Drug Awareness wellbeing lesson plan
A secondary wellbeing lesson for Years 7 to 9 that helps Australian teachers introduce drug awareness, including substance use and vaping, through a structured, ready-to-teach lesson. Students explore the risks and dangers linked to drug use, build knowledge to help them make safer choices, and practise recognising when and how to seek support.
Substances & Risky Behaviours
Snapshot
Drug Awareness
This lesson gives teachers a structured way to introduce drug awareness and vaping in a calm, non-judgemental format. Feedback: 4.4/5 from 123 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding the risks of drugs and vaping and building safer decision-making skills
Lesson Format
Teacher-led discussion and structured activities
What students will learn
By the end of the lesson, students will be supported to:
Recognise
recognise common risks associated with drug use and vaping
recognise situations involving peer pressure to try substances
recognise signs that someone may need support around substance use
Understand
understand how drugs and vaping can affect health and wellbeing
understand the difference between informed choices and pressure driven decisions
understand that support is available through trusted adults and services
Practise
practise strategies for responding to peer pressure
practise using safe, factual language when discussing drugs and vaping
practise identifying trusted adults or support pathways to approach for help
Who this lesson is for?
This lesson is designed for secondary students in Years 7 to 9 who are building knowledge about drugs, vaping and safer decision-making. It suits students who are beginning to encounter peer pressure, social situations or questions about substance use, and who benefit from calm, factual discussion rather than warnings alone.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
drug and vaping education programs
respectful relationships or decision-making units
Suitability should be based on more than age alone. Teachers should consider the lesson focus, student 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 drug and vaping education Use when students need a structured introduction to substance use, vaping and related risks.
Reinforcing health and wellbeing units Use when building on existing Health or PDHPE content about safe decision-making.
Responding to peer pressure discussions Use when students need language and strategies for managing pressure to try substances.
Building help-seeking confidence Use when students need to understand where and how to seek support around substance use.
Preparing for transition or social changes Use when students are moving into new social settings where substance use may come up.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led conversation about risk, choices and support.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Secondary students are increasingly likely to encounter questions, curiosity or pressure around drugs and vaping, whether through friends, social settings or everyday school life. Having clear, factual knowledge helps them make informed choices rather than relying on guesswork or misinformation. Drug awareness is not only about avoiding risk. It is also about giving students the language and confidence to recognise pressure, make safer decisions and know where to turn if they or someone else needs support. This lesson supports a calmer, more informed classroom conversation by treating the topic as a normal part of health education rather than something to be feared or avoided.
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 Students learn how drugs and vaping can affect health and wellbeing.
Decision-making Students practise weighing up choices when faced with pressure or uncertainty.
Peer pressure management Students explore strategies for responding to pressure from friends or social settings.
Health literacy Students build accurate knowledge about substances rather than relying on assumptions.
Help-seeking Students learn when and how to ask a trusted adult or service for support.
Communication Students practise using calm, factual language when discussing drugs and vaping.
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 students not to name classmates or share personal stories about substance use
Frame discussion around general examples and scenarios rather than personal disclosures
Make clear that the lesson is about building knowledge and safer choices, not judging past behaviour
Identify trusted adults or school support services students can approach
During delivery
Use factual, non-alarmist language when discussing health and legal considerations
Keep the tone informative rather than warning-based
Allow students time to discuss strategies for managing peer pressure
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe
Supporting safe discussion
Encourage respectful discussion rather than promising confidentiality
Reinforce that asking for help is a responsible choice, not a failure
Direct students to trusted adults or support services if concerns arise
Adaptation options
Use small group discussion for classes that need more structure
Use individual reflection for students who prefer not to speak in front of peers
Spend more time on support pathways if students need help identifying who to approach
