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This page provides information about the primary curriculum pack Your Body Matters, which covers the topics of nutrition, physical activity, sustainability and food waste, and body image and self-esteem. If you have any questions about the resource or would like to hear more about it, please contact

What is Your Body Matters?

The Your Body Matters curriculum pack explores the topics of food, nutrition, physical activity, food waste and sustainability and body image and self-esteem, and has recently been reviewed by Health Improvement teams across Greater Glasgow and Clyde alongside education colleagues and health topic experts. 

Your Body Matters has been developed and quality assured by NHS Greater Glasgow and Clyde and has undergone an Equalities Impact Assessment. The pack is made up of Teacher Notes, Lesson plans and Activities, for each primary stage which have been mapped to the benchmarks for assessment outlined within the Curriculum for Excellence.   

Your Body Matters outlines additional resources for learning and the implementation of a whole school approach to health and wellbeing that can be used to support various learning needs alongside the pack. The pack is a go-to resource for schools in Greater Glasgow and Clyde ready for teachers to select and deliver lessons suited to the needs of their classroom.  

Who can use Your Body Matters?

Your Body Matters is available for all staff working across primary education who are delivering lessons on health and wellbeing. Your Body Matters can be adapted by educators based on the requirements of their pupils and classroom. In addition, there are resources which can be used in various school settings including those with supported learning needs across Greater Glasgow and Clyde.  

The resource was created and designed with the Greater Glasgow population in mind, however, the information and guidance are transferable to other health boards. We welcome wider use of Your Body Matters and would ask that you acknowledge NHS Greater Glasgow and Clyde when using or sharing the resource. 

Your Body Matters Curriculum Pack

Introduction, policy context and using the pack

This document outlines the rationale and policy context for the development of the Your Body Matters curriculum pack as well as, the experiences and outcomes included within the Curriculum for Excellence and the benchmarks to support the process of assessment and moderation. 

Teacher Notes
Lesson Plans

The Your Body Matters Lesson Plans provide suggested activities that support learning on each topic area included within the pack. Each lesson plan has been mapped to the experiences and outcomes outlined within the Curriculum for Excellence to support pupil and classroom assessments. These lesson plans should be used alongside the Teacher Notes and Additional resources and useful website documents linked in the sections above and below.  

Additional resources and useful websites

The resources and websites provided will support teaching and learning within the classroom. These cover various topics which are associated with each Lesson Plan and Teachers Notes and aim to support educators to adapt lessons to meet varying learning needs. 

The Parent Handout templates covering various topics included within the pack that can help support learning at home. These handouts can be edited for educators to include local information or support or to provide an update on what has been covered in the class.

The References documents collates all of the research and policy used to inform the contents of the pack. This might be useful to support any further exploration or learning on the topics covered within Your Body Matters.

PEPASS

The Your Body Matters curriculum pack should be used alongside PEPASS resources. Please link with your Active Schools Co-ordinator to plan and integrate activities into your teaching.  

Communications

The Your Body Matters working group have created a communications pack alongside the Your Body Matters curriculum pack to support ongoing promotion. In this communications pack you will find suggested communications to share with your colleagues, teams and partners including: a power-point presentation, email template, social media text and digital media such as, images, GIF’s and a short promotional video. We would encourage health professionals, educators, HSCP’s and schools to use this resource to promote the Your Body Matters pack and the topics covered. 

The Glasgow City Health Improvement Training Calendar offers online and face to face training on a variety of health priorities and themes.

For all queries, please email northeastyouth@ggc.scot.nhs.uk

The board wide Mental Health Improvement Team share information on a range of mental health training and capacity building opportunities available below.

This page provides information on a range of resources developed for education, youth, community and third sector partners who work with children and young people.

Health and Wellbeing App for Education in Glasgow City

A Health and Wellbeing App has been developed by Glasgow City HSCP Health Improvement Team for Glasgow City Education staff.

The app provides easy access to a tool where teaching staff can access a range of Health Improvement resources. The app aims to streamline communication, share quality assured materials and create a consistent health and wellbeing offer to education across the city.

Glasgow City Youth Health Service

Glasgow City Youth Health Service offers confidential, personalised support for young people aged 12-19 years in Glasgow City.

Update July 2023

The NHSGGC Health and Wellbeing Directory had now closed.

For all local NHSGGC and HSCP health and wellbeing service information you should now visit:

Accessing core NHSGGC health improvement programmes and services

Physical Activity
Weight Management
Smoking Cessation
Money Advice
Alcohol And Drug Recovery Services

For alcohol and drug addiction problems individuals can either self refer directly to the local specialist teams or contact their GP. Crisis services are also available at the Glasgow Alcohol and Drug Crisis Service.

Signposting, support and self-management

Carers
  • Carers – NHSGGC
  • Carers support can be accessed via the Support and Information Service, contact: sis@ggc.scot.nhs.uk
  • Call the Carers Information Line on 0141 353 6504 – they will put carer in touch with local service​
  • Information leaflets & cards available to order for free
Mental Health and Wellbeing Support
Type 2 Diabetes

Support and information on Type 2 Diabetes, Prediabetes and Gestational Diabetes:

For enquiries contact: hwd@ggc.scot.nhs.uk

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

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

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

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

Contact Us
Annual Reports

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

2022 – 2023 Annual Report Health Improvement annual report 2022-2023

2021 – 2022 Annual Report Health Improvement annual report 2021-2022

Strategic Direction

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

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

Glasgow City HSCP Health Improvement Strategic Direction 2023 – 2028

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.
  • Send the Be Screen Smart Flyer & Pledge Card home.
  • As you embark on this project please note that an enthusiastic attitude will help pupils in their efforts to reduce the time they spend on screens for entertainment. If the staff also takes part in the project and reduces their entertainment screen time and shares their attempt to reduce entertainment screen time with the children this will help in encouraging pupils to do so too. 
  • Please also consider other ways your establishment can support this attempt.    

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

Health Improvement Team

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

Primary School
How to implement the Be Screen Smart project in your school

Overview

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

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

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

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

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

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

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 screenbased 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

  1. 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).
  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.
  3. 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.
  4. 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).
  5. 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.
  6. Over the next few days, remind the pupils to complete their Screen Time Tracking Form.

