Sex & Substances PSHE lesson plan
A secondary PSHE lesson for Years 10 to 13 that helps UK teachers introduce how substances such as alcohol and vaping can affect decision making, consent and safety in relationships, through a structured, ready-to-teach lesson. Pupils learn to recognise how substances can affect judgement and communication, understand why consent needs to stay clear at all times, and practise language for setting boundaries and seeking support.
Sex & Relationships Education
Snapshot
Sex & Substances
The lesson gives teachers a structured way to introduce a sensitive topic through calm, consent-led discussion. Feedback: 4.2/5 from 59 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
How substance use can affect consent, judgement and 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 how alcohol, vaping or other substances can affect judgement and communication in relationships
recognise signs that a situation may be becoming unsafe or that consent cannot be clearly given
recognise peer pressure linked to substance use in social or relationship settings
Understand
understand why consent needs to be clear, ongoing and freely given, and why substances can make this harder to establish
understand basic health and legal considerations linked to substance use and vaping
Practise
practise language for setting boundaries and checking in with a partner
practise decision making strategies for managing pressure in social situations
practise identifying trusted adults or support services pupils can approach for help
Who this lesson is for?
This lesson is designed for secondary pupils in Years 10 to 13 who are building on earlier relationships and sex education, and who are ready to discuss the links between substance use, decision making and consent in an age-appropriate way.
It is suitable for:
secondary PSHE lessons
relationships and sex education
pastoral care or form time discussions
wellbeing sessions focused on decision making and safety
pupils with some prior understanding of consent and healthy relationships
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 the topic Use when pupils are learning about substances and sexual decision making for the first time.
Building on relationships and sex education Use when reinforcing earlier learning about consent and healthy relationships.
Supporting a wider PSHE unit Use as part of a broader unit on substance use, vaping or relationships education.
Practising safe decision making Use when pupils are learning strategies for managing peer pressure in social situations.
Strengthening help seeking confidence Use when pupils need clearer understanding of how and where to seek support.
Preparing for greater social independence Use when pupils are moving into settings with more social freedom, such as parties or events, and need clear expectations.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils need clear, practical understanding of how substances can affect judgement, communication and consent before they encounter these situations socially. Relationships and sex education is more useful when it addresses real factors that influence decision making, rather than treating consent and substance use as separate topics. This lesson helps pupils see the connection between the two, so they can recognise risk and respond safely. Building this understanding early supports pupils to make informed choices, respect boundaries and know where to turn for support if a situation feels unsafe or unclear.
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
Decision making Pupils consider how substances can affect choices in relationships and sexual situations.
Consent literacy Pupils build understanding of clear, ongoing consent and how it can be affected by substance use.
Communication skills Pupils practise language for setting boundaries and checking in with a partner.
Risk awareness Pupils recognise situations where judgement or safety may be affected.
Help seeking Pupils identify trusted adults and support services they can approach.
Respect for boundaries Pupils reinforce the importance of respecting other people's limits.
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
Frame discussion around scenarios rather than personal disclosures
Check pupils have some prior understanding of consent from earlier relationships education
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
Keep discussion focused on decision making, communication and safety rather than specific substances or how they are obtained
Use general, age-appropriate scenarios rather than graphic detail
Give pupils time to practise boundary setting language
Reinforce that pupils are never responsible for another person's choices or behaviour
Supporting safe discussion
Use privacy and respectful discussion as ground rules
Avoid asking pupils to speak on behalf of any group or personal experience
Signpost trusted adults and support services pupils can approach after the lesson
Adaptation options
Use small group discussion for pupils who need more support building confidence
Use written reflection for pupils who prefer not to speak aloud
Spend more time on support pathways if pupils need help identifying who to approach
Some pupils may find this topic personal, so keep the tone calm and non judgemental throughout.
