Media Use Policy

Overview

This 60-minute session is designed to help Year 10-13 students (ages 14-18) at Mortimer House School—a Social, Emotional, and Mental Health (SEMH) provision supporting students with Autism and ADHD—develop an understanding of a comprehensive Media Policy tailored to their needs. The policy integrates safe, respectful media use with a focus on positive mental health and social-emotional wellbeing, inline with the National Curriculum for England, particularly under the Computing and Personal, Social, Health and Economic (PSHE) education programmes.

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National Curriculum Links

• Computing (Key Stage 4, Years 10-11):
  • Understand how to use technology responsibly, securely, and safely
  • Consider the impact of technology on mental health and wellbeing
• PSHE Education (Key Stage 4, Years 10-11 and Key Stage 5, Year 12-13):
  • Develop strategies to maintain positive mental health
  • Understand strategies to keep themselves and others safe online
  • Understand rights and responsibilities around privacy and consent

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Learning Objectives

By the end of this session, students will:

1. Describe key components of media use policy, focusing on safe, respectful, and positive media practices.
2. Recognise the importance of privacy, consent, and appropriate content, considering their own needs with Autism and ADHD.
3. Identify staff and student responsibilities for media use within school.
4. Develop strategies to support positive mental health and social-emotional wellbeing in managing media use.
5. Apply clear rules on media devices, online safety, and communication in practical scenarios.

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Resources Needed

• Printed copies of the Media Policy draft
• Tablet or laptop per student (for interactive activities)
• Whiteboard and markers
• Soft ball or fidget toys (for ADHD sensory engagement)
• Visual aids: posters or infographics summarising policy sections
• Scenario cards for group discussion
• Headphones (optional, for focus time)

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Lesson Structure

1. Introduction & Warm-Up (10 minutes)

• Activity: Sensory thumb ball toss

  • Each student tosses a soft ball to another and states one thing they know or feel about using media safely.
  • This engages motor skills and sensory needs while activating prior knowledge.

• Brief discussion introducing the importance of media policy, tailored to their needs, emphasising respect, safety, and mental health.

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2. Exploring Media Policy – Key Areas (15 minutes)

• Teacher-led presentation with visuals on:

  • Safe and respectful use of media
  • Privacy and consent
  • Appropriate content and communication
  • Staff vs student responsibilities
  • Rules on media devices and online safety
  • Mental health considerations for media use

• Use infographics and clear language, supported by visuals, to accommodate Autism and ADHD comprehension styles.

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3. Hands-on Group Activity: Scenario Role-Play (20 minutes)

• Divide class into 4 groups of 5. Each group receives scenario cards depicting situations related to media use in school involving consent, privacy breaches, inappropriate content, or mental health impact.

• Task:

  • Role-play scenario and discuss what parts of the policy can be applied to solve or improve the situation.
  • Groups create a short practical guideline or rule on how to handle their media situation.

• Groups share findings with the class. This develops problem-solving, communication, and social skills.

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4. Reflection and Strategy Building (10 minutes)

• Individual written or pictorial reflection:

  • Students write or draw one personal media rule to help manage their own media use positively, incorporating support strategies that assist their autism or ADHD needs (e.g., scheduled breaks, limiting notifications).

• Discuss mental health check-ins linked to media use and how they can ask staff for support if needed.

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5. Conclusion & Assessment (5 minutes)

• Quick-fire quiz via show of hands / thumbs up-down to confirm understanding of key policy points.

• Exit prompt: Students name one way media use can support their wellbeing and one rule they will follow.

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Assessment & Differentiation

• Formative assessment during role-play and class discussions, noting understanding and practical application.
• Written/pictorial reflections demonstrate individual engagement and comprehension.
• Differentiated activities use multi-sensory approaches: visual supports, hands-on interaction, verbal and written options to accommodate Autism and ADHD.
• Additional emotional support available during and after session; quiet space offered if overwhelmed.

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Staff Responsibilities

• Model respectful media use and support policy adherence.
• Provide clear, routine reminders and visual prompts.
• Monitor online safety and privacy within lessons and free time.
• Foster a safe environment for disclosure and support around mental health concerns linked with media.
• Tailor support strategies individually for ASD and ADHD.

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Student Responsibilities

• Follow agreed media device rules on school premises (e.g., designated use areas, device storage).
• Respect others’ privacy and consent in shared media interactions.
• Use media to promote positive social interactions and mental health.
• Report concerns about media misuse to staff promptly.

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Summary

This lesson empowers Mortimer House students to navigate media use confidently, safely, and respectfully, fostering emotional wellbeing through practical engagement and tailored support. By meeting core National Curriculum expectations in computing and PSHE, this session delivers a rich, accessible learning experience for vulnerable young people with Autism and ADHD.