Legal and Illegal Substances wellbeing lesson plan
A primary wellbeing lesson for Years 5 and 6 that helps Australian teachers introduce legal and illegal substances through a structured, ready-to-teach lesson. Students learn to recognise the difference between safe and unsafe substances, understand basic health and legal considerations, and practise safer decision-making when faced with peer pressure. The lesson uses examples students may recognise, including medicines and vaping, to build practical language around substance use and help students know when and how to seek support.
Substances & Risky Behaviours
Snapshot
Legal and Illegal Substances
This lesson gives teachers a structured way to introduce legal and illegal substances using clear, age-appropriate language and practical decision-making examples.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising safe and unsafe substances and practising safer decision-making
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 the difference between legal and illegal substances
recognise examples of safe and unsafe substance use, including vaping
recognise signs that a substance may be risky, restricted or age limited
Understand
understand why some substances are regulated by health and legal guidelines
understand how peer pressure can influence decisions about substances
Practise
practise simple ways to respond to pressure around substance use
practise decision-making language for making safer choices
practise identifying trusted adults or support pathways for questions or concerns
Who this lesson is for?
This lesson is designed for upper primary students in Years 5 and 6 who are building early knowledge about substances, health and safer decision-making.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
substance use and vaping education
protective behaviours or respectful relationships programs
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 awareness Use when students need foundational knowledge about legal and illegal substances, including vaping.
Building classroom culture Use to reinforce respectful, non judgemental discussion norms around health topics.
Supporting decision-making skills Use when students are developing skills for handling peer pressure and making safer choices.
Reinforcing health and PDHPE learning Use alongside broader health education to connect substance knowledge with everyday wellbeing.
Preparing for transition Use as students move into higher year levels where substance-related questions may come up more often.
Supporting help-seeking Use when students need to understand where to go with questions or concerns about substances.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Upper primary students are beginning to encounter information, and sometimes misinformation, about substances such as vaping through friends, family, media and everyday life. Clear, factual language helps students make sense of what they see and hear without relying on guesswork. Understanding the difference between legal and illegal, and safe and unsafe, gives students an early foundation for making informed choices as they get older. This is not about creating worry. It is about building knowledge, confidence and decision-making skills before questions arise. The lesson supports a classroom culture where students feel comfortable asking questions and know that trusted adults are available if something feels confusing or concerning.
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 legal and illegal substances.
Risk awareness Students learn to recognise safe and unsafe substance use, including vaping.
Decision-making Students practise language for making safer choices under pressure.
Peer pressure resilience Students consider how to respond when pressured by friends or peers.
Help-seeking Students learn when and how to ask a trusted adult for support.
Critical thinking Students consider why substances are regulated and what that means for safety.
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, family members or share personal stories
Frame discussion around general knowledge and scenarios, not personal disclosures
Make clear the lesson is about building knowledge and safer decision-making, not making assumptions about anyone's choices
Identify trusted adults students can speak to at school
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
During delivery
Use factual, age-appropriate language when discussing legal and illegal substances
Avoid detailed descriptions of how substances are obtained, used or concealed
Give students time to consider and discuss decision-making scenarios
Reinforce that questions are welcome and that curiosity does not need to lead to judgement
Supporting safe discussion
Reinforce that asking questions or seeking help is a responsible choice
Explain that students can speak to a trusted adult if something feels confusing or concerning
Follow school child safety procedures if concerns arise
Adaptation options
Use small group discussion for confident classes
Use individual reflection or written responses for quieter groups
Spend more time on decision-making scenarios if students need extra practise responding to peer pressure
