Drugs PSHE lesson plan
A secondary PSHE lesson for Years 10 to 13 that helps UK teachers introduce the connections between drug use and mental health through a structured, ready-to-teach lesson. Pupils explore how substance use, including vaping, can relate to mood, stress and mental wellbeing, and build knowledge to support safer decision-making. Pupils learn to recognise how drug use can affect mental health, understand the role of peer pressure and personal choice, and practise language for seeking support or accessing help pathways when needed.
Substances & Risky Behaviours
Snapshot
Drugs
This lesson gives teachers a structured way to introduce drug use and mental health using clear, harm-informed language. Feedback: 4.2/5 from 94 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Exploring the connections between drug use and mental health, including substance use and vaping
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise that drug use, including vaping, can be connected to how someone is feeling
recognise signs that stress, mood or pressure may be influencing decisions about substance use
recognise that support is available when drug use or wellbeing becomes a worry
Understand
understand the health and legal considerations linked to drug use
understand how peer pressure can influence decisions around substances
Practise
practise language for making safer choices under pressure
practise identifying trusted sources of support and information
practise thinking through the possible outcomes of a decision before acting
Who this lesson is for?
This lesson is designed for secondary pupils in Years 10 to 13 who are building knowledge about drug use, mental health and safer decision-making. It suits pupils who are ready to discuss substances, including vaping, in a factual and non-judgemental way.
It is suitable for:
secondary PSHE lessons
relationships and health education
pastoral care, form time or drop-down days
wellbeing and personal development programmes
substance use or risky behaviours units
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing substance use education Use when pupils need a structured starting point for learning about drugs and mental health.
Building on existing PSHE learning Use when reinforcing earlier learning about risk, decision-making or peer pressure.
Supporting a wellbeing or PSHE focus week Use when running wider wellbeing or personal development activities that include substance use topics.
Preparing for social situations Use when pupils are likely to encounter peer pressure around substances, such as parties or social events.
Reinforcing help-seeking pathways Use when pupils need reminding of where to go for information or support around drug use and mental health.
Creating structured PSHE discussion Use when you want a calm, teacher-led discussion about drug use, mental health and safer choices.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils are likely to encounter information, opinions and pressure about drugs before they have the knowledge to make informed decisions. Understanding how substance use, including vaping, can relate to mental health gives pupils a clearer basis for making safer choices. This lesson is not only about responding to drug use after it happens. It also helps pupils build early awareness of how mood, stress and peer pressure can influence decisions, and how to seek support before difficulties build up. By keeping the discussion factual and non-judgemental, the lesson supports pupils to think critically about drug use and mental health, rather than relying on fear or assumption.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Risk awareness Pupils consider the health and legal aspects of drug use.
Decision-making Pupils practise thinking through choices around substance use before acting.
Peer pressure resistance Pupils explore how peer pressure can influence decisions and practise responses.
Emotional awareness Pupils consider how stress, mood and mental health can connect with substance use.
Help-seeking Pupils identify where to go for information or support.
Critical thinking Pupils weigh up information about drugs rather than relying on assumption.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind pupils not to name classmates or share personal stories about drug use
Frame the discussion around general examples and scenarios, not personal disclosures
Make clear that the lesson is about building knowledge and safer decision-making, not judging choices
Be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe.
During delivery
Use factual, non-judgemental language when discussing drugs, vaping and mental health
Avoid presenting drug use through fear or worst-case scenarios
Give pupils time to discuss peer pressure and decision-making in pairs or small groups
Reinforce that pupils do not need to have all the answers themselves and can seek support
Supporting safe discussion
Remind pupils that privacy matters and personal experiences should not be shared as classroom examples
Direct pupils to agreed support options or a trusted adult if they want to talk further
Keep examples general rather than based on specific pupils or incidents
Adaptation options
Use small group discussion for pupils who may find whole class conversation difficult
Adjust the depth of legal or health detail depending on prior learning
Spend more time on support pathways if pupils need help identifying where to go for support
