Drugs and Alcohol Choices wellbeing lesson plan
A primary wellbeing lesson for Years 5 and 6 that helps Australian teachers introduce safe decision-making around alcohol, drugs and vaping through a structured, ready-to-teach lesson. Students learn to recognise health and safety facts, understand how peer pressure and social situations can influence choices, and practise simple strategies for making safer decisions and asking for support. The lesson uses a harm-informed, non-judgemental approach that focuses on knowledge and decision-making rather than fear-based messaging, giving teachers a calm and practical way to open this conversation.
Substances & Risky Behaviours
Snapshot
Drugs and Alcohol Choices
This lesson gives teachers a structured way to introduce safe decision-making around substances without relying on scare tactics.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building knowledge and decision-making skills around alcohol, drugs and vaping
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 health and safety facts about alcohol, drugs and vaping
recognise situations where they may feel pressure to try a substance
recognise that trusted adults can help with questions or concerns about substances
Understand
understand that people make different choices around alcohol and drugs, and that these choices can carry different risks
understand why peer pressure and social situations can influence decisions
Practise
practise simple phrases to say no or delay a decision under pressure
practise identifying safe, trusted adults to talk to about substances
practise applying a simple decision-making process before making a choice
Who this lesson is for?
This lesson is designed for upper primary students who are beginning to build knowledge and decision-making skills around alcohol, drugs and vaping.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
protective behaviours or health education programmes
proactive substance use education for Years 5 and 6
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 substance use education Use when students need foundational knowledge and language for talking about alcohol, drugs and vaping.
Building decision-making skills Use when students are learning how to weigh up choices and think through pressure situations.
Reinforcing health and safety learning Use alongside broader Health or PDHPE content on body safety, wellbeing and healthy choices.
Practising responses to peer pressure Use when students need practical phrases for saying no or delaying a decision.
Building help-seeking confidence Use when students need to understand who they can talk to if they have questions or concerns about substances.
Preparing for transition to secondary school Use when students are approaching new social situations and peer groups where these choices may come up.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students benefit from clear, factual language for thinking through choices around alcohol, drugs and vaping before they encounter these situations socially. Substance use education is not only about responding to risk. It is also about building early knowledge, decision-making skills and confidence to ask questions or seek support when something feels uncertain. This lesson supports a calm, informed classroom approach by helping students understand that safe choices are built on knowledge and support, not fear. Students learn that trusted adults are available to help with questions, and that seeking support is a responsible and normal part of making safe decisions.
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 basic health and safety facts about alcohol, drugs and vaping.
Decision-making Students practise simple steps for thinking through choices under pressure.
Critical thinking Students consider how peers, media and social situations can influence decisions.
Communication skills Students practise phrases for saying no or delaying a decision.
Help-seeking Students learn who they can talk to if they have questions or concerns about substances.
Self-regulation Students consider how to manage pressure or uncomfortable social situations calmly.
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 share personal stories about family members, friends or themselves
Frame the discussion around general information and scenarios, not personal disclosures
Make clear the lesson is about building knowledge and decision-making skills, not judging choices
Identify trusted adults students can speak to at school
During delivery
Keep language factual and non-judgemental when discussing alcohol, drugs and vaping
Focus on decision-making, peer pressure and safer choices rather than legal or clinical detail
Use scenarios rather than asking students to speak about personal or family experiences
Give students time to practise simple response phrases aloud
Supporting safe discussion
Reinforce that asking questions or seeking support is a responsible choice
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe
Avoid scare tactics or messaging that implies there is only one safe choice
Adaptation options
Use partner or small group discussion for confident classes
Use individual reflection or written response for quieter groups
Spend more time on trusted adults and support pathways if students need extra guidance