Send information below home

Lesson Plan 2 for P1 to P7

BACKGROUND

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

Learning Intention

Learner will:

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

Success Criteria

I can:

Understand the impact of having too much screen time and how this affects my health. (P1 to P7)
State what is screen time (P3 to P7)
Explain/identify the guidelines for entertainment screen time(P4 to P7)
Identify screen-free activities I like to do during my free time. (P1 to P7)

Links to Curriculum for Excellence

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

TIME NEEDED: (45 minutes)

Send information below home

Letter for Parent/Guardian
Be Screen Smart School Pledge

Activity Steps with Pupils – Primary 1

Circle Time – Teacher Led

Introduction:

Discuss with class the benefits of using screens for learning and connecting with family and friends. 

  1. Collect screen time tracking forms.
  2. Ask the question, “What do you like to do when you are not in school?”
  3. 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.
  4. 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).
  5. 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.
  6. 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.
  7. Discuss what is good for health, for example: Exercise, physical activities, eating fruit and veg. 
  8. 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. 

  1. Collect screen time tracking forms.
  2. Ask each pupil to list 3 activities they like to do after school which do not involve screens.
  3. Pupils take part in a screen free activity either as a class indoor or outdoor. 
  4. 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. 
  5. 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
  1. 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
  1. Collect screen time tracking forms.
  2. Discuss what is screen time? Screen Time is time spent in front of screens.
  3. Discuss with class the benefits of using screens for learning and connecting with family and friends.
  4. Discuss what are screen-free activities. Write answers on a board.
  5. 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.
  6. 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
  1. Collect the screen time tracking forms.
  2. Discuss with class the benefits of using screens for learning and connecting with family and friends.
  3. 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.
  1. Introduce the guidelines for screen time.
  2. 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.
  3. Ask pupils to think about their favourite app, video or computer games & what makes the app fun?
  4. 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:

  1. 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
  1. Collect the screen time tracking forms.
  2. Discuss with pupils the benefits of technology and what they enjoy most when spending time on screens?
  3. 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?
  4. Ask pupils to list the benefits of spending less time on screens. Share with class.
  5. Ask pupils why is it important to be physically active every day? What can they do to be more physically active?
  6. 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.
  7. 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!”

  1. Hand out passenger Bus sheet
  2. 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
  1. Collect screen time tracking forms.
  2. Discuss the guidelines for screen time.
  3. Ask pupils if they were surprised with the results from the tracking form & if they can reduce their daily screen time?
  4. Explore the pros and cons of screen time. Get pupils to give answers and make a list on smart board.
  5. 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:

  1. Collect the screen time tracking forms.
  2. Discuss with pupils the benefits of technology and what they enjoy most when spending time on screens?
  3. 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?
  4. How can spending too much time watching TV, playing video games, or using a computer, tablet, or smartphone affect your health?
  5. Why is it important to be active, play sports, or just play with friends every day?
  6. What are the current guidelines for screen time?
  7. What are some of your favourite physical activities? List active things you can do inside and outside.
  8. 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

  1. True or false: Children who spend lots of time in front of TV, video, 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

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 activitiesThis 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

  1. Turn off TV & other electronic devices during mealtimes
  2. Make sure media does not take the place of adequate sleep, physical activity and other behaviours essential to health
  3. As a family, do activities together & have fun
  4. Join a sports team, club or take up a hobby
  5. Turn off all devices at night
  6. 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 1 Introduction (Track Screen Time) Day 1

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

SESSION (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.

SESSION (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 (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.

SESSION (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 & OutcomesHWB 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 & HealthHWB 2-37aI can understand how advertising and the media are used to influence consumers.
Planning for choices & changesHWB 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 IntentionsI 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.

TIME NEEDED

20–30 minutes

GETTING READY

Review:

Activity Steps with Pupils

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.

TIME NEEDED

50-60 minutes

GETTING READY

 Activity Steps with Pupils

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.

TIME NEEDED

  • 50-60 minutes 

GETTING READY

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

  1. 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.
  2. 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.
  3. Ask pupils if they were surprised at the amount of TV they watched and computer activities they did.
  4. 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.
  5. 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.
  6. 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?”
  1. 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.
  2. 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.
  3. 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.
  4. 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.

TIME NEEDED

50-60 minutes 

GETTING READY

Activity Steps with Pupils

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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.
  7. 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

  1. 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.
  2. 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).
  3. Provide certificate of participation to all.
  4. 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?

  1. 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)

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

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

Keeping Mum

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

Teacher Support Pack

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

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

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

Keeping Mum Video NHSGGC – Keeping Mum – YouTube

Gender Based Violence – Crush Film and Secondary School Teaching Resource

Crush

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

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

Teacher Support Pack

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

Guidelines for Responding to Gender Based Violence in a Youth Setting

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

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

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

An Evaluation of ESYP Training can be found HERE

Use this form to book resources.

Please note: resources must be collected and returned to our office in West House, Gartnaval Hospital. We will be in touch to arrange suitable times for this.

Healthier, Wealthier Children(HWC) aims to contribute to reducing child poverty by  helping families with money worries. The project is working closely with antenatal and community child health services to target pregnant women and families with young children experiencing, or at risk of, child poverty, as costs increase and employment patterns change around the birth of a child.

The project offers income maximisation advice for families experiencing child poverty and will aim to prevent families from falling into child poverty by working with health and early years services to identify families at risk at an early stage. Consequently the main service groups targeted for providing referrals to Healthier, Wealthier Children income maximisation services will be, in the first instance, midwives and other antenatal service staff, health visitors, oral health and breastfeeding advisers, parenting support workers, and early education staff.The initiative has been running since October 2010. As of August 2020, financial gain is estimated at £36,462,342 from 26,687 referrals. Healthier Wealthier Children models are cited as a requirement of Scotland’s Child Poverty action plan and similar models have been developed in Australia, Sweden and Newham in East London

The principles of the initiative are being rolled out nationally. NHSGGC staff are linking with Health Scotland on this.

The initiative is cited in:

  • Equally Well Annual Reports
  • National Child Poverty Strategy
  • National Early Years Collaborative
Project Structure

Healthier Wealthier Children is a collaboration between NHS Greater Glasgow and Clyde, Local Authorities, Glasgow Centre for Population Health and Voluntary Sector Money Advice Services.

Almost half of the children in Greater Glasgow and Clyde live in low income households, ranging from 25% in East Renfrewshire to 69% in East Glasgow [1]. Addressing child poverty is a key Scottish Government strategy for improving children’s health and well-being and is supported by the strategies, Equally Well, Achieving Our Potential and the Early Years Framework. Maximising families’ income is one element of addressing child poverty and a practical action that health and social care service providers can offer with the right support. A collaboration between NHS Greater Glasgow and Clyde (NHSGGC), Glasgow City Council (GCC) and Glasgow Centre for Population Health (GCPH) with additional support from other council partners has been successful in attracting funding from the Scottish Government Social Inclusion Division for a Child Poverty and Financial Inclusion Project.

