Peer Pressure Scenario Cards

Use these scenario cards in the “Identifying Signs Workshop” segment. Divide parents into small groups of 3–4 and give each group one card. Ask them to read the scenario and identify possible signs of peer pressure in the situation.

Scenario 1: Sarah’s Party Dilemma
Sarah, 14, is excited to attend a weekend party where all her classmates will be. Once she arrives, friends offer her alcoholic drinks, insisting it’s “no big deal.” Sarah feels torn—she doesn’t want to offend them but also knows underage drinking is risky.

[some space for notes]

Scenario 2: Mike’s Class Skip
Mike, in 8th grade, discovers his friends plan to sneak out of school during a free period and hang at the park. They tease him for being a “teacher’s pet” if he doesn’t join. Mike worries about truancy but fears losing his friends.

[some space for notes]

Scenario 3: Emma’s New Club
Emma wants to join the school debate club, but her friend group mocks her interests as “nerdy.” They say she’ll never fit in if she spends time preparing speeches instead of going to gatherings. Emma is anxious about choosing between friends and her passion.

[some space for notes]

Scenario 4: Alex and the Test Answers
Alex’s friends offer to text him answers during a big math test, promising they’ll all get better grades. When he refuses, they threaten to tell others he’s too scared to help them, making Alex feel guilty.

[some space for notes]

Scenario 5: John’s Team Secret
John plays on the junior varsity basketball team. A senior teammate pulls a dangerous prank on a new player. They all swear John to secrecy or he’ll be ostracized by the group. John doesn’t want to cover it up but fears being “uncool.”

[some space for notes]

Scenario 6: Lily’s Embarrassing Video
Lily’s friends record her dancing awkwardly and insist she post the video on social media “for fun.” They say it will go viral and make her more popular, but Lily dreads the thought of public humiliation.

[some space for notes]

After reading, groups list behaviors or emotional changes in the child that signal they might be feeling pressured. Come back together and share insights.

Support Strategies Worksheet

Instructions: Choose one scenario from the Peer Pressure Scenario Cards. Complete the planning prompts below to develop a clear support plan for your child.

1. Scenario Title:
   
   
   
   

2. Brief Summary of the Scenario:
   
   
   
   
   
   
   

3. Warning Signs You Might Observe:
   
   
   
   
   
   
   

4. Desired Goals: What do you want your child to feel, think, or do?
   
   
   
   
   
   
   

5. Strategy Planning:

   5a. Open Dialogue – What I will say or ask:
   
   
   
   
   
   
   
   
   
   
   
   

   5b. When and Where I Will Initiate This Conversation:
   
   
   
   
   
   
   

6. Setting Boundaries:

   6a. Specific Boundary to Set:
   
   
   
   
   
   
   

   6b. How I Will Explain This Boundary:
   
   
   
   
   
   
   

   6c. Consequences or Follow-Up Actions:
   
   
   
   
   
   
   

7. Positive Reinforcement:

   7a. Behaviors I Will Praise:
   
   
   
   
   
   
   

   7b. How I Will Acknowledge Their Effort or Choices:
   
   
   
   
   
   
   

8. Potential Obstacles or Challenges:
   
   
   
   
   
   
   

9. Plan to Address These Obstacles:
   
   
   
   
   
   
   

10. Success Indicators: How will I know this plan is working?
    
    
    
    
    
    
    

11. Reflection (to complete after using these strategies): What did I learn?
    
    
    
    
    
    
    
    
    
    
    
    
    

Peer Pressure Signs Handout

What Is Peer Pressure?

Peer pressure happens when children feel urged—either directly or indirectly—to think, feel, or act in certain ways to fit in with their friends or social group.

Why Watch for Warning Signs?

Early awareness helps you start supportive conversations before pressures lead to risky behaviors or strained relationships.

Warning Signs to Watch For

1. Emotional Changes

• Mood swings, irritability, or unexplained outbursts
• Increased anxiety or nervousness around certain peers
• Sudden low self-esteem or reluctance to share feelings

2. Behavioral Shifts

• Secretive use of phone or social media
• Lying about whereabouts or activities
• New habits—late nights, sneaking out, or unexplained spending

3. Social Signals

• Abrupt changes in friend groups or distancing from old friends
• Reluctance to introduce friends or share details about them
• Fear of missing out (FOMO) leading to attendance at worrisome events

4. Academic & Extracurricular Impact

• Decline in grades or loss of interest in schoolwork
• Skipping classes or extracurricular commitments
• Reduced participation in hobbies they once enjoyed

5. Physical & Health Indicators

• Unexplained fatigue, headaches, or stomachaches
• Changes in eating or sleeping patterns
• Signs of substance use (smell of alcohol, new paraphernalia)

Putting It into Practice

1. Notice and document any concerning signs.
2. Refer to the Peer Pressure Scenario Cards to practice identifying these behaviors in context.
3. Use your Support Strategies Worksheet to plan how to talk openly and set healthy boundaries.
4. Practice communication techniques with the Communication Role-Play Scripts and build confidence using the Confidence Cards.

