends.
Lesson Plan 3 for P1 to P7
Background
Reiterate to pupils that technology should be used in moderation, with support and interaction from adults and with age appropriate activities. This session provides pupils with an opportunity to state screen-free ways they would like to spend their free time while at home.
Learning Intention
Learner will:
Identify screen‐free activities which they enjoy at home and understand the purpose of maintaining a balance of different screen-free & 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 maintaining a balance of different screen-free & 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 chance to discuss screen-free activities in class and carried out tasks for homework relating to screen-free activities. Ask each pupil to feed back to the rest of the class what task/s they completed for their homework and what they enjoyed the most.
Explain to pupils it is important they take part in a balance of different screen-free & play activities e.g. explorative play, active/energetic play, functional/manipulative/creative play, social play and pretend play.
Remind pupils screens are good for learning and connecting with family & friends.
Encourage pupils to keep up their screen-free activities that they enjoy and also to try out new screen-free activities their class peers enjoy too!
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.
“Our school would like your family to join us and help promote the following at home:
Steps to success
Turn off TV & other electronic devices during mealtimes
Make sure media does not take the place of adequate sleep, physical activity and other behaviours essential to health
As a family, do activities together & have fun
Join a sports team, club or take up a hobby
Turn off all devices at night
Make all bedrooms tech-free zones: No TV, game consoles, tablets, smart phones & other portable devices.”
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.
As you embark on this module please note that an enthusiastic attitude will help pupils in their efforts to reduce the time they spend on screens for entertainment. If the class teacher 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 class this will help in encouraging class 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 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
Five sessions consisting of 50 minutes need to be delivered over a period of 5 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 1Introduction (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.
SESSION2 (Track Screen Time) *4–7 days later
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.
SESSION3 (Total Screen-Free Challenge) *4–7 days after Session 2
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.
SESSION 4 (2-Hour Daily Screen Time Max) *4–7 days after Session 3
Starting a new habit takes time and dedication. It’s often helpful to enlist the support of class mates. This session allows pupils to discuss their experiences during the screen-free challenge. Pupils will again be challenged to reduce their screen-based activities, but this time it’s with the goal of no more than 2 hours a day.
SESSION5 (Wrap-Up & Celebration) *4–7 days after Session 4
This session provides pupils with a way to debrief from the Be Screen Smart project and to celebrate their efforts at reducing their screen time and increasing their screen-free activities.
*Please check the calendar before setting the next session in order to allow enough time for pupils to track their screen time on two weekdays and one Saturday and Sunday. For example, if session 1 Introduction is presented on a Monday, the earliest you can hold Session 2 will be seven days later as this project asks pupils to track screen time on two weekdays and one Saturday or Sunday. This time span will allow pupils to track their screen time to include one weekend day.
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
BACKGROUND
This introduction asks pupils to track the time they spend on screen-based activities before they know the overall goal of the project.
OBJECTIVES
Pupils Will:
Track their screen-based activities, such as watching TV, surfing the internet, using iPad, using smart phone and playing computer games over a three-day period.
1. Tell the pupils that you have got an exciting project for them over the next few weeks. Tell them you are not going to give them the details of the project until later, but for now, they can begin the project by tracking their screen time, time they spend watching TV, surfing the internet, on social media and playing computer games. (Note to teacher: there is no need to provide further details on this project until you meet for Session 2).
2. Hand-out the Screen Time Tracking Form and Example. Review with pupils. Explain that you are asking them to track their screen-based activities (involving the TV, computer games, surfing the internet, social media, iPads, smart phones) on just three days. Two of those days will be on a weekday (Monday through Friday) and one of those days will be over the weekend (Saturday or Sunday).
3. Explain that as they track their screen-based activities, they should round up to the nearest half hour (e.g., 1-1/2 hours. See example). Tell them you would like them to fill the form out as they do a screen-based activity and that they can make tally marks on the form to track their screen time. At the end of the day, pupils can add up their tally marks to come up with their totals. Inform pupils they will not be judged on their hours of screen time. Note that it’s important to fill the form out honestly.
4. Go over the Tracking Form and Example with the class to show how to fill in the Daily Total Screen Time on Screen-Based Activities. Ask the pupils if they have any questions about their assignment.
5. Ask the pupils to return their completed forms on the date you will meet for Session 2, ideally 4-7 days after the introduction session. (Please check the calendar before setting the date for Session 2 in order to allow enough time for young people to track their screen time on two weekdays and one Saturday or Sunday).
