Safe Internet Use

Overview

This 30-minute session is designed for 15-16 year olds diagnosed with autism and ADHD. It aims to build their understanding and practical skills for safe internet use, using a sensory-friendly, accessible approach aligned to UK PSHE Education Programme of Study (2020) and Personal Development and Wellbeing (DfE guidance). The lesson encourages active participation and reflection through multimedia episodes, guided discussion, and an interactive worksheet, ensuring engagement for neurodiverse learners.

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Learning Objectives

By the end of the lesson, students will:

• Recognise common online risks relevant to their age group and neurodiversity
• Understand practical strategies for staying safe and managing their digital wellbeing
• Demonstrate their understanding through discussion and a personalised worksheet

Relevant Frameworks:

• PSHE Association Programme of Study (2020): Health and wellbeing strand – managing online relationships and safeguarding
• DfE Personal Development and Wellbeing guidance: Developing skills to manage e-safety in everyday digital interactions

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Class Details

• Age: 15-16 years
• Number of students: 6
• Duration: 30 minutes
• Setting: Small, structured classroom environment with sensory considerations (quiet space, visual supports)

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Materials Needed

• Laptop/tablet for video playback
• Pre-selected short video episodes (3 x 3 mins) with clear visual and auditory design focusing on safe internet use
• Whiteboard and coloured markers
• Printed worksheet (simplified language, visuals, and spaces for short answers or symbols)
• Noise-cancelling headphones available for any student who may need sensory support

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Lesson Structure

Episode 1: Understanding Online Risks (7 minutes)

Activity: Watch a short animated episode depicting common online risks such as cyberbullying, oversharing, and scams targeted at teenagers. The animation uses clear visuals, minimal but direct narration, and realistic scenarios relatable to young people with autism/ADHD.

Teacher-led Discussion (5 mins):

• What risks did you see?
• How would you feel if this happened to you?
• Why might some risks be harder for people with autism or ADHD?

Key takeaway: Awareness is the first step to keeping safe.

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Episode 2: Strategies for Staying Safe (7 minutes)

Activity: Play the second episode illustrating practical strategies: setting privacy controls, recognising trustworthy websites, taking breaks, and using blocking/reporting tools.

Teacher facilitation:

• Role-play or prompt responses: “If someone says something unkind online, what can you do?”
• Use visual flashcards to reinforce the steps.

Key takeaway: There are clear actions you can take to protect yourself online.

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Episode 3: Digital Wellbeing and Balance (6 minutes)

Activity: View the third episode, focusing on managing online time, spotting signs of digital overload, and maintaining healthy routines. This episode uses calming colours, slower narration, and gentle background music.

Discussion:

• How can spending too much time online make us feel?
• What are some ways to balance screen time with other activities?
• Why is this important for brain and body?

Key takeaway: Managing how and when we go online helps keep us well.

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Worksheet Completion (5 minutes)

Students complete a simplified worksheet that includes:

• Multiple-choice questions on key points from episodes (with picture cues)
• Short reflections: “What is one thing you can do to stay safe online?”
• A personal safety plan template using bullet points or symbols they can refer to later

Teacher notes: Support students individually as needed, encouraging use of symbols or short phrases for those with expressive difficulties.

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Assessment and Follow-up

• Check worksheet answers for understanding
• Offer verbal feedback and praise specific to individual efforts
• Suggest further activities: creating a personal digital safety poster or a short video diary about safe internet use at home

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Additional Recommendations for Implementation

• Provide visual timetables to prepare students for the lesson flow
• Use controlled sensory environment to minimise distractions
• Consider integrating assistive technologies aligned with student preferences
• Use simple, direct language avoiding jargon for clarity
• Encourage peer support and positive reinforcement within the group

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With this structured, multimedia and discussion-driven plan, teachers can confidently foster digital resilience and safety awareness tailored to neurodiverse learners, fulfilling UK curriculum requirements while delivering an engaging, accessible learning experience.