Notes & Reflections

Use this space to jot down observations, questions, or next steps for supporting your child:

Communication Role-Play Scripts

Use these role-play scripts in the “Communication Role-Play” segment. Pair up: one person plays the parent, the other plays the child. Practice active listening, open-ended questions, and positive reinforcement. Rotate roles after 10 minutes. Reinforce successes with Confidence Cards.

Script 1: Sarah’s Party Dilemma

Context: Sarah (14) returned from a party feeling uneasy after friends offered alcohol.

Parent (P):
“Hey, Sarah, I noticed you seemed quiet when you got home. How was the party?”

Child (C):
“It was okay… some of my friends were drinking. I felt weird about it.”

P (Active Listening & Open-Ended Question):
“You felt weird—can you tell me more about what made you uncomfortable?”
(Pause and reflect her feelings: “It sounds like you were torn between fitting in and staying safe.”)

C:
“Yeah, they kept saying it was no big deal, but I remembered what we talked about.”

P (Positive Reinforcement):
“I appreciate that you listened to your gut and remembered our conversation. What helped you say no?”
(Acknowledge courage and honesty.)

Reflection Prompts

• Which open-ended question did you use?
  
  
  
• How did you reflect her feelings?
  
  
  
• What Confidence Card would you hand her here?
  
  
  
  
  
  
  

Script 2: Mike’s Class Skip

Context: Mike (8th grade) was pressured to skip class and fears being labeled a “teacher’s pet.”

P:
“Mike, I heard you didn’t come home right after school today. Can you walk me through what happened?”

C:
“My friends tricked me into skipping. They said I was boring if I didn’t join.”

P (Open-Ended & Empathy):
“That sounds tough. How did you feel when they put you on the spot?”

C:
“I felt angry and embarrassed. But I didn’t want to lose them.”

P (Boundary Setting & Support):
“I understand. Your safety matters to me. Next time someone asks you to skip, what could you say or do instead?”

C:
“Maybe I could suggest meeting after my last class.”

P (Positive Reinforcement):
“That’s a great idea. I’m proud you’re thinking ahead about balance. Let’s practice how you’ll say it.”

Reflection Prompts

• What boundary did you set?
  
  
  
  
  
• Which active listening phrase worked best?
  
  
  
  
  
• Which Confidence Card fits this scenario?
  
  
  
  
  
  
  

Script 3: Emma’s New Club

Context: Emma wants to join debate club, but her friends mock her interests.

P:
“Emma, I noticed you’ve been quieter about your debate club idea. What’s on your mind?”

C:
“My friends called it nerdy. I’m scared they’ll stop hanging out with me.”

P (Open-Ended & Validation):
“That sounds disappointing. What about debate club excites you?”

C:
“I love researching topics and speaking up in front of people.”

P (Encouragement & Choice Reinforcement):
“I admire your passion. How can we support you in doing both—debate and keeping up with your friends?”

C:
“Maybe I schedule club meetings on days when my friends aren’t free.”

P (Positive Reinforcement & Action Plan):
“That’s a smart plan. Let’s look at the club calendar together and find a schedule that works.”

Reflection Prompts

• How did you encourage her passions?
  
  
  
  
  
  
  
• What follow-up question helped her think of a solution?
  
  
  
  
  
• Choose a Confidence Card to recognize her initiative.
  
  
  
  
  
  
  
  
  
  
  
  

After completing each script, switch roles and repeat. Use your Confidence Cards to highlight strong communication moments and build your confidence as a supportive, active-listening parent.

Confidence Cards Set

Use these cards during the “Communication Role-Play” segment. Whenever you notice a strong communication moment—whether you’re playing the parent or the child—hand a card to highlight and reinforce that behavior. Print, cut apart, and distribute one card per moment.

Confidence Cards

• “I appreciate your honesty.”

• “Great job expressing your thoughts.”

• “You showed courage by speaking up.”

• “Excellent active listening.”

• “Nice use of an open-ended question.”

• “I value how you set that boundary.”

• “You handled that situation respectfully.”

• “Impressive empathy and understanding.”

• “Well done recognizing feelings first.”

• “You demonstrated confidence and respect.”