Overview
This lesson was created by Jack.org one of the valued partners of the Center of Excellence for Health. The lesson begins by helping students recognize how digital platforms can influence emotions, relationships, and routines, especially during emergencies or stressful events. Students explore both positive and challenging aspects of online engagement, such as the ways social media can provide connection or increase worry and overwhelm. Video speakers normalize these responses and provide a safe space for students to consider their own digital habits and well-being.
The lesson emphasizes trauma-informed principles by giving students choice, normalizing diverse reactions, and encouraging reflection without requiring personal disclosure. Students leave with practical strategies to notice signs of digital stress, set boundaries, balance news and social media use, and maintain connection with peers and trusted supports while protecting their mental health.
Core Learning Goals
By the end of this lesson, students will be able to:
- Recognize that digital platforms can both support connection and increase stress during emergencies and uncertain situations.
- Describe common ways digital media use changes during emergencies and why people may feel driven to check updates frequently.
- Identify examples of how online spaces can foster community, information-sharing, and support during difficult times.
- Understand basic strategies people can use to reduce digital overload and protect mental wellbeing during crises.
- Use shared language to talk about digital wellbeing, stress, and connection in a respectful, non-judgmental way.
Note: Students are not expected to share personal experiences to meet these goals.
NB Curricular Connections
Personal Wellness 9
Strand: Mental Fitness – Big Idea: Positive Mental Health – Skill Descriptor: Discuss the role of hope in positive mental health
Big Idea: Positive Mental Fitness Strategies – Skill Descriptor: Identify strategies to build own positive mental health.
Big Idea: Helpful and Harmful Choices – Skill Descriptor: Analyze how food, screen time, and substances may affect an individual’s health (e.g., mental, social, emotional, and physical including brain development). Discuss how the use or misuse of food, screen time, and substances is personal and looks different for every individual
Wellness Through Physical Education (110)
General Curriculum Outcome:
- 1.0 Students demonstrate an understanding of the concept of wellness.
Specific Curriculum Outcome:
- 1.2 Students evaluate and address personal wellness needs.
- 1.3 Students analyze how society, media and culture influence wellness
What You’ll Need
Together in Change: Digital Well Being in Emergencies | edHUB Lessons
Instructions
Together in Change: Digital Well Being in Emergencies | edHUB Lessons
Extension ideas (optional)
Together in Change: Digital Well Being in Emergencies | edHUB Lessons
Reflection Activity
Together in Change: Digital Well Being in Emergencies | edHUB Lessons
UDL Supports
Universal Design for Learning is a framework to improve and optimize teaching and learning by offering different approaches to learning:
- Videos: Videos are used as method of teaching
- Writing: Students can write down their ideas during discussions
- Discussions:
-Students have the option to discuss with a partner or individually (minds on activity)
-Post viewing discussion of videos: Invite students to share ideas, reflect on strategies, and notice patterns in responses. Emphasize that sharing is optional, and that multiple approaches are valid.
-Activity: Scenario practice (in small groups, students discuss scenario and guiding questions)
For more information about Jack.org EdHub and the new Jack Intersections, please visit their website: Jack Intersections
Global Competencies
Acknowledgements
This lesson was created by Jack.org one of the valued partners of the Center of Excellence for Health.