6. Over the next few days, remind the pupils to complete their Screen Time Tracking Form.
SESSION 2 for S1 Pupils
BACKGROUND
On average young people in the United Kingdom spend same amount of time on screen-based activities as they spend in school. 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.
OBJECTIVES
Pupils Will:
Identify screen-free activities they would like to do during their free time.
Understand the purpose of the Be Screen Smart project.
Discuss the impact too much screen time can have on health & academic performance.
1. Ask pupils, “How do you typically spend your free time? What do you do?” Have a volunteer record the activities on the flip chart. Note that there are no wrong answers.
2. Ask pupils, “If you didn’t have electronic games (e.g. Play Station, Nintendo Switch), computer, tablet, smart phone or TV, how would you like to spend your free time around home, with friends or in your neighbourhood?” Ask for a volunteer to record the ideas on the flip chart. (Keep this list as you will need it again during Session III.)
3. Ask pupils, “Do you feel that you’re in school a lot? Did you know that the average Scottish youth spends roughly same amount of time in school and on screens for entertainment use?
4. Tell pupils that over the next few weeks, they are going to be involved in a project called Be Screen Smart! Explain that this project is basically about their free time and how they’d like to spend it. Add that during this project, they will explore how they spend their free time and be challenged to think of “screen-free” ways to spend their free time. Define “screen-free” activities as those that do not include the TV, computer, tablets, laptops, smart phones or computer games. Note that use of the computer for homework is OK!
5. Ask pupils if they completed their Screen Time Tracking Form. If not, tell them they’ve got one more chance to do it. Tell the pupils to complete the form before you meet for Session III. (Please check the calendar before setting the date for Session III in order to allow enough time for pupils to track their screen time on two weekdays and one Saturday or Sunday. You’ll need from four to seven days before scheduling Session III.) Share the date of your next session.
6. Split the class in to two groups with one preparing arguments for why too much screen time is good for a young person and their families, and the other group preparing arguments as to why too much screen time is not good for a young person and their families. Allow pupils to prepare for 15 minutes then debate for another 15 minutes. After the debate distribute the Facts & Figures for Youth hand-out. Ask for volunteers to read a few of the facts and then discuss the facts together as a group. Ask pupils to share what they have learned with their parent/guardian and to give their parent/guardian the Be Screen Smart letter & Be Screen Smart Pledge Card which needs to be signed and the tear of slip brought back to class for session III.
7. Break pupils into groups and ask them to use the Facts & Figures for Young People hand-out to write a commercial or advertisement for reducing screen time in order to make more free time to do other fun activities
SESSION 3 For S1 Pupils
BACKGROUND
This session provides pupils with a challenge to join millions of other people around the world who have gone screen-free for up to a week and to do some of the screen-free activities they identified in Session 2.
OBJECTIVES
Pupils Will:
Try to do more screen-free activities.
Engage in screen-free activities for one week and cut out entertainment screen-time during the week.
Brainstorm ways to work around the challenges of going screen-free.
Have:
Markers and a flip chart
The list of ways the pupils said they would like to spend their free time from Session II. Optional: Make a copy of the list for pupils to take and use over the next week.
Activity Steps with Pupils
Ask pupils to think about the time they spend in front of a screen, like watching TV, surfing the internet, and playing computer games. Ask them why they typically do these activities? Ask for a volunteer to record on a flip chart their answers (e.g., bored, want background noise, interested in the activity, etc). Ask pupils when they typically do screen-based activities (before school, after school, at a friend’s house, etc). Note-it is important for young people to know when and why they do a behaviour in order to change it.
Ask pupils to pull out their completed Screen Time Tracking Form. If not many pupils have completed the forms, ask them to think back to yesterday and estimate how much time they spent in front of the TV, computer games or screens. Ask pupils to focus on the number of hours in front of the screen as opposed to discussing the shows watched.
Ask pupils if they were surprised at the amount of TV they watched and computer activities they did.
Ask pupils if they know what the guidelines for screen time are? Share the WHO and American Academy of Pediatrics guidelines on screen time. Ask pupils for possible reasons for this recommendation.
Note that you are challenging them to go screen-free (give up TV, computer- and screen-based activities) for one week. The only exception is if they need screens for homework assignments. Inform pupils that they will go screen-free so they can do some of the activities they listed in Session 2. Pull out the flip chart list from Session 2 that highlights screen-free ways they would like to spend their free time. Review their ideas and the Screen-Free Things to Do hand-out. Have pupils select things to do instead of using the screen and list on the Screen-Free Things to Do hand out.
