Drugs and Alcohol Choices PSHE lesson plan
A primary PSHE lesson for Years 5 and 6 that helps UK teachers introduce safe decision-making around alcohol and drugs, including vaping, through a structured, ready-to-teach lesson. Pupils learn to recognise health and safety considerations, understand the influence of peer pressure, and practise simple strategies for making safer choices and seeking support when needed.
Substances & Risky Behaviours
Snapshot
Drugs and Alcohol Choices
The lesson gives teachers a structured way to introduce safer choices around substances without relying on scare tactics.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building decision-making skills and knowledge around alcohol, drugs 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 common health and safety considerations linked to alcohol, drugs and vaping
recognise situations where peer pressure may influence a decision
recognise reliable sources of information and support
Understand
understand that choices around substances can carry health, legal and social consequences
understand why people sometimes feel pressure to use substances such as vaping products
Practise
practise simple phrases for saying no or delaying a decision under pressure
practise identifying a trusted adult they could speak to if they had concerns
practise thinking through a decision before acting on it
Who this lesson is for?
This lesson is designed for upper primary pupils in Years 5 and 6 who are beginning to encounter information, messages or peer conversations about alcohol, drugs and vaping.
It is suitable for:
upper primary PSHE lessons
relationships and health education
pastoral care, circle time or form time
transition preparation for secondary school
whole class decision-making and resilience work
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 starting point for understanding health and safety considerations around alcohol, drugs and vaping.
Preparing for secondary transition Use when pupils are moving towards environments where they may encounter more information or pressure around substances.
Reinforcing decision-making skills Use when building on earlier work about peer pressure, choices and consequences.
Responding to pupil questions Use when pupils raise questions about vaping or other substances and need accurate, age-appropriate information.
Building help-seeking confidence Use when pupils need to understand where to find reliable information or who to speak to if they have concerns.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about health, safety 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 increasingly likely to encounter information, images or conversations about alcohol, drugs and vaping, whether at school, online or in the wider community. Giving them accurate, age-appropriate knowledge early helps them make sense of these messages rather than relying on guesswork or peer opinion. This lesson supports safer decision-making by helping pupils understand that choices around substances involve health, legal and social considerations. It also reinforces that pupils do not need to manage difficult decisions or pressure alone, and that trusted adults and reliable sources of support are available. Building this knowledge and language early can support pupils to think critically and make considered choices as they move through school.
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
Health literacy Pupils build knowledge about how alcohol, drugs and vaping can affect health.
Critical thinking Pupils weigh up information and consider consequences before making decisions.
Peer pressure awareness Pupils recognise situations where pressure from others may influence choices.
Assertiveness Pupils practise simple phrases for saying no or delaying a decision.
Help-seeking Pupils identify trusted adults and reliable sources of support.
Self-management Pupils consider how to think through a decision calmly rather than react under pressure.
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 substance use
Frame discussion around general scenarios rather than personal disclosures
Make clear the lesson is about building knowledge and decision-making, not judging choices
Identify trusted adults pupils can speak to at school
During delivery
Use age-appropriate, factual language when discussing health and legal considerations
Avoid scare tactics or moralistic framing when discussing substances
Give pupils time to practise phrases for managing peer pressure
Allow pupils to respond through discussion, reflection or partner talk depending on confidence
Supporting safe discussion
Reinforce that asking for help or information is a sensible choice, not a weakness
Explain that reliable adults and services exist to support pupils who have questions or concerns
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
Adaptation options
Use partner or small group discussion for confident classes
Use individual reflection or written responses for quieter groups
Spend more time on trusted adults and support pathways if pupils need extra reassurance
