Post-viewing Discussion (20 mins) 

Students work collaboratively.

Engage the students in a short discussion of the film they have just watched, asking them to refer to their notes.

Begin with asking students...

Did you learn anything new — either about technology or mental health — while watching this film? 

Share some of the characters, scenes, themes and data you wrote down. 

Was there a moment or a character that stood out to you in particular? 

What issue from the film do you find most troubling? Why?

Reviewing and Re-ranking Activities (20-25 minutes).‍‍

1. Split the class into groups of about 3-4 students. Ask each group to nominate one person as the notetaker and presenter for the group.
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2. Ask them to review the rankings they gave each activity in the SURVEY they examined as a class before the screening.
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3. Ask them to re-rank any of the activities as they see fit after having watched the film.
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4. Ask them in their groups to agree on their new ratings. The educator should circulate between groups supporting their discussions and helping mediate any differences of opinion.
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5. Have the presenter from each group read out what their new rankings are while the educator makes notes on the white board.
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6. Have all students return to their seats. The educator will briefly review the rankings generated, identifying common results between groups and encouraging positive contributions (e.g. "I like using my smartphone to message with my family too" or "We also thought ____ was unhealthy").
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7. To conclude, ask students to privately write down one or two suggestions from the film they would consider bringing into their own life and routine.

Key Learning: The most powerful ally students have in developing good habits and being able to self-regulate is themself. They must learn to generate ideas and make more considerate choices for their own happiness and wellbeing.

Poster Creation Activity (30-45 mins / homework activity)

Using the information they learned from Screenagers Next Chapter, along with any additional research (e.g. online research, school library), students will work together to create a mental health awareness poster, which can take a physical form or a digital form, on one of the following subjects:

a) Anxiety

b) Depression

c) Mental Health Stigma

Advise students that the posters are meant to be informative for people around their own age. Students should consider the following questions when working on their posters:

1. What is the definition of your key concept?
2. Why is your key concept important for young people to learn about?
3. What do others need to know about your key concept in order to promote their own and others' physical and mental wellbeing?

Share some of these examples to get them started if needed.

• Social Media: "Social Media is a great way to stay in touch with friends... but don't forget to spend time together in person."
• Video Games: "Fortnite all night? Get some sleep and build your grades up, not your defenses."
• Smartphones and Sleep: "Want to be SMART? Leave the PHONE outside your room at bedtime."

Students should incorporate statistics from the film and their own research. They might also be interested in including drawings or pictures to capture attention and convey information, and they should use clear and concise wording so their message is understood.

Key Learning: Students demonstrate they are capable of building upon what they have learned in the film and think about how it applies to the world and people around them.