Vaping Crackdown PSHE lesson plan
A secondary PSHE lesson for Years 9 to 13 that helps UK teachers introduce how governments around the world are responding to vaping through a structured, ready-to-teach lesson. Pupils learn about changing vaping laws and regulations, the health and legal considerations involved, and how to make informed, safer choices when faced with peer pressure. The lesson gives teachers a calm, practical way to open up discussion about vaping without relying on scare tactics, and helps pupils build language and confidence for decision-making and seeking support.
Substances & Risky Behaviours
Snapshot
Vaping Crackdown
The lesson gives teachers a structured way to introduce global vaping regulation and support informed, safer decision-making. Feedback: 4.1/5 from 50 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding global vaping regulation, health and legal considerations, and safer 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 that vaping laws and regulations vary between countries and continue to change
recognise common reasons young people may feel pressure to try or continue vaping
recognise where to find reliable, trustworthy information about vaping and health
Understand
understand why governments are introducing stricter vaping regulations
understand the health and legal considerations that can be linked to vaping
Practise
practise responding to peer pressure around vaping
practise identifying trusted adults or services they can speak to if they have concerns
practise making informed, safer choices in everyday situations
Who this lesson is for?
This lesson is designed for secondary pupils in Years 9 to 13 who are old enough to discuss vaping, regulation and peer pressure in a structured, factual way. Many pupils in this age range will already have some awareness of vaping through friends, social media or their local community, so the lesson builds on existing knowledge rather than introducing the topic from scratch.
It is suitable for:
secondary PSHE lessons
personal development or health education sessions
pastoral care, form time or tutor group discussions
sixth form or post 16 wellbeing sessions
wider drug and alcohol education programmes
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 vaping as a topic Use when pupils have had little structured teaching on vaping and need a calm, factual starting point.
Building critical thinking about health information Use when pupils are learning to question marketing, misinformation or peer claims about vaping.
Reinforcing decision-making skills Use when pupils are practising how to think through choices under peer pressure.
Supporting a wider substances or health education programme Use alongside broader personal development or health education units.
Preparing for transition points Use when pupils are moving into new social settings, such as sixth form, college or part time work, where they may encounter vaping more often.
Creating a structured PSHE discussion Use when you want a calm, teacher-led lesson that keeps the focus on facts and decision-making rather than judgement.
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 growing up in a period where vaping laws and public attitudes are shifting quickly, and many will have questions or misinformation picked up from friends or social media. Helping them understand why regulations are changing gives them a clearer, more informed starting point for their own decisions. This lesson is not about telling pupils what to think. It is about giving them accurate information, language for handling peer pressure and confidence to ask questions or seek support if they need it. By focusing on knowledge and decision-making rather than warnings or judgement, the lesson supports pupils to think critically about vaping and the wider systems, such as law and regulation, that shape it.
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 understanding of health and legal considerations linked to vaping.
Critical thinking Pupils examine why governments introduce vaping regulations and question misinformation.
Decision-making Pupils practise thinking through choices in situations involving peer pressure.
Peer pressure resilience Pupils practise responses to pressure from friends or social situations.
Help-seeking Pupils identify trusted adults or services they can speak to about vaping.
Civic awareness Pupils consider how law and regulation respond to public health issues.
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 stories about other people
Frame the discussion around facts, scenarios and general examples rather than personal disclosures
Make clear the lesson focuses on information and decision-making, not blame
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 language neutral and avoid moralising about pupils who vape or have tried vaping
Use general examples rather than referring to specific brands, methods or ways to obtain vapes
Give pupils time to discuss and ask questions
Reinforce that pupils are not expected to have all the answers themselves
Supporting safe discussion
Encourage privacy and respectful discussion rather than personal disclosure
Remind pupils that seeking support or information is a responsible choice
Identify trusted adults or services pupils can speak to after the lesson
Adaptation options
Use paired or small group discussion for pupils who are less confident speaking to the whole class
Spend more time on regulation and law for pupils interested in citizenship or current affairs
Spend more time on peer pressure and decision-making for pupils who need more support with social situations