Ask pupils to imagine they are trying not to watch TV or spend time on tablets, smart phones or computer games. Ask them how they will do this in the following situations. For instance:
“What if you come home from school after having a disagreement with your best friend and you just want a distraction? What are you going to do?” (Possible tips: Think of a distraction that is not screen-based like reading a book or magazine, writing your friend a letter, or listening to music and dancing.)
Or, “what if you come home and your parents or brother or sister have the TV on, what are you going to do?” (Possible tips: Invite your parents or brother or sister to do something else with you like play a board game or a card game; go outside and ride a bike or play football.)
Or, “imagine that you go home and you’re not watching TV or you’re not in front of the tablet, smart phone or computer screen. What would you be doing instead? What would make that happen more often?”
Break-up into teams and have each team make a list of screen-free activities they will do and ways to support each other during the challenge. Encourage teams to do some of the fun screen-free activities together.
Break-up into groups and ask the young people to design a leaflet on encouraging young people too spend less time on screens. What information and images would they have in a leaflet. Share with the rest of the class.
Together as a class explore ways your school could take up a whole school approach in encouraging screen-free activities in school. Ask the pupils to come up with arguments to present to the head teacher about why it is important that the school take part in adopting positive screen habits and encouraging screen-free activities within the school and home.
Over the next few days, remind pupils that the screen-free challenge is their chance to do some of the fun screen-free activities they would like to do.
Homework:
Ask pupils to take a note of the screen-free activities they will do every day and how they felt after taking part in the activities.
Ask pupils to also note at the end of the week how they felt by cutting out screens for entertainment for one week. (Following week pupils can share their experiences with the class).
SESSION 4 For S1 Pupils
BACKGROUND
Starting a new habit takes time and dedication. It’s often helpful to enlist the support of peers. This session allows pupils to discuss their experiences during the screen-free challenge. Pupils will again be challenged to reduce their screen-based activities, but this time it’s with the goal of no more than 2 hours a day.
OBJECTIVES
Pupils Will:
Share their experiences during the screen-free challenge.
Discuss what screen-free activities they did.
Try to reduce their screen-based activities to no more than 2 hours a day over the next few days.
Ask pupils to discuss the positive effects of spending just a little bit of time in front of the screen (TV, computer games, smart phones, tablets) mention impact on sleep, weight, physical health, diet and family time, instead of a lot of time in front of the screen.
Ask pupils to describe their experiences during the screen-free challenge. Ask pupils to describe what types of screen-free activities they did during the screen-free challenge and what they thought of the activities. Tell pupils you applaud their efforts whether they were able to go totally screen-free or not.
Ask pupils whether they think it will be easier to do no more than 2 hours of screen time a day since they have already tried to go totally screen-free for at least three days. (Note: It’s helpful to the young people if facilitators are positive and encouraging about this challenge.) Tell the young people that over the next few days, you are challenging them to spend no more than 2 hours in front of a screen each day and to instead do some more fun screen-free activities. Review the Screen-Free Things to Do list.
Ask pupils to use the Screen Time Tracking Form to record their hours. Distribute new tracking forms. Encourage pupils to support each other in this latest challenge.
Please check the calendar before setting the date for Session IV in order to allow enough time for pupils to track their screen time on two weekdays and one Saturday or Sunday. You’ll need from four to seven days before scheduling Session IV. Share the date you will meet for Session IV.
Break pupils into groups and ask them to put together a real life drama of the impacts of too much screen time on either family or friends and then perform in front of the class.
Remind pupils of the challenge to spend no more than 2 hours in front of the screen and to complete their tracking forms.
SESSION 5 For S1 Pupils
BACKGROUND
This session provides young people with a way to debrief from the Be Screen Smart project and to celebrate their efforts at reducing their screen time and increasing their screen-free activities.
OBJECTIVES
Young People Will:
Celebrate their efforts at cutting back on screen time activities.
Discuss their overall experiences of participating in this project.
TIME NEEDED
50 – 60 minutes
GETTING READY
Be Screen Smart Certificate
Activity Steps with pupils
Ask pupils to share with the rest of the class what they learned through these sessions and whether they plan to do anything differently with their free time from now on. Ask pupils if their life would be different, even better if they spent less time in front of the screen.
