The Truth About Vaping wellbeing lesson plan
A secondary wellbeing lesson for Years 8 to 10 that helps Australian teachers introduce vaping as a topic for informed decision-making, using a structured, ready-to-teach lesson. Students explore the health and legal facts around vaping, consider the peer pressure and social influences that can shape choices, and practise thinking through decisions calmly and confidently.
Substances & Risky Behaviours
Snapshot
The Truth About Vaping
This lesson gives teachers a structured way to introduce vaping as a decision-making topic, without relying on scare tactics. Feedback: 4.5/5 from 192 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Making informed decisions about vaping, including health, legal and social considerations
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 key health and legal facts about vaping relevant to their age group
recognise common myths and misleading messages about vaping
recognise signs of peer pressure related to vaping
Understand
understand why some young people feel pressure to try vaping
understand how decisions about vaping can affect health, relationships and legal standing
Practise
practise strategies for making informed decisions under peer pressure
practise identifying trusted, accurate sources of information about vaping
practise language for declining or asking for support if they have concerns
Who this lesson is for?
This lesson is designed for secondary students in Years 8 to 10 who are ready to engage with factual, non-judgemental discussion about vaping and the decisions it involves.
It is suitable for:
secondary wellbeing or Health lessons
PDHPE teaching on substance use and decision-making
pastoral care, advisory or wellbeing check-in sessions
respectful, whole-class discussion about peer pressure and choices
proactive vaping education alongside other health topics
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 vaping education Use when students need a factual, non-judgemental starting point for learning about vaping.
Reinforcing a health or PDHPE unit Use alongside broader units on substance use, decision-making or personal health.
Building peer pressure and decision-making skills Use when students need practical strategies for managing social pressure around vaping.
Addressing mixed messages Use when students are exposed to conflicting information about vaping through friends, social media or marketing.
Supporting a wellbeing or advisory focus Use during pastoral care or advisory sessions focused on health and decision-making.
Preparing for new social settings Use when students are moving into environments where they may encounter vaping for the first time.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students in Years 8 to 10 are increasingly likely to encounter vaping through friends, social settings or online content, making informed decision-making a practical life skill. The lesson matters because it gives students accurate information and practical thinking tools before they are faced with a decision, rather than relying on rules or warnings alone. Understanding the health, legal and social sides of vaping helps students weigh up choices with more confidence. By focusing on decision-making and support pathways rather than fear, the lesson helps normalise open, honest conversations about vaping and encourages students to seek accurate information and support when they need it.
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 the health and legal aspects of vaping.
Critical thinking Students learn to question advertising, misinformation and peer messaging about vaping.
Decision-making Students practise weighing up choices and consequences before acting.
Social awareness Students recognise peer pressure and social influences related to vaping.
Self-management Students practise strategies for making confident, independent choices.
Help-seeking Students learn where to find accurate information and support if they have questions or concerns.
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 vaping stories or name classmates
Frame the discussion around facts, scenarios and decision-making, not personal disclosures
Make clear that the lesson is about building knowledge and confidence, not judging choices already made
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 health and legal information
Keep discussion focused on decision-making and peer pressure rather than personal habits
Allow students to raise questions privately if they prefer not to speak in front of the class
Reinforce that seeking accurate information and support is a responsible choice
Supporting safe discussion
Use general examples and scenarios rather than personal disclosures
Avoid naming classmates or specific products, brands or ways of accessing vapes
Direct any questions about personal use to a trusted adult or school support service after the lesson
Adaptation options
Use small group or partner discussion for students who are less confident speaking in front of the whole class
Spend more time on peer pressure strategies if this is a strong need for your cohort
Provide written reflection options for students who prefer not to discuss the topic verbally
