Teacher Script: Stress & Substances

Warm-up & Introduction (5 minutes)

Teacher: "Good morning/afternoon everyone. Let's start with a quick warm-up. I want you to silently think of one word that describes how you feel when you are stressed. Don't overthink it, just the first word that comes to mind. On a sticky note, or by using an anonymous online poll if available, write down that word and place it on the board/submit it."

(Allow 1-2 minutes for students to respond. Collect or display the words.)

Teacher: "Let's look at some of these words... (Read out a few common or impactful words). Thank you for sharing. It's clear that stress impacts us all in different ways, but often with similar feelings. Today, we're going to explore how we often try to cope with stress, and specifically, why some common coping methods like drugs and alcohol can actually make stress much worse in the long run."

(Display Slide 1: Stress & Substances: A Vicious Cycle of Stress & Substances Slide Deck.)

Video & Discussion: The Vicious Cycle (10 minutes)

Teacher: "When stress hits us, it's natural to look for ways to feel better, or to escape the pressure. Sometimes, drugs and alcohol can appear to offer that quick fix, that temporary escape from overwhelming feelings. But it's important to ask: do they really help in the long run?"

*(Transition to Slide 2: The Appeal of a Quick Fix of Stress & Substances Slide Deck.)

Teacher: "To truly understand this, we're going to watch a short video. It will explain how drugs and alcohol interact with our brain and our body's stress response. As you watch, I want you to pay close attention to what happens both immediately after someone uses a substance, and what the long-term effects are, especially concerning stