Legal and Illegal Substances PSHE lesson plan
A primary PSHE lesson for Years 5 and 6 that helps UK teachers introduce safe and unsafe substances through a structured, ready-to-teach lesson. Pupils learn to recognise the difference between legal and illegal substances, understand basic health and legal considerations, and practise safe decision-making and help-seeking, including in situations involving vaping or peer pressure.
Substances & Risky Behaviours
Snapshot
Legal and Illegal Substances
The lesson gives teachers a structured way to introduce safe and unsafe substances, including vaping, using age-appropriate, non-judgemental language.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising safe and unsafe substances and practising safe decision-making
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 the difference between safe, unsafe, legal and illegal substances.
Recognise common examples of substances encountered in everyday life, including vaping products.
Recognise situations where peer pressure might influence decisions about substances.
Understand
Understand why some substances are restricted by law or age.
Understand that decisions about substances can affect health and safety.
Practise
Practise simple ways to say no or delay a decision when feeling pressured.
Practise identifying a trusted adult to speak to if they feel worried or unsure.
Practise using clear language to ask questions about substances safely.
Who this lesson is for?
This lesson is designed for Year 5 and 6 pupils who are beginning to encounter questions about substances, including vaping, either at school or in wider life.
It is suitable for:
primary PSHE lessons
relationships and health education
pastoral care, circle time or form time
drug, alcohol and tobacco education units
personal development and citizenship 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 education Use when pupils are learning about safe and unsafe substances for the first time.
Covering vaping in a structured way Use when the school wants a calm, factual way to introduce vaping alongside broader substance awareness.
Building decision-making skills Use when pupils need practice thinking through choices involving peer pressure or curiosity.
Reinforcing PSHE or health topics Use when substances form part of a wider health education or PSHE sequence.
Preparing for transition Use before pupils move to secondary school, where exposure to substances may increase.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about substances rather than an unplanned or reactive conversation.
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 come across questions about substances, including vaping, well before they fully understand the health or legal reasons behind the rules around them. Teaching this early gives pupils simple, factual language to understand what makes a substance safe or unsafe, and helps them recognise when a decision might need extra thought or support. It is not about assuming pupils are already using substances, but about building knowledge and confidence before situations arise. This lesson supports a calm, informed classroom culture where pupils feel able to ask questions, think through decisions and know who to speak to if something feels unsafe or confusing.
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 learn basic facts about what makes a substance safe or unsafe.
Decision-making Pupils practise thinking through choices calmly rather than reacting under pressure.
Risk awareness Pupils recognise situations, including vaping, where extra care or caution is needed.
Resistance to peer pressure Pupils practise simple language for saying no or delaying a decision.
Help-seeking Pupils identify a trusted adult they can speak to if they feel unsure or pressured.
Self-advocacy Pupils build confidence to ask questions about substances in a safe, structured way.
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 the discussion around general examples and scenarios, not real situations involving named people
Make clear the purpose is 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 simple, factual language when explaining what makes a substance safe or unsafe
Avoid detailed descriptions of how substances are obtained, used or concealed
Give pupils time to practise phrases for saying no or asking for help
Keep the tone calm and non-judgemental throughout
Supporting safe discussion
Use general examples rather than personal disclosures
Remind pupils that privacy matters, so they should not name classmates or family members
Identify trusted adults pupils can speak to at school if they feel unsure or worried
Adaptation options
Use partner or small group discussion for confident classes
Use individual reflection or drawing for pupils who prefer a quieter approach
Spend more time on trusted adults and support pathways if pupils need extra reassurance