Have pupils play games and/or give a demonstration of the activities they did during the screen-free challenges (e.g., if they developed an advertisement, sketch, rap, etc., have them share it with the rest of the class).
Provide certificate of participation to all.
Ask pupils to make posters which highlight the importance of technology and the impact too much screen time can have on health and wellbeing. Option: Posters could be displayed in school.
What to Say When People Ask…
…WHY?
Q: Why can’t we unplug for just one day?
Turning off the screens for more than 3 days helps participants realise that life without screens is not impossible and can be more fun. A week-long turnoff allows adequate time to explore a wide range of screen-free activities and to develop more productive and rewarding habits. A one-day turnoff is easier but doesn’t give people enough of a break from the noise to reassess the role screens plays in their lives.
Q: Are all screens bad?
One purpose of the project is to leave behind judgments about the quality of programming and focus instead on creating, discovering, building, participating and doing. Regardless of the quality of media, there is no denying that, for most young people today, time spent with screens overwhelms all other leisure activities and that too much screen time is harmful.
Q: Technology is here to stay. Why not just accept it and move on?
Screens are here to stay, but that doesn’t mean that our young people need to spend upwards of six hours each day in front of a screen. Our young people will be healthier and happier if they spend less time with television, computer games, smart phones, and tablets. We can help them do that, and participating in the Be Screen Smart project is an important start.
Q: Instead of taking screens away from young people, don’t we need to teach young people media literacy?
It’s not either/or. In fact, Be Screen Smart Project is an essential part of media literacy. After all, rule one in media literacy is knowing when to turn it off. Young people (and adults) simply can’t be truly “media literate” without stepping back from screens. Those who are most efficiently media literate have a variety of interests and experiences that they can bring to bear in analyzing and interpreting what they see and hear. Instead of pretending that endless hours in front of a screen promote media literacy, giving young people the chance to play actively, develop relationships, and learn to evaluate options will help them become more well-rounded people, better educated citizens, more alert consumers, and be far more media literate.
…WHO?
Q: Are you Technophobic?
Are you kidding? Not at all. We understand the value of screen technology for work, entertainment, education and organising. In fact, our work is made possible by our online network and activities. But we know that screens are way too widespread in all of our lives, that screen time is habituating, and that excessive screen time is harmful, particularly for children and young people. Childhood obesity, poor school performance and attention problems are all linked to too much screen time. Cutting out screen time for a week is a way of beginning to help wean young people (and ourselves) off dependence on screens for stimulation and soothing. It’s also a way to provide opportunities for engaging in the pleasures of the real world.
…HOW?
Q: Do I need to turn off even my cell phone? What about using screens for work or homework?
We’re absolutely not asking anyone to stop doing their job or their homework, or to stop talking on the phone. The goal of the Be Screen Smart project is to refrain from using screens for entertainment in order to enjoy the rest of the world. Screens are so interwoven in the fabric of our lives that sorting out what’s entertainment and what’s work or communication may be difficult. In fact, figuring out the role of screens in our lives is an important component of the Be Screen Smart project. But if talking, texting, or checking your work email is interfering with screen-free family time (including meals), then you may want to think carefully about how you’re using them.
What to Say When Parent’s Ask….
Q: My spouse won’t participate. Now what?
Be Screen Smart project is meant to be fun. Encourage your spouse to give it a try, emphasise the short duration. Honestly, it is best if the Be Screen Smart project is a family activity. But if that’s not possible, encourage your spouse to respect the choices that you and your children are making by avoiding screen time in front of the children during the programme.
Q: I need some peace and quiet when I come home. How do I occupy the children while I fix dinner or do things around the house?
Have children help with simple tasks, help with dinner or ask them to talk or read to you while you prepare dinner.
Q: Our neighbourhood is unsafe. Isn’t it better that young people sit in front of the screen at home rather than risk harm outside?
It’s tragic that all children and young people do not have access to safe outdoor play areas. We should all be working to change that. Try joining with neighbours or a local community centre to develop safe outdoor activities for participating families. Meanwhile, there are lots of indoor activities that are fun, productive and screen-free. You can read, play board games, bake, do art projects and more.
Q: How can we best appeal to children & young people?
Distribute materials on the environmental and social consequences of screens and have students debate opposing views. Use the lesson ideas to stimulate discussion on screen-time issues. Some teachers/youth leaders award extra credit to participating students who keep a journal and write about their experiences during the week. Contests and friendly competition can also motivate young people.
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)