The funding of £1,058,375 was secured for 15 months from January 2010 to provide income maximisers and development officers for all Community Health (and Care) Partnerships across NHSGGC. It builds on actions taken by NHSGGC to meet the objectives outlined in the Scottish Government Health Directorates Chief Executive Letter (CEL) 36 for improving nutrition for families living in disadvantage. CEL 36 implementation included work to improve uptake of the UK-wide Healthy Start programme and through this identified a gap in financial service provision for families attending antenatal and postnatal health services.

Building on the Healthy Start work, the Project supports the development of expertise within financial inclusion services and health structures for addressing child poverty by targeting income maximisation advice to pregnant women and families with infants and young children. The main aims of the Project are to:

  •  Test out a partnership model of providing income maximisation advice at a local level; and
  •  Develop a strategic approach to linking this service provision with health and other services in the longer term.

The Project is implemented through all HSCPs across Greater Glasgow and Clyde. Income maximisers in HSCPs and development officers will be employed across the whole of NHSGGC to establish referral and information pathways between health and financial inclusion service structures. The Project targets families with children under 5 attending health and early years services although some exceptions will be allowed. For example, particular attention is paid to picking up families who face additional barriers to maximising their incomes such as in the case of kinship carers, or where affordable childcare is unavailable.

NHSGGC has a Financial Inclusion Group, which reports to NHSGGC Corporate Management Team. The Healthier Wealthier Children Project Steering Group reports to the NHSGGC Financial Inclusion group[1] Low income households are defined here as being in receipt of any benefits, out of work or in work (2006 data, GCPH analysis, 2009)

Definitions and Standards

What is financial inclusion?

Financial inclusion means that individuals have access to appropriate financial products and services. This includes people having the skills, knowledge and confidence to use these products and services

Financial Inclusion Guidance for staff

NHSGGC has developed Guidance for staff on money worries. This guidance includes working with patients and sources of support for staff who have money worries.

Health benefits of financial inclusion

Summary Report: The Health Benefits of Financial Inclusion

Addressing financial exclusion is a priority for health service providers because it has the potential to reduce health inequalities and tackle the social determinants of ill-health. People living with long term ill-health or disability are more likely to be living in poverty, a key factor in poorer health outcomes. The NHS has contact with people as part of their rehabilitation and self care pathway and therefore an opportunity to support people’s wider social needs.

To develop an inequalities sensitive health service NHSGGC wishes to skill health practitioners to understand the social issues and structural inequalities facing their patients, support patients with these and have the capacity to refer them to appropriate services. Current evidence shows that the health inequality gap is widening and the current economic downturn is likely to worsen the situation for our most deprived communities and excluded groups; including women, black and minority ethnic people, disabled people, homeless people, refugees and asylum seekers. Financial exclusion is a growing concern in this context and so more needs to be known about the role of financial inclusion interventions in improving health.

About the Review

To date, NHSGGC has piloted a number of financial inclusion initiatives. A Financial Inclusion Group has been established to draw lessons from current practice and mainstream good practice in a sustainable way. It has developed an action plan, which it reviews regularly. To inform the work of the Financial Inclusion Group, the Scottish Poverty Information Unit (Glasgow Caledonian University) was commissioned to conduct a literature review. The broad aim of the review was to summarise the health benefits of financial inclusion identified in existing research and involved:

  •  A review of evidence of the health and quality of life impacts of financial inclusion initiatives, with particular reference to collating evidence of NHS-based interventions & the health benefits of these
  •  Exploring models of practice and learning to improve practice and identify evidence of the tools and barriers that exist
  •  Reviewing research methods used in existing studies
  •  Development of recommendations about future policy, practice and research

The research team undertook a Rapid Evidence Assessment (REA). REAs provide a balanced assessment of what is already known about a policy or practice issue. The method is appropriate for this review because the policy area is relatively new and there are few existing studies. It focused on English language sources and data, and on reports published in the last 10 years, with an emphasis on UK studies.

Key Findings

This review identified 16 key studies or journal articles which have reported health and social outcomes of financial inclusion interventions. It is clear that NHS has long recognised the value of improving access to welfare benefits and income maximisation in tackling health inequalities. Initiatives that tackle the broader issues relating to financial exclusion, such as financial awareness or financial capability are relatively recent. Many of these new initiatives remain at the early stages and few have been evaluated, particularly for their impact on health. This presents opportunities for future evaluation and research to explore the health impacts of these approaches.

All 16 of the studies identified discuss heath impacts of advice provision. Only two evaluated additional approaches including financial exclusion awareness raising sessions, money management guidance, or development activities. The studies generally focused on the provision of welfare benefits advice including income maximisation work. However, Citizens Advice Bureaux (CAB) and many other advice services advise clients on a range of social, legal and welfare rights issues (including, for example, housing, employment, taxation and debt) and several studies highlight the wide range of issues addressed and the fact that individual clients may raise more than one problem.

The main message from across the studies is that both qualitative and quantitative methods identify benefits from advice in terms of improved mental health, reduced stress or anxiety and better quality of life, but there is less evidence of improvements to physical health. Relatively short follow-on study periods and other methodological issues are suggested to have contributed to modest results in some studies.

Targeting services

Where projects have involved targeting vulnerable groups there is limited evidence of analysis of the different situations or the impacts for groups within target populations, for example, on the basis of gender, age, ethnic origin, disability or learning difficulties. Strategies that work for one group or situation can inform work with other groups but may not always be effective. Research and evaluation need to go beyond recording the characteristics of service users and explore different needs, impacts and outcomes of advice. However, this work should also be informed by a growing body of research on effective practice in financial inclusion work.

Benefits for Health and wellbeing

One assessment of work to date is that there is little need to conduct additional work to determine whether welfare rights advice has a financial effect but the potential benefits for health and wellbeing remain largely theoretical. Both qualitative and quantitative research has however identified that financial inclusion interventions can impact positively on people’s mental health and well-being. The importance and value of this has been under-played in the literature. The relationship between debt and mental health and the wider effects of addressing the stress and anxiety of debt and low income is a clear area for future research.

