What the new RSHE guidance says about Online Life and Education in Primary Schools

The guidance itself makes this clear. It’s been updated to reflect the reality that children are growing up in a digital world and need the knowledge and skills to navigate it safely. For many schools, the question isn’t whether these topics are covered, but how to bring them to life in a way pupils actually understand.

Here, we go through what the new guidance says about these issues and how our latest programme, Screen Time, can support primary schools to address them.

Starting with relationships and respect

The foundation of the guidance is still relationships. It states that primary pupils should learn:

“how to treat each other with kindness, consideration and respect… the importance of honesty and truthfulness”

And crucially, these expectations extend beyond the classroom. Pupils also need to understand how this applies in online spaces.

The updated guidance goes further, recognising that children are increasingly exposed to harmful attitudes online and need support to “challenge harmful ideas they might encounter online and in real life.”

How Screen Time supports this

Screen Time takes those principles and puts them into real, recognisable situations. Instead of just telling pupils to be respectful, it helps them explore what respectful behaviour looks like online. It gives them the confidence to question harmful comments, understand the impact of their words and build empathy for others.

Understanding online safety and risk

The statutory guidance is very clear that pupils must understand both the benefits and risks of the internet.

It says pupils should know:

“that the internet… has many benefits” but also understand “online abuse, trolling, bullying and harassment” and how these can affect others They should also understand: “the importance of keeping personal information private” and “where and how to report concerns and get support” This is where RSHE becomes closely linked with safeguarding. Schools are expected to equip pupils not just with knowledge, but with the ability to recognise risk and act on it.

How Screen Time supports this

Screen Time helps pupils make sense of these risks in a practical way. It explores how online situations can escalate, why people behave differently online and what pupils can do if something feels wrong. A strong focus is placed on speaking to trusted adults and knowing that support is always available.

The growing focus on wellbeing

One of the biggest shifts in the updated guidance is the stronger emphasis on mental wellbeing, particularly in relation to online activity. Pupils are expected to understand: “the benefits of rationing time spent online, the risks of excessive time… and the impact of positive and negative content… on mental and physical wellbeing” This reflects what many schools are already seeing. Pupils are increasingly affected by what they see online, even at primary age.

How Screen Time supports this

Screen Time gives pupils the language and tools to understand how online content affects how they feel.

It looks at things like comparison, pressure and unrealistic expectations in a way that makes sense to them. Pupils leave with practical strategies for managing screen time and supporting their own wellbeing.

After taking part, many report feeling less pressure from social media and more confident in managing their online experiences.

Building critical thinking skills

The guidance also expects pupils to think more critically about what they see online. It says they should understand:

“how to be a discerning consumer of information online… [that] information… is ranked, selected and targeted”

This is a big shift. It’s not just about staying safe, but about understanding how the online world works.

How Screen Time supports this

Screen Time introduces these ideas in a simple and accessible way.

Pupils explore why content appears in their feeds, how misinformation spreads and how to question what they see. It helps them move from passive users to more thoughtful and aware ones.

Safeguarding and knowing how to get help

At its core, the updated guidance reinforces that RSHE is a safeguarding tool. It makes clear that schools should help pupils develop:

“the knowledge they need to recognise and to report abuse”

And more broadly, ensure they know how to seek help and who to turn to.

How Screen Time supports this

This runs throughout the programme.

Pupils are encouraged to identify trusted adults, understand when something isn’t right and feel confident speaking up. It normalises asking for help and makes support feel accessible.

Preparing pupils for what comes next

For many pupils, upper primary is when their online world starts to expand. Phones, social media, group chats and online pressure can all become part of everyday life, often very quickly.

The updated guidance reflects this reality, with a stronger focus on skills, confidence and real world application, not just knowledge.

How Screen Time supports this

Screen Time helps bridge that gap. It prepares pupils for the transition into a more independent digital world, giving them the understanding and confidence to make safer choices before problems arise.

Bringing the guidance to life

The RSHE guidance sets out clearly what pupils need to learn. But delivering that in a way that feels meaningful, age appropriate and engaging can be challenging.

Screen Time supports schools by turning those expectations into something pupils can recognise and relate to. It helps move learning beyond definitions and into real understanding. And that’s ultimately what the guidance is aiming for. Not just awareness, but the confidence and skills to navigate the world pupils are already part of.

In just 1 year Screen Time has become one of our most requested programmes. It is proven to increase confidence and knowledge and has helped some young people to feel differently about social media once they recognise that not everything that they see is true.

Screen Time was commissioned by Ofcom, and we have been working with them on new material which can support schools who want to buy a whole school package. This includes the theatre in education programme for Year 6 and optional add ons such as assemblies for Years 4 and 5 and animated video-based resources for Years 1-3.

To find out more contact us on 0121 446 4880 or email enquiry@loudmouth.co.uk