A careful observation of students' behavior at school, interpersonal relationships established and results achieved in learning outcomes, has revealed the need for a corrective intervention with respect to a non-critical use of digital devices. Pupils show, in large majority, an inability to manage the relationship with Smartphones and video games. They are often taken up for inappropriate use and spend not only their free time, to a large extent, in video games, individually or challenging in pairs, and sociality is always mediated by digital. Dialogues with teachers hardly reach moments of critical and conscious depth. Written compositions do not make a particular display of imagination or creativity and are rich of grammatical errors and stylistic defects. On average, pupils are not involved in reading for pleasure, they do not write texts unless connected to school checks and text messages on WhatsApp. Watching movies, when proposed, do not capture their attention, which dies down after a few minutes. It is believed that one of the causes of this poverty of intellectual production could largely depend on an incorrect use of multimedia contents which can be configured as an addiction. It is considered necessary to intervene to stimulate the acquisition of awareness and critical aptitude in student’s digital approach; a metacognitive and critical reflection on one's own limits and potential; why certain behaviors are implemented and how independence and autonomy can be trained. It is essential learning to recognize and develop resources such as willpower, determination and self-determination. It is necessary to recover the space for imagination and creativity, to experience boredom and to develop strategies to overcome it. A week of detox from Smartphones and digital devices could lead to a moment of reflection and allow a more critical employment of one's time and resources. Pupils will challenge each other and themselves, in a point competition, to evaluate the strength to resist temptations and the imagination to devise creative and "analogical" alternative strategies. To ensure that the experience leads to significant results, the collaboration of all the components is essential: pupils, teachers and families.