The review has also identified opportunities to further develop existing approaches to tackling financial exclusion. For example, in addition to welfare rights and debt advice, other linked areas of policy and practice have the potential to be considered in integrated approaches to financial inclusion because they are strongly linked to the issues of poverty and ill-health. Addressing fuel poverty is one area that has been highlighted. Prevention of homelessness and eviction and re-housing of homeless individuals is another area in which the right advice and support is essential to addressing the situation of people who are likely to have health and/ or addiction issues.

These wider issues also serve to highlight the need for a broader agenda in research that takes more account of the complexities of people’s lives. The review raised questions about whether enough account has been taken of the effects for different groups of people and different health circumstances (for example acute and chronic health conditions, mental health problems).

Evidence of effective practice exists, but this would benefit from further development. In particular advice needs, like health needs, are often not static and some flexibility in service design may be needed to respond to changing needs. For example, someone diagnosed with a condition involving long-term management or a long period of recovery may have particular and different advice needs at the point of diagnosis, when entering or leaving hospital as an in-patient and during periods of recovery or deteriorating health. Such an approach would be consistent with the aim of holistic provision and the aims of providing seamless services and the use of the pathways approach. Training and information sharing are necessary components for ensuring that health and financial inclusion professionals have the right levels of awareness and expertise for the work they do.

Financial inclusion is an area of mutual concern for local government and health services. It has much potential to contribute to better understanding of how services can help to reduce health inequalities and address any unintended consequences of the way services currently work.

Recommendations for Research

There is considerable potential for financial inclusion initiatives to contribute to an agenda for improving health. To gain a better understanding of the impact on health the following approaches to research are recommended:

  • More research is needed to broaden understanding of the importance of factors such as gender, family circumstances, age, ethnicity or disability for different groups within target populations to improving health, wellbeing and quality of life through financial inclusion work
  • For its contribution to be understood better and the social impacts of financial inclusion taken into account more fully, there is a need for multi-disciplinary research involving people with expertise in both health and financial inclusion
  • More mixed-method and holistic, qualitative approaches should be adopted and more sensitive research tools developed for assessing the impact of financial inclusion and that is relevant for target groups
  • Longitudinal studies are required, lasting beyond the one year duration of most studies in the past, particularly to understand more about the impacts on physical health and the potential for financial inclusion to contribute to reducing the physical health risks associated with poor mental health.

Recommendations for Practice

Recommendations for practical approaches to take forward financial inclusion work within NHSGGS include the following:

  • Project and service monitoring should reflect both project and wider policy priorities, for example, monitoring for family situation / relationships, dependents and caring roles
  • Financial inclusion development and evaluation should take account of the reach to different groups, including within target populations
  • Existing research and practical guidance can inform this area of work, including adaptation of existing effective practice to reach new groups
  • Consistent with holistic service provision and the pathway of care approach, projects and services should be developed in a way that recognises the importance of responding to changing needs over time
  • NHSGGC should consider how addressing fuel poverty can be incorporated within its approach to financial inclusion and the linked issues of housing circumstances, including the risk of or actual homelessness, that are potentially important areas for advice and support
  • There may be a need for wider links, for example with services addressing advice on homelessness and benefits, including CABs and Shelter, in a broad agenda to tackle financial exclusion
  • Partnership working should involve health and financial service providers, but also service users and carers and the services that support them, for example, key workers. Consideration should be given to involving other service providers such as in housing and domestic fuel supply.
  • Training, awareness raising and capacity building are needed for staff, not to become experts in new areas, but to refer effectively, for example: training for staff in financial inclusion work on issues such as health needs, or mental health first aid; for health service staff on the breadth of rights and entitlements, sources of help and when and how to refer; and for all groups, equality and diversity training may be important, particularly in projects involving screening of potential clients for financial inclusion interventions.
  •  

The full report is available to download at the Scottish Poverty Information Unit website:

Health Benefits of Financial Inclusion: A Literature Review (pdf)

Case Studies
Case Study 1- Mum with two children under seven, one with learning difficulties
  • Mum with 2 children under 7. Son suffering from learning difficulties and bowel problems. Mum required replacement bed and bedding, washing machine and clothes. Community Care grant of £373 awarded after initial rejection. Only successful because money advice service persisted given patient under severe emotional and financial pressure.
  • Disability Living Allowance applied for. Son awarded high rate care for 2 years on 5th April but the award was backdated to 11th March. Mum did not wish to appeal the fact that no mobility component was awarded.
  • As there was an award of high rate care this led onto the client being eligible for Carer’s Allowance. Third appointment made to complete forms and benefit awarded. A backdate had been requested and granted to the 11th March when the DLA was awarded.
  • his then led to a review of patient’s Income Support so that all relevant premiums could be added and recalculated.
  • Patient went from receiving £255.00 per week to now receiving £451.71 per week for all benefits.
  • All backdated money received as lump sum was £2,360

Client says: “I have found the service really beneficial and was shocked at how much I was actually entitled to after the Job Centre initially rejected my case. If only there were a million X [Income Maximisers] out there.”

Case Study 2- Working mum on maternity leave
  • Working mum on maternity leave, still living with parents, had never accessed the benefits system before. On the 36th week of pregnancy, the patient was referred to the money advice service by her midwife, allowing money advice service to begin a full assessment of her needs.
  • After explaining what statutory pay entitlements the mum would get, a benefit check revealed that she would only be eligible for benefits after the birth of the baby.
  •  Mum agreed to come back for a second appointment to help her to apply for the relevant benefits, including Child Tax Credits, Sure Start Maternity Grant and Child Benefit.
  • The Sure Start Maternity Grant would only be applicable after the qualifying benefit of Child Tax Credits was awarded. At the third appointment, this was applied for after the good news came through about the Child Tax Credits. 
  • All in all, the mum will receive a net gain in benefits awarded of just under £4,890 for the year
Case Study 3 – Young couple with three children, two with disabilities

A young couple with 3 children, the youngest 2 are under 5 and each has a disability. Dad works full time in fairly low paid employment with mum at home full time caring for the children. The couple are owner occupiers. Mum finds it very difficult to go out with the children as she is unable to use public transport and taxis are too expensive. Due to the children’s mobility difficulties, Mum and the children spend most of their time at home which means heating the home for most of the day and night. Due to the children’s disabilities mum has to do lots of laundry. These factors are having a big impact on the family’s energy bills. Debt has been accrued with Brighthouse, a high street weekly payment household goods store, totalling £6000 for a suite and a tv. Weekly payments to Brighthouse are £33 with 2 payments remaining on the suite.  The family Health Visitor suggested a referral to HWC following a diagnosis of significant disability of youngest child. Mum commented she did not think that a child of 2 and half years would be entitled to DLA but was happy for the referrals to be made.

