The Truth About Vaping PSHE lesson plan
The Truth About Vaping is a secondary PSHE lesson for Years 8 to 10 that helps UK teachers introduce vaping in a factual, non-judgemental way through a structured, ready-to-teach lesson. Pupils learn to recognise common claims and pressures around vaping, understand the health and legal considerations involved, and practise making informed, safer choices, including where to go for support.
Substances & Risky Behaviours
Snapshot
The Truth About Vaping
The lesson gives teachers a structured way to introduce vaping through facts, discussion and practical decision-making skills. Feedback: 4.5/5 from 192 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Making informed decisions about 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 facts and misconceptions about vaping
recognise situations where peer pressure to vape may occur
recognise signs that someone may want more information or support around vaping
Understand
understand the health and legal considerations linked to vaping
understand why young people may feel pressure to try or continue vaping
understand that decisions about vaping are personal and can be supported
Practise
practise responding to peer pressure using clear, respectful language
practise identifying reliable sources of information about vaping
practise identifying trusted adults or services pupils can speak to for support
Who this lesson is for?
This lesson is designed for secondary pupils in Years 8 to 10 who are building awareness of substance use and developing decision-making skills around vaping. It suits pupils with a range of prior knowledge, from those with little exposure to vaping to those who may already have encountered it socially.
It is suitable for:
PSHE lessons on substances and risky behaviours
relationships and health education
pastoral care, form time or wellbeing sessions
whole-class discussions on peer pressure and decision-making
preparing pupils for social situations where vaping may be present
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 are learning about vaping for the first time and need accurate, age-appropriate information.
Building decision-making skills Use when pupils need practical strategies for making informed choices under peer pressure.
Reinforcing PSHE learning on risk Use when revisiting or extending previous learning on substances and risky behaviours.
Supporting peer pressure conversations Use when pupils need language for responding to pressure from friends or peers around vaping.
Preparing for social situations Use ahead of situations where pupils may encounter vaping, such as parties or unsupervised time with friends.
Creating a structured PSHE discussion Use when you want a calm, factual, teacher-led discussion about vaping rather than an incident-led response.
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 vaping in social settings well before they fully understand the health and legal considerations involved. Clear, factual information helps them make informed choices rather than relying on assumptions or peer influence alone. Decision-making around vaping is not only about saying no. It is about understanding the facts, recognising pressure and knowing where to go for further information or support if needed. This lesson supports a calm, informed approach to substance use education, helping pupils build confidence in their own decision-making without judgement or scare tactics.
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
Critical thinking Pupils weigh up facts, marketing and peer influence around vaping.
Decision-making Pupils practise thinking through choices before acting under pressure.
Peer pressure resistance Pupils rehearse respectful ways to decline or question vaping-related pressure.
Health literacy Pupils build understanding of the health and legal considerations linked to vaping.
Help-seeking Pupils learn where to find reliable information or support around vaping.
Self-confidence Pupils build confidence to make and stand by their own choices.
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 vaping
Frame the discussion around general examples and scenarios, not personal disclosures
Make clear the lesson is about building knowledge and decision-making skills, not judging individual 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, age appropriate language when discussing health and legal considerations
Avoid scare tactics or moralising about individual choices
Give pupils time to practise responses to peer pressure aloud or in pairs
Allow pupils to ask questions privately if they prefer not to discuss openly
Supporting safe discussion
Keep discussion focused on scenarios rather than personal disclosures
Use privacy rather than confidentiality when referring to what is shared in class
Follow your school's safeguarding procedures if concerns arise
Adaptation options
Use pair or small group discussion for pupils who are less confident speaking up in class
Extend discussion on legal and health considerations for older or more mature groups
Provide written or visual prompts for pupils who need more processing time
