Substance Addiction PSHE lesson plan
A secondary PSHE lesson for Years 9 to 13 that helps UK teachers introduce substance addiction, including substance use and vaping, through a structured, ready-to-teach lesson. Pupils learn to recognise risk factors linked to substance use, understand how addiction can develop, and practise safer decision-making and help-seeking skills. The lesson uses a harm-informed approach, focusing on knowledge, decision-making and support pathways rather than scare tactics, so pupils can build confidence in navigating peer pressure and everyday situations involving substances.
Substances & Risky Behaviours
Snapshot
Substance Addiction
The lesson gives teachers a structured way to introduce substance addiction, including vaping, without relying on scare tactics. Feedback: 4.4/5 from 133 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding addiction and practising safer decision-making around 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 common signs and patterns associated with substance addiction
recognise vaping and substance use as behaviours with potential health and legal risks
recognise situations involving peer pressure around substance use
Understand
understand how addiction can develop and affect physical and everyday wellbeing
understand the health and legal considerations linked to substance use and vaping
Practise
practise strategies for making safer decisions when faced with substance related pressure
practise identifying trusted adults or support services pupils could approach for help
practise language for managing peer pressure in social situations
Who this lesson is for?
This lesson is designed for secondary pupils in Years 9 to 13 who are building knowledge about substance use, vaping and addiction as part of their personal development. It works well for pupils with a range of prior knowledge, from those with limited exposure to the topic to those who may already have questions relevant to substance use in their social lives.
It is suitable for:
secondary PSHE lessons
relationships and health education
pastoral care or form time discussions
personal development and life skills programmes
wider substance use or risk awareness 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 and vaping Use when pupils are beginning structured learning about substance use, vaping and addiction for the first time.
Building on earlier PSHE learning Use when extending previous health education work into more detail on addiction and decision-making.
Practising decision-making skills Use when pupils need structured opportunities to think through risk, pressure and choice around substances.
Preparing pupils for social situations Use when pupils are likely to encounter situations involving vaping or substance use among peers.
Reinforcing help-seeking pathways Use when pupils need reminding of where to go for support around substance use concerns, for themselves or others.
Supporting a wider risk awareness unit Use when this lesson forms part of a broader programme on risky behaviours or personal safety.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils encounter information, misinformation and social pressure about substances and vaping well before they may need to make decisions about them. Understanding addiction and its risks gives pupils a foundation for making informed choices, rather than relying on guesswork or peer opinion alone. Addiction education works best when it builds knowledge and decision-making skills early, rather than only responding once a concern has arisen. This lesson supports pupils to think critically about substance use, recognise pressure and understand that support is available if needed. By keeping the discussion practical and non-judgemental, the lesson helps pupils build confidence in navigating real situations, including conversations with peers, without feeling lectured to or judged.
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 build understanding of health and legal risks linked to substance use and addiction.
Decision-making Pupils practise weighing up choices and consequences around substance related pressure.
Peer pressure management Pupils develop language and strategies for managing pressure from friends or social groups.
Help-seeking Pupils learn where to go for support if they or someone they know is affected by substance use.
Critical thinking Pupils consider influences on substance use decisions, including social and environmental factors.
Self-awareness Pupils reflect on their own values and boundaries around substance use.
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 examples and scenarios rather than personal disclosures
Make clear the lesson is about building knowledge and decision-making, not judging choices
Identify trusted adults or support services pupils can be directed to at school
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 general examples of peer pressure and social situations rather than specific brands or methods
Keep language factual and non-judgemental when discussing vaping and substance use
Give pupils time to practise decision-making language and phrases for managing pressure
Avoid asking individual pupils to speak on behalf of a group or personal experience
Supporting safe discussion
Reinforce that asking for help is a responsible choice, not a sign of failure
Explain that any concerns about substance use should be shared with a trusted adult
Follow school safeguarding procedures if concerns arise during or after the lesson
Adaptation options
Use small group discussion for pupils who may be less confident speaking to the whole class
Extend discussion on legal and health considerations for older year groups within the range
Provide written or reflective tasks as an alternative to verbal discussion where appropriate
