Sex & Substances wellbeing lesson plan
A secondary wellbeing lesson for Years 10 to 13 that helps Australian teachers introduce the links between substance use and risky sexual behaviour through a structured, ready-to-teach lesson. Students learn to recognise how alcohol, drugs or vaping can affect decision making, consent and personal safety, and practise language for setting boundaries and seeking support.
Sex & Relationships Education
Snapshot
Sex & Substances
This lesson gives teachers a structured way to introduce the connection between substance use and risky sexual behaviour, using calm, consent-led discussion. Feedback: 4.2/5 from 59 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding how substance use can affect consent, decision-making and personal safety in sexual situations
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 how alcohol, drugs or vaping can affect judgement and communication in social and sexual situations
recognise signs that a friend or peer may need support in a situation involving substances
recognise that consent must be clear and freely given, regardless of substance use
Understand
understand why consent can become harder to communicate or interpret when substances are involved
understand the connection between peer pressure, substance use and risky decision-making
understand where to access support if a situation feels unsafe or unclear
Practise
practise language for setting boundaries and checking in on consent
practise strategies for looking out for friends in social situations involving substances
practise identifying trusted adults or support services to approach for help
Who this lesson is for?
This lesson is designed for secondary students who have some prior understanding of consent and respectful relationships, and who are ready to explore how substance use can affect decision-making in sexual situations. It suits students in Years 10 to 13 who are building on earlier learning about personal safety and respectful relationships.
It is suitable for:
senior secondary wellbeing or Health lessons
PDHPE units covering relationships and personal safety
pastoral care or advisory sessions
respectful relationships or consent education programmes
senior students with some prior understanding of consent and respectful relationships
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 consent and substance use together Use when students need a structured way to connect consent education with decision-making around alcohol, drugs or vaping.
Building on earlier respectful relationships learning Use when extending previous consent or relationships lessons into more complex, real-world decision-making.
Supporting senior wellbeing or Health programmes Use when reinforcing personal safety and respectful relationships content within a wellbeing or Health sequence.
Preparing students for social situations Use when students are approaching situations, such as parties or social events, where substances and peer pressure may be present.
Strengthening help-seeking pathways Use when students need clearer understanding of who to approach for support around safety, consent or substance use.
Creating a structured, consent-led discussion Use when you want a calm, teacher-led discussion about substances, decision-making and respectful relationships.
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 often navigate social situations where alcohol, drugs or vaping are present, and where decisions about consent and personal safety can become more complex. Understanding this connection early helps students build safer habits before they are faced with real situations. This lesson is not about warning students away from social situations. It focuses on building practical skills, such as recognising how substances can affect judgement, communicating boundaries clearly and knowing how to support a friend or ask for help. By keeping the discussion calm and skills-based, the lesson helps normalise conversations about consent and substance use, rather than treating them as topics to avoid.
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
Decision-making Students consider how substances can affect judgement and choices in sexual situations.
Consent and boundaries Students practise recognising and communicating consent clearly, even when substances are involved.
Peer support Students learn practical ways to look out for friends in situations involving alcohol, drugs or vaping.
Help-seeking Students identify trusted adults or services to approach if a situation feels unsafe or unclear.
Risk awareness Students build understanding of how peer pressure and substance use can influence risky decisions.
Communication skills Students practise clear, respectful language for setting boundaries and checking in with others.
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
Frame discussion around scenarios and general examples, not personal disclosures
Make clear the lesson is about building safe decision-making skills, not judging choices
Identify trusted adults or support services students can approach 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
Keep language age-appropriate, respectful and free from graphic detail
Focus on consent, safety and decision-making rather than specific substances
Allow students to respond through discussion or written reflection depending on confidence
Reinforce that students do not need to manage unsafe situations alone
Supporting safe discussion
Use general examples rather than personal experiences
Reinforce that seeking help is a responsible choice, not a failure
Direct students to school-based or external support pathways where relevant
Adaptation options
Use small group discussion for confident cohorts
Use written reflection or scenario cards for quieter groups
Spend more time on help-seeking pathways if students need support identifying who to approach
Keep the focus on decision-making, respect and safety rather than legal specifics or clinical detail, and refer students to appropriate support services where needed.
