Substance Addiction wellbeing lesson plan
A secondary wellbeing lesson for Years 9 to 13 that helps Australian teachers introduce substance addiction and prevention strategies through a structured, ready-to-teach lesson. Students build knowledge about substance use and vaping, explore how addiction can develop, and practise decision-making and help-seeking skills for managing peer pressure and risk.
Substances & Risky Behaviours
Snapshot
Substance Addiction
The lesson gives teachers a structured way to introduce substance addiction and prevention strategies using clear, non judgemental language. Feedback: 4.4/5 from 133 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building knowledge and decision-making skills around substance use, vaping and addiction risk
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 signs that substance use may be becoming a pattern or dependence
identify common health and legal risks linked to substance use and vaping
recognise situations where peer pressure may influence decisions about substances
Understand
understand how addiction can develop through repeated substance use
understand why prevention strategies and informed decision making reduce risk
Practise
practise strategies for responding to peer pressure around substance use
practise identifying trusted adults or services for accurate information and support
practise language for explaining and making safer choices
Who this lesson is for?
This lesson is designed for secondary students in Years 9 to 13 who are ready to engage with more direct, factual discussion about substance use, vaping and addiction.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships or life skills programs
proactive substance use and prevention education
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 a structured way to start learning about substance addiction and prevention strategies.
Revisiting health and wellbeing priorities Use when reinforcing informed decision making around substances as part of ongoing wellbeing learning.
Building peer pressure management skills Use when students need practical language for responding to pressure to use substances.
Supporting help-seeking confidence Use when students need to understand where to find accurate information or support around substance use.
Preparing for social or transition periods Use when students are moving into settings with greater exposure to substances, such as new social groups or environments.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about substance use, vaping and decision making.
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 about substance addiction well before they face real decisions about substance use. Understanding how addiction can develop, and what influences those choices, gives students a stronger basis for making informed decisions. Prevention focused learning is not only about avoiding harm. It also helps students build the knowledge and confidence to recognise pressure, ask questions and seek support when something feels difficult to manage. This lesson supports a proactive approach to substance use education by treating students as capable of understanding risk, weighing information and making thoughtful choices, rather than framing the topic through fear.
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 substance use, vaping and how addiction can develop.
Risk awareness Students consider health and legal factors linked to substance use.
Decision making Students practise weighing information before making choices about substances.
Peer pressure management Students explore strategies for responding to social pressure around substance use.
Help-seeking Students learn where to find accurate information or support if needed.
Self-advocacy Students practise language for explaining and standing by safer choices.
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 the lesson is about building knowledge and decision making, not judging past choices
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, non judgemental language when discussing substance use and vaping
Avoid scare tactics or abstinence only messaging
Give students time to discuss prevention strategies and decision making in pairs or small groups
Reinforce that seeking accurate information or support is a responsible choice, not a failure
Supporting safe discussion
Keep examples general rather than tied to specific students or incidents
Remind students that privacy matters, and personal experiences should not be shared in class
Identify trusted adults or school supports students can speak to after the lesson
Adaptation options
Use small group discussion for classes that need more structure
Use written or reflective tasks for students who prefer not to speak in open discussion
Spend more time on support pathways if students need help identifying where to go for information