Following referral to HWC the Income Maximiser assisted the family in applying for additional benefits. The family were awarded Middle Rate Disability Living Allowance (DLA) and disabled child element of tax credits. This amounted to an additional £47.80 and £52.21 extra per week respectively. Mum stated that the extra money will help with taxi costs, she can now afford hackney style taxis to get out and about to hospital appointments; this had been a problem in the past with the larger style pram. Mum can also afford taxis to go to clubs and support groups in her area. The extra money will also go towards utilities bills and mum will not have to worry as much about times when she has to heat the house for days at a time, i.e. winter 10/11 was a very worrying time. A benefit check also revealed that the couple were entitled to Council Tax Benefit, they assumed they wouldn’t be as they were owner occupiers, this saved the family £943.44 per year.

The couple were also supported to apply for a mentored loan of £500 from their local credit union and Money Matters, the income maximiser also negotiated the return of the tv to Brighthouse. A tv was purchased from a local supermarket for under £500 with repayments on the mentored loan £12 per week, £2 of which is savings with the credit union.

Engagement with the service has clearly brought about significant improvement for this couple and while this may not be the case for everyone it highlights the potential contribution Health Visitors and other key health staff groups can make to reducing child poverty

Case Study 4 – Client with two children recently separated from partner

Client referred by family support worker. Client recently separated from partner very stressed.

  • Young women with two children one under 5 with long term illness.
  •  Child has had various operations but has not been diagnosed.
  • Income Max got support to complete D.L.A application for child
  • Client has a lot of Debt to Brighthouse to a sum of £6,000 for a suite and television and a small amount to Provident, client paying off debt at £33.00 a week.
  • Client only had 2 payments to go to finish of paying for suite but had just got the television.
  • Outcomes
  • Income Max got client a mentored loan through Credit union and Money Matters for £500.
  • Money Matters negotiated with Brighthouse for client to return television.
  • With the £500 loan the client bought a new television from Tesco.
  • Client now only paying £12 per week back for mentored Loan of which £2.00 is being put into her credit union, by the time client has paid off loan she have savings for the first time.
  • Money Matters got her re-payments to Provident down to a £1 per week and changed clients energy over to the social tariff saving her another £7.00 per week.
  • Client was unsuccessful on the first application for D.L.A – Welfare Rights Officer appealed was given D.L.A and higher rate tax credit and carers allowance which has given the family an additional £130 per week.

Taken nearly 5 months work to get final outcomes

Case Study 5 – Single mum with young baby

Client a young single mum with young baby who is concerned about debt

  • Client has been given a £50 fine for dropping a crisp bag in the street on her estate by community warden. 
  • Client not able to pay fine.
  • Income Max telephoned Community Warden Team to appeal as mother said she didn’t mean to drop it; it fell out of the pram.
  • Community Warden team said “you can appeal for fines for dog pooh or cigarettes but not litter”.
  • Income max explained client’s situation – Community Warden gave client extension of 4 weeks to pay.
  • Client still not able to get the money together in time.
  • Income Max telephoned again to see if she could pay it back so much a week.
  • Case now has been sent to Sheriff court and the fine had gone up to £75.00 for non payment.
  • Income Max eventually managed to get the court to agree that client to pay £5.00 each week which would be taken of her benefits to pay the fine.
  • Court would not waiver the additional £25.00 interest added due to late payment.
  • Have taken this case to Council representative and suggested that maybe instead of a fine that in some cases individuals could be told to attend a two hour awareness session on the environment which might be more appropriate. Instead of increasing peoples debt.
Case Study 6 – Mother not receiving Healthy Start vouchers

Referral from Social work support worker- Mother not receiving Healthy Start vouchers.

  • Client had put in 4 applications for Healthy Start Vouchers never received anything.
  • Income Max contacted Healthy Start Helpline and was told that client must have moved address and not informed Healthy Start therefore 1st application not valid
  • 2nd application midwife wrote the wrong estimated delivery date on the application again void (no letter ever sent to client)
  • 3rd application H/V did not put her postcode of work base therefore application void. (even although H/V tel on the form)
  • Income Max appealed against decision and asked if vouchers payment could be backdated is it was not client’s fault.
  • Healthy Start at first said no and every time Income Max telephoned they would give a different reason why client was not entitled to backdated money. No consistency at all with the helpline staff.
  • When Income Max quoted something from the Healthy Start booklet in defence of client helpline staff stated that the booklet was wrong.
  •  Income Max e-mailed Rights adviser who she had met the week before at a training event and told her the story. The Rights adviser advised Income Max that the booklet was correct.
  •  Income Max eventually got clients claim backdated and client received £269.00 for backdated money alone
Case Study 7- Family with disabled child

Due to the intervention of an Income Maximiser, a family where one of the parents was working, discovered that they were entitled to extra weekly benefits totalling £140.

This was because the youngest of their three children have disabilities and have now been awarded Middle Rate Disability Allowance of £47.80 and the disabled child element of tax credits, equal to £52.21.

The additional cash is easing the financial burden because the mum is unable to work, staying at home to look after the younger children.

Because of the children’s mobility problems they were unable to use public transport and since taxis are expensive, a lot of time was spent at home.

And the children’s disabilities means that mum has a lot of laundry to do, adding to the energy bills.

Now the family can afford taxis to attend hospital appointments, clubs and support groups in their area and have more money to put towards utility bills.

Case Study 8- Family with one parent in full-time low paid employment

A home owning family involved mum working full-time in a low paid job, with dad looking after their three young children.

They spoke to a Health Visitor Support Worker about their financial concerns and stress and anxiety this was causing, but thought that they were receiving all of the benefits they could apply for.

 An appointment with an Income Maximiser led to a benefit check being carried out which revealed that they were entitled to Council Tax Benefit, saving them £943.44 annually.

The parents reported that this extra help is reducing their financial pressures and stress and mum now felt able to look for a better paid job.

Also the family are now in a position to set aside money for any emergencies, such as replacing their washing machine and also buy the children new toys which they hadn’t been able to do for sometime.

