Drugs wellbeing lesson plan
A secondary wellbeing lesson for Years 10 to 13 that helps Australian teachers introduce the connections between drug use and mental health through a structured, ready-to-teach lesson. Students investigate how drug use and vaping can relate to mood, stress and wellbeing, and practise thinking critically about information, peer pressure and support options.
Substances & Risky Behaviours
Snapshot
Drugs
This lesson gives teachers a structured way to introduce how drug use and vaping can connect with mental health, without relying on scare tactics. Feedback: 4.2/5 from 94 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Investigating the connections between drug use, vaping and mental health
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 reasons young people may use drugs or vaping products, such as peer pressure or coping with stress
recognise signs that drug use or vaping may be affecting someone's mood or wellbeing
recognise myths or misinformation about drugs and vaping
Understand
understand how drug use and mental health can be connected
understand that decisions about substance use can carry health and legal considerations
Practise
practise strategies for managing peer pressure around drug use or vaping
practise identifying trusted adults or services students can approach for support
practise using respectful, non judgemental language when discussing drug use and mental health
Who this lesson is for?
This lesson is designed for senior secondary students who have some existing understanding of health, wellbeing or personal decision-making, and are ready to explore more mature topics such as drug use and mental health.
It is suitable for:
senior secondary Health or PDHPE lessons
wellbeing or pastoral care programmes
advisory or homeroom discussions
drug education or substance use awareness units
mental health awareness sessions
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 education Use when students need a structured way to start exploring drug use, vaping and mental health.
Reinforcing health and wellbeing learning Use when building on earlier lessons about decision-making, risk or personal wellbeing.
Building classroom culture around respectful discussion Use when you want students to talk about substance use and mental health without judgement or assumptions.
Practising safe decision-making Use when students are learning how to manage peer pressure around drug use or vaping.
Supporting help-seeking Use when students need to understand where to go if they or a friend needs support.
Preparing for senior school transitions Use when students are approaching situations, such as parties or greater independence, where they may face choices about substance use.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Senior students are increasingly exposed to information, opinions and social pressure around drug use and vaping, often without a clear space to talk about how these choices connect with mental health. Understanding this connection helps students make more informed decisions and recognise when they or a friend might need support. This lesson is not about telling students what to think, but giving them the knowledge and language to make safer, more informed choices. By approaching drug use and mental health together, the lesson supports a school culture where students feel comfortable asking questions and seeking help, rather than managing pressure or difficult feelings alone.
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 Students build accurate knowledge about drugs, vaping and their possible effects on mental health.
Critical thinking Students learn to question myths and misinformation about substance use.
Decision-making Students practise weighing up risks and consequences before making choices.
Peer pressure management Students practise strategies for responding to pressure to use drugs or vape.
Help-seeking Students identify trusted adults and services they can approach for support.
Emotional awareness Students consider how mental health and substance use can influence each other.
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 drug use
Frame discussion around general examples and scenarios, rather than personal disclosures
Make clear the lesson is about building knowledge and decision-making skills, not making assumptions about individual students
Identify trusted adults or services students can be referred to at school
During delivery
Use general, non graphic examples when discussing drug use and vaping
Avoid scare tactics or moralising language when discussing choices
Give students time to discuss strategies for managing peer pressure
Reinforce that seeking help or information is a responsible choice, not a weakness
Supporting safe discussion
Keep discussion focused on scenarios and general examples rather than personal experiences
Encourage respectful, non judgemental language when talking about drug use and mental health
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe
Adaptation options
Use small group discussion for classes that need more structure
Provide additional scaffolding around health and legal information for students with less prior knowledge
Adjust the depth of discussion depending on cohort maturity and existing classroom discussion norms
