Jay's story: Screens and lack of sleep

The films cover:

  • how sleeplessness can affect a child’s life
  • how playing games or looking at screens makes things worse
  • some ideas on how to manage screen time and strategies to maintain a better balance in life

In the first film Jay talks about how sleeplessness affects their life. They realise that playing computer games late at night has a negative impact on their health. We see how they make changes that have a positive impact on their life. The second film offers pupils ideas on how to manage screen time and phone use, and how to try to put strategies in place to maintain a better balance in life.

Themes: dealing with emotions; self-control; planning and setting strategies; dependence on technology; tiredness; depression.

Jay's story: Film 1

Jay's story: Film 2

Possible activities

Activity 1 - Lack of sleep: understanding the effects

(Health and Well-being; Languages, Literacy and Communication)

In pairs, pupils could be asked to discuss the effects of sleep deprivation on Jay. Can they think of nine effects and list them on a piece of paper? Then, they could be asked to rank them from the most harmful effect (number 1) to the least harmful effect (number 9) in their opinion.

Possible answers:

  • unable to relax
  • unable to sleep
  • headaches
  • tiredness
  • unable to concentrate
  • no energy
  • loses place in football team
  • moodiness
  • loss of friends
  • feels angry

Individually, each pupil could be asked to use a different colour to mark which effects from the list they have experienced themselves. They could be asked to discuss with their partner the extent to which they can identify with Jay.

Activity 2 - Top tips for sleep

(Health and Well-being; Languages, Literacy and Communication)

In groups of five, pupils could be asked to choose one of the 'top tips for sleep' referred to in the second film.

Top tips for sleep:

  • Keep a sleep schedule
  • Turn off screens and phones
  • Get fresh air and move the body
  • Avoid caffeine
  • Create a relaxing atmosphere (lighting down etc)

They could be asked to prepare a short 60-second speech in favour of the tip they have chosen. Can they think of three or four points that support this so-called ‘top tip’? Can they persuade the group to give this method a try?

Activity 3 - Sleep scheduler

(Science and Technology)

Pupils could be asked to use appropriate software to create a digital timetable for the week ahead which prioritises their sleep. On the timetable they could mark out time to relax and prepare for a good night’s sleep.

For example:

  • they could set aside time for a relaxing hobby
  • set a reminder to turn screens off
  • allow time to take a bath after doing sports
  • make sure time is set aside for reading before going to sleep

Curriculum links

Health and Well-being

  • I can explain the behaviours, conditions and situations that affect my physical health and well-being and, through my actions, I can respond to and/or manage these in order to actively reduce the risk of harm to myself and to others.
  • I can research, examine and evaluate a range of evidence to make considered and informed decisions.
  • I can set appropriate goals and plan a course of action to achieve them.

Language, Literacy and Communication

  • I can select and adapt the appropriate language for a range of audiences and purposes, conveying meaning effectively to the audience.
  • I can share my thoughts, feelings and opinions with others using a range of techniques for different effect and showing empathy and respect.

Science and Technology

  • I can use a variety of design communication methods and techniques to develop and present ideas clearly, and can respond constructively to feedback.
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