Case Study 9 – Single parent with disabled child

A single parent was working part-time (on national minimum wage) and struggling to cope due to the needs of her only child who had been unwell for some time and was exhibiting behaviour and learning difficulties: the child had been undergoing investigation for strange seizures and was not adjusting well at school. When referred, the mother could no longer work due to stress and anxiety and was on sick leave: however, the employer was not paying SSP and the DWP would not award ESA because of the employer’s responsibility.

Fortunately, there occurred at this time a definitive diagnosis of absence epilepsy – a rare condition – which enabled a straight-forward claim for Disability Living Allowance: since the child was awarded high-rate care and low-rate mobility there was also a significant increase in the Child Tax Credits award. It was not really feasible for the parent to return to work due to the time and effort involved in caring for her child hence this meant applying for Income Support and Carer’s Allowance (including the carer’s premium on the I.S.)

In total, including back-dated payments, household income is now £337 per week or £17,524 over the course of the next year. This means that the parent can now focus solely on the support and development of her child and provide properly for additional needs.

Resources for Staff

Healthier Wealthier Children has developed a number of guidance tools for health and money advice services staff. These have been developed, by Healthier Wealthier Children workers, as a result of needs identified by frontline staff.

Guidance – Health staff

Quick Guide to welfare benefits for families with children (pdf) has been used extensively in the project. It fits into staff diaries and is a good reference aid for staff when working with clients.

Quick Guide to benefits for children with additional needs  (pdf) is being piloted with Health Visitors within short awareness sessions about Child Disability Living Allowance . The project found many misperceptions about what children are eligible for DLA and application processes.

Guidance – Money Advice Services Staff

non-engagement protocol (pdf) has been developed with the aim of providing a standard approach for managing Healthier Wealthier Children referrals across NHS Greater Glasgow and Clyde and increasing efficiency of services to respond to referrals. It is considered an example of good practice on managing referralas by NHSGGC’s Strategic Financial Inclusion Group.

Guidance on dealing with sensitive patient issues (pdf). This outlines what is expected and not expected of Money Advice Services staff when dealing with NHS clients, who may disclose complex health issues. 

Good Practice Reports

There have been a number of reports collated on innovative work in Healthier Wealthier Children.

Healthy Start Antenatal Cooking Classes in North West Sector Glasgow City CHP Report (pdf)

In Inverlcyde, Barnardos provide a groupwork programme for pregnant women with complex needs.  Healthier Wealthier Children was integrated into this approach which resulted in increased patient engagement with Money Advice Services. 

Healthier Wealthier Children partnership work with Barnardo’s Inverclyde (pdf) 

In South East Glasgow, engagement and training for nurseries resulted in better partnership working between health visitors, nurseries and Healthier Wealthier Children and improved care pathways for patients.

Healthier Wealthier Children partnership working with nurseries in Soutn East Glasgow (pdf)

An Equality Impact Assessment (EQIA) was carried out for the project overall with some local areas also carrying out EQIAs.

The project has been innovative in providing a service in 48 locations across NHSGGC.  This has been mapped against deprivation levels to inform service planning post project.

Development Workers across NHSGGC collated good practice and challenges with Healthy Start implementation.

Money worries and budgeting were integrated into a pilot project on antenatal cookery classes in North West Glasgow. This pilot was targeted for pregnant women who have complex needs. Budgeting with Healthy Start vouchers and use of Healthy Start vitamins were covered in the pilot.

Healthy Start Antenatal Cookery session Report (pdf) 

HWC Training

Development Workers and, at times, Income Maximisers have carried out a wide range of awareness sessions and training to health and other staff. It has also included innovative work in, for example, nurseries and weaning fairs of referral options for parents and training for Health Visitors on the links between employability and financial inclusion. 

Two standard presentations (shorter and longer versions) were developed on child poverty for frontline staff.

Child Poverty Presentation (short version)

Child Poverty Presentation (long version)

In addition, Development Workers and Income Maximisers themselves have shown a high commitment to learning. HWC provided induction training and an induction pack (pdf)  on welfare reform and welfare benefits for children and families and equalities monitoring. Poverty Alliance Scotland have provided Poverty Awareness Training and Training for Trainers. Child Poverty Action Group provided training on specific issues for children including Child Disability Living Allowance. 

Summary Evaluation report on Poverty Awareness Training delivered to NHS Greater Glasgow and Clyde (pdf)

National Consultations

The good practice within Healthier Children was also recognised in the Equally Well Review  and  in NHSGGC’s response to Scotland’s Child Povery Strategy:

Passported Benifits – Consultation Response (pdf)

Child Poverty Strategy – NHSGGC Final Consultation Response (pdf)

Video Resource for staff

Healthier Wealthier Children, in collaboration with NHS Education for Scotland and IRISS, have produced a video that highlights the challenges and opportunities in raising the issue of money worries with clients. 

Money Worries – A case study of how professionals in health and social care services ask and respond to client’s money worries. Rose Sloan, a special needs in pregnancy service midwife at Inverclyde Royal Hospital, talks about the importance of raising the issue of money worries with clientshttps://player.vimeo.com/video/50375916?color=ffffff&title=0&byline=0&portrait=0

Healthier Wealthier Children: Responding To Money Worries from Mindreel.

Documents and Publications

Articles/Publications/Reports/Documents: 

Media Exposure

Press release in News Medical Online, following this publication entitled “Study evaluates role of midwives, health visitors in tackling child poverty” (2013) Press release by RCN Publishing Company in www.alphagalileo.org entitled “Nurses help fight child poverty in Scotland” (11th June 2013) The Herald 6th March 2011 “Child poverty project which makes a real difference” Evening Times 17th Oct 2013 “£4.5m boost for families in poverty battle” Featured in Evening Times 7th Nov 2014 “Advisors deliver £20 million health boost” and Kirkintilloch Herald 5 Nov “Income advice scheme saves £20 million” Features in Glasgow Advice and Information Network newsletter – Jan 2011; Nov 2011; Aug 2012; NHSGGC Health News – April 2011, Sept/Oct 2011; October 2014; Clydebank Post – June 2011; Herald Features Article (Stephen Naismith) – July 2012; Paisley Daily Express – Jan 2012; Children in Scotland Newsletter – Jan 2012; Herald parenting supplement – Sept 2012

Related Links
Sickle Cell Carrier (HbAS)

What does this mean to the baby and his/her parents?

When a baby is identified as a carrier of sickle cell disease it is important to test the parents, if not done before. This way it can be confirmed from which parent this has been inherited and, at the same time, it ensures there are no risks for future pregnancies.

When either parent has been confirmed as a carrier of sickle cell, information on their implications can be found in the following page:

https://www.gov.uk/government/publications/your-baby-carries-a-gene-for-sickle-cell/sickle-cell-and-thalassaemia-screening-your-baby-carries-a-gene-for-sickle-cell

Actions

Test baby’s parents, if not done previously (that includes: haemoglobin screen, full blood count and ferritin levels). This can be done in primary care. 

  • If only one parent is a carrier of sickle cell, the couple has a 1 in 2 chance (or 50%) to have children who are carriers.  
  • If one parent is a carrier of sickle cell and the other is a carrier of any other haemoglobin variant, refer to Clinical Genetics for appropriate counselling on their reproduction options.

If the couple has other children, only test them if the parent is a carrier of any other haemoglobin variant. Otherwise, there is no need to test them unless they are present with health problems. It is normally recommended to postpone testing until the age of 16, to enable them to make their own informed decision.

Stress that other family members can be carriers, so it is advisable to circulate the information to first-degree relatives (parents and siblings) They can request a test called “Haemoglobinopathy screen” via their GP

Make sure the patient understands the rare health issues associated with being a carrier. They should therefore be advised to:

  • Avoid situations where there may be a shortage of oxygen (deep-sea diving, unpressurized aircrafts, etc).
  • Inform the anaesthetist if they are going to require an anaesthetic.
  • Keep well hydrated.

Refer children and adults with haematuria.

Refer children and adults urgently if they present symptoms suggestive of renal medullary cancer. Symptoms include: haematuria, weight loss, loin pain, fever and abdominal pain.

Give the appropriate information leaflets (“Information for mums and dads: your baby carries a gene for sickle cell” and “You are a sickle cell disease”).

Make sure the patient has received his/her haemoglobinopathy card.

Explain that it is still important to have malaria prophylaxis if visiting an area where malaria is endemic.

More Information

If you would like more information about haemoglobinopathies and testing, please do not hesitate to contact:

Community Genetic Counsellors on Tel: 0141 354 9201/ 0141 354 9229 (secretary)

Email: Community.Genetics@ggc.scot.nhs.uk

Haemoglobin C Carrier (HbAC)

What does this mean to the baby and his/her parents?

When a baby is identified as a carrier of haemoglobin C it is important to test the parents, if not done before. This way it can be confirmed from which parent this has been inherited and, at the same time, it ensure there are no risks for future pregnancies.

When either parent has been confirmed as a carrier of haemoglobin C, information on their implications can be found in the following page:

https://www.gov.uk/government/publications/baby-carries-a-gene-for-unusual-haemoglobin-description-in-brief/newborn-screening-your-baby-carries-a-gene-for-haemoglobin-c

Actions

Test baby’s parents, if not done previously (that includes: haemoglobin screen, full blood count and ferritin levels). This can be done in primary care.

If only one parent is a carrier of haemoglobin C, the couple has a 1 in 2 chance (or 50%) to have children who are healthy carriers.

  • If one parent is a carrier of haemoglobin C and the other is a carrier of Sickle Cell Disease (haemoglobin S), refer to Clinical Genetics for appropriate counselling on their reproduction options.
  • If one parent is a carrier of haemoglobin C and the other is a carrier of any other haemoglobin variant, reassure the couple as there is no other relevant interaction with any other haemoglobin variant.

If the couple has other children, only test them if the partner is a carrier of sickle cell disease. Otherwise, there is no need to test them unless they are present with health problems. It is normally recommended to postpone testing until the age of 16, postpone testing until the age of 16, to enable them to make their own informed decision.

Stress that other family members can be carriers, so it is advisable to circulate the information to first-degree relatives (parents and siblings) They can request a test called “Haemoglobinopathy screen” via their GP.

Give an appropriate information leaflets. (“Information for mums and dads: your baby carries a gene for unusual haemoglobin” and “You are a carrier of haemoglobin C”).

Make sure the patient has received his/her haemoglobinopathy card.

Explain that it is still important to have malaria prophylaxis if visiting an area where malaria is endemic.

More Information

If you would like more information about haemoglobinopathies and testing, please do not hesitate to contact:

Community Genetic Counsellors on Tele: 0141 354 9201 / 0141 354 9229 (secretary)

Email: Community.Genetics@ggc.scot.nhs.uk

Haemoglobin D Carrier (HbAD)

What does this mean to the baby and his/her parents?

When a baby is identified as a carrier of haemoglobin E it is important to test the parents, if not done before. This way it can be confirmed from which parent this has been inherited and, at the same time, it ensures there are no risks for future pregnancies.

When either parent has been confirmed as a carrier of haemoglobin E, information on their implications can be found in the following page:

Newborn screening: Your baby carries a gene for Haemoglobin D – GOV.UK (www.gov.uk)

Actions

There are 7 different types of haemoglobin D. The only clinically relevant variant is haemoglobin DPunjab.

Test partner, if not done previously (that includes haemoglobin screen, full blood count and ferritin levels).

  • If partner is not a carrier of any haemoglobin variant, the couple have a 1 in 2 chance (or 50%) to have children who are healthy carriers.
  • If partner is a carrier of Sickle Cell disease (Haemoglobin S), refer to Clinical Genetics for appropriate counselling on their reproduction options.
  • If the partner is a carrier of any other haemoglobin variant, reassure the couple as there is no other relevant interaction with any other haemoglobin variant.

If the couple has children, only test them if the partner is a carrier of a haemoglobin variant. Otherwise, there is no need to test them unless they are present with health problems. It is normally recommended to postpone testing until the age of 16, to enable them to make their own informed decision.

Stress that other family members can be carriers, so it is advisable to circulate the information to first-degree relatives (parents and siblings).

Give the appropriate information leaflets.

Make sure the patient has received his/her Haemoglobinopathy card.

Explain that it is still important to have malaria prophylaxis if visiting an area where malaria is endemic.

More Information

If you would like more information about haemoglobinopathies and testing, please do not hesitat to contact:

Community Genetic Counsellors on Tele: 0141 354 9201 / 0141 354 9229 (secretary)

Email: Community.Genetics@ggc.scot.nhs.uk

Haemoglobin E Carrier (HbAE)

What does this mean to the baby and his/her parents?

When a baby is identified as a carrier of haemoglobin E it is important to test the parents, if not done before. This way it can be confirmed from which parent this has been inherited and, at the same time, it ensures there are no risks for future pregnancies.

