Phone Addiction PSHE lesson plan
A secondary PSHE lesson for Years 9 to 13 that helps UK teachers introduce phone addiction and digital balance through a structured, ready-to-teach lesson. Pupils learn to recognise their own phone and social media habits, understand how constant connectivity can affect daily life, and practise simple strategies for building a healthier balance with technology.
Online Safety, AI & Digital Literacy
Snapshot
Phone Addiction
This structure gives teachers a straightforward way to introduce healthy phone habits without needing extra preparation. Feedback: 4.3/5 from 55 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building healthy digital habits and recognising signs of overuse
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise signs of habitual or frequent phone and social media use, such as checking devices without thinking or feeling uneasy without access
identify situations where phone use may be getting in the way of sleep, study or face to face time
recognise how notifications and app design are built to encourage frequent checking
Understand
understand why phones and social media can feel hard to put down, including the role of algorithms and notifications
understand that finding balance with technology can look different depending on the person and situation
Practise
practise identifying personal digital habits they would like to change
practise simple strategies for reducing unhelpful phone use, such as turning off notifications or setting device free times
practise talking about digital boundaries respectfully with peers or family
Who this lesson is for?
This lesson is designed for secondary pupils in Years 9 to 13 who are old enough to reflect on their own phone and social media habits and consider how these fit into daily life.
It is suitable for:
secondary PSHE lessons
relationships and health education
pastoral care, form time or wellbeing sessions
digital literacy or online safety units
personal development programmes focused on healthy routines
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing digital wellbeing Use when pupils are new to thinking critically about phone and social media habits.
Running a digital literacy or online safety unit Use alongside broader learning about online behaviour, privacy and critical thinking.
Revisiting personal development goals Use when pupils are reflecting on habits, routines or self-regulation more broadly.
Supporting a wellbeing focus week Use when the school is exploring healthy routines, sleep or balanced lifestyles.
Preparing for exam periods or busy terms Use when pupils may benefit from thinking about focus, distraction and device use.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about balanced technology use.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Phones and social media are part of daily life for most secondary pupils, and finding a healthy balance can be difficult without practice. Pupils benefit from thinking early about their own habits, rather than only reacting once phone use starts to feel overwhelming or unmanageable. This lesson supports pupils to notice patterns in their own behaviour, such as checking devices out of habit or feeling uneasy without their phone nearby. Building this awareness gives pupils language and strategies they can use to make more deliberate choices about when and how they use technology. Rather than framing phones or social media as a problem to avoid, the lesson helps pupils see balance as a skill they can practise and adjust over time, in a way that fits their own routines and responsibilities.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Self-awareness Pupils notice patterns in their own phone and social media habits.
Self-regulation Pupils practise strategies for managing notifications and device use.
Critical thinking Pupils consider how algorithms and app design encourage frequent checking.
Digital citizenship Pupils reflect on respectful and balanced online behaviour.
Communication Pupils practise talking about digital boundaries with peers or family.
Help-seeking Pupils identify who they can talk to if managing phone use feels difficult.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind pupils not to name specific apps, people or personal details they would rather keep private
Frame discussion around general digital habits, not personal device checking or family rules
Make clear the lesson is about building balance, not judging how much anyone uses their phone
Identify a trusted adult pupils can speak to if they want support managing their phone use
During delivery
Use everyday examples such as notifications, scrolling and checking phones out of habit
Avoid framing phone or social media use as inherently harmful
Give pupils time to reflect on their own habits privately before any group discussion
Encourage balanced discussion that considers both benefits and challenges of phone use
Supporting safe discussion
Use general examples rather than personal disclosures about family device rules
Avoid asking pupils to share private details about their own or others' phone use
Signpost a trusted adult pupils can speak to if they feel their phone use is hard to manage
Adaptation options
Use small group discussion for pupils who are less confident speaking to the whole class
Offer written reflection as an alternative for pupils who prefer independent work
Spend more time unpacking algorithms and notifications with older year groups
Be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe.
