Phones and Sleep PSHE lesson plan
A secondary PSHE lesson for Years 8 to 10 that helps UK teachers introduce phone use, sleep habits and healthy digital routines through a structured, ready-to-teach lesson. Pupils learn to recognise how phone use before bed can affect sleep, understand why consistent sleep patterns support wellbeing and concentration, and practise simple, realistic strategies for managing phone use at night.
Online Safety, AI & Digital Literacy
Snapshot
Phones And Sleep
This lesson gives teachers a structured way to introduce phone use and sleep habits using clear, age-appropriate discussion. Feedback: 4.5/5 from 113 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Managing phone use to support healthy sleep patterns
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 how phone use before bed can affect sleep quality and next day concentration
recognise habits, such as checking notifications or scrolling social media, that can interfere with winding down
recognise how apps and notifications are designed to encourage continued use
Understand
understand why consistent sleep patterns support wellbeing, mood and learning
understand the link between everyday digital habits and choices about screen time
Practise
practise identifying realistic changes to their own phone habits that could support better sleep
practise setting simple boundaries around phone use, such as device free time before bed
practise thinking critically about online content and notifications rather than accepting them automatically
Who this lesson is for?
This lesson is designed for secondary pupils in Years 8 to 10 who are developing independence with phones and personal routines, including sleep and screen time.
It is suitable for:
secondary PSHE lessons
relationships education and wellbeing programmes
pastoral care, form time or wellbeing check ins
digital literacy or online safety units
healthy lifestyle or personal development sequences
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 healthy digital habits Use when pupils need a starting point for thinking about phone use, sleep and daily routines.
Reinforcing wellbeing and self-care learning Use when building on existing learning about healthy lifestyles, rest and personal wellbeing.
Supporting a digital literacy or online safety unit Use when pupils are learning to think critically about apps, notifications and online content.
Preparing for exam periods or busy terms Use when pupils need practical strategies for managing sleep alongside screen time and workload.
Running a wellbeing focus week Use when schools are exploring healthy habits, sleep or digital wellbeing as a whole school theme.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about phone use, sleep and everyday digital choices.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils need practical language and strategies for managing phone use, particularly as screens become a bigger part of evening routines during secondary school. Sleep supports concentration, mood and general wellbeing, and phone habits are one of the most common everyday factors pupils can influence. This lesson helps pupils think about their own choices around phone use without framing technology as something to fear or avoid altogether. By building simple, practical habits around phone use and sleep, pupils are better placed to manage their own routines and make informed digital choices as they move through secondary school.
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-regulation Pupils consider how their own phone habits affect sleep and daily routines.
Digital literacy Pupils think critically about how apps and notifications are designed to hold attention.
Healthy routines Pupils practise identifying realistic changes to support consistent sleep patterns.
Critical thinking Pupils consider online content and information with a more questioning approach.
Decision making Pupils practise setting simple boundaries around phone use.
Personal responsibility Pupils reflect on their own choices around screen time and rest.
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 share personal details about their own or others' phone use or home routines
Frame the discussion around general habits and choices rather than personal disclosures
Make clear that the lesson is about practical strategies, not rules about right or wrong technology use
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.
During delivery
Use everyday examples such as checking notifications, scrolling before bed or using a phone as an alarm
Give pupils time to discuss realistic changes rather than presenting technology as simply good or bad
Encourage pupils to think critically about how apps and notifications are designed to hold attention
Allow pupils to respond through discussion or reflection depending on confidence and group dynamics
Supporting safe discussion
Keep examples general rather than asking pupils to describe their own home routines in detail
Remind pupils that privacy matters when discussing personal habits
Encourage respectful listening if pupils share differing views on phone use
Adaptation options
Use small group discussion for pupils who may be less confident sharing with the whole class
Extend the digital literacy focus for pupils ready to explore how apps and algorithms work in more depth
Spend more time on practical sleep strategies if pupils need additional support building routines