When either parent has been confirmed as a carrier of haemoglobin E, information on their implications can be found in the following page:

https://www.gov.uk/government/publications/baby-carries-a-gene-for-unusual-haemoglobin-description-in-brief/newborn-screening-your-baby-carries-a-gene-for-haemoglobin-e

Actions

If a carrier is found to have reduced MCV and MCH indices, iron supplementation is not required unless the patient’s ferritin levels are reduced.

Test baby’s parents, if not done previously (that includes: haemoglobin screen, full blood count and ferritin levels) This can be done in primary care.

  • If only one parent is a carrier of haemoglobin E, the couple have a 1 in chance (or 50%) to have children who are healthy carriers.
  • If one parent is a carrier of haemoglobin E and the other is a carrier of Sickle Cell Disease (Haemoglobin S) or Beta Thalassaemia, refer to Clinical Genetics for appropriate counselling on their reproduction options.
  • If one parent is a carrier of haemoglobin E and the other is a carrier of any other haemoglobin variant, reassure the couple as there is no other significant interaction with any other haemoglobin variant.

If the couple has other children, only test them if the partner is a carrier of beta thalassaemia or sickle cell disease. Otherwise, there is no need to test them unless they are present with health problems. It is normally recommended to postpone testing until the age of 16, to enable them to make their own informed decision

Stress that other family members can be carriers, so it is advisable to circulate the information to first-degree relatives (parents and siblings). They can request a test called “haemoglobinopathy screen” via their GP.

Give the appropriate information leaflets (“Information for mums and dads: your baby carries a gene for unusual haemoglobin” and “You are a carrier of haemoglobin E”).

Make sure the patient has received his/her haemoglobinopathy card.

Explain that it is still important to have malaria prophylaxis if visiting an area where malaria is endemic.

More Information

Community Genetic Counsellors on Telephone: 0141 354 9201 / 0141 354 9229 (secretary)

Email: Community.Genetics@ggc.scot.nhs.uk

Haemoglobin Lepore Carrier

What does this mean to the baby and his/her parents?

When a baby is identified as a carrier of haemoglobin Lepore it is important to test the parents, if not done before. This way it can be confirmed from which parent this has been inherited and, at the same time, it ensures there are no risks for future pregnancies.

When either parent has been confirmed as a carrier of haemoglobin Lepore, information on their implications can be found in the following page:

https://www.gov.uk/government/publications/haemoglobin-lepore-carrier-description-in-brief

Actions

If a carrier is found to have reduced MCV and MCH indices, iron supplementation is not required unless the patient’s ferritin levels are reduced.

Test the baby’s parents, if not done previously (that includes haemoglobinopathy screen, full blood count and ferritin levels). This can be done in primary care.

  • If only one parent is a carrier of haemoglobin Lepore, the couple have a 1 in 2 chance (or 50%) to have children who are healthy carriers.
  • If one parent is a carrier of haemoglobin Lepore and the other is a carrier of Beta Thalassaemia or Sickle Cell Disease (Haemoglobin S), refer to Clinical Genetics for appropriate counselling on their reproduction options.
  • If one parent is a carrier of haemoglobin Lepore and the other is a carrier of any other haemoglobin variant, reassure the couple as there is no significant interaction with any other haemoglobin variant.

If the couple has other children, only test them if the partner is a carrier of beta thalassaemia or sickle cell disease (haemoglobin S). Otherwise, there is no need to test them unless they are present with health problems. It is normally recommended to postpone testing until the age of 16, to enable them to make their own informed decision.

Stress that other family members can be carriers, so it is advisable to circulate the information to first-degree relatives (parents and siblings). They can request a test called “Haemoglobinopathy screen” via their GP.

Give the appropriate information leaflets (“Information for mums and dads: your baby carried a gene of unusual haemoglobin” and “You are a carrier of haemoglobin Lepore”).

Make sure the patient has receive his/her haemoglobinopathy card.

Explain that it is still important to have malaria prophylaxis if visiting an area where malaria is endemic.

More Information

Community Genetic Counsellors on Telephone: 0141 354 9201 / 0141 354 9229 (secretary)

Email: Community.Genetics@ggc.scot.nhs.uk

Haemoglobin OArab Carrier

What does this mean to the baby and his/her parents?

When a baby is identified as a carrier of haemoglobin OArab  it is important to test the parents, if not done before. This way it can be confirmed from which parent this has been inherited and, at the same time, it ensures there are no risks for future pregnancies.

When either parent has been confirmed as a carrier of haemoglobin OArab, information on their implications can be found in the following page:

https://www.gov.uk/government/publications/baby-carries-a-gene-for-unusual-haemoglobin-description-in-brief/newborn-screening-your-baby-carries-a-gene-for-haemoglobin-o-arab

Actions

If a carrier is found to have reduced MCV and MCH indices, iron supplementation is not required unless the patient’s ferritin levels are reduced.

Test the baby’s parents, if not done previously (that includes: haemoglovinopathy screen, full blood count and ferritin levels). This can be done in primary care.

  • If only one parent is a carrier of OArab, the couple have a 1 in 2 chance (or 50%) to have children who are healthy cariers.
  • If one parent is a carrier of OArab  and the other is a carrier of Beta Thalassaemia or Sickle Cell Disease (Haemoglobin S), refer to Clinical Genetics for appropriate counselling on their reproduction options.
  • If one parent is a carrier of OArab and the other is a carrier of any other haemoglobin variant, reassure the couple as there is no other significant interaction with any other haemoglobin variant. 

If the couple has other children, only test them if one parent is a carrier of OArab and the other is a carrier of beta thalassaemia or sickle cell disease (haemoglobin S). Otherwise, there is no need to test them unless they are present with health problems. It is normally recommended to postpone testing until the age of 16, to enable them to make their own informed decision.

Stress that other family members can be carriers, so it is advisable to circulate the information to first-degree relatives (parents and siblings). They can request a test called “Haemoglobinopathy screen” via their GP.

Give the appropriate information leaflets (“Information for mums and dads: your baby carries a gene for unusual haemoglobin” and “You are a carrier of haemoglobin OArab).

Make sure the patient has received his/her haemoglobinopathy card.

Explain that it is still important to have malaria prophylaxis if visiting an area where malaria is endemic.

More information

If you would like more information about haemoglobinopathies and testing, please do not hesitate to contact:

Community Genetic Counsellors on Telephone: 0141 354 9201 / 0141 354 9229 (secretary)

Email: Community.Genetics@ggc.scot.nhs.uk

Newborn Screening Results – Further Information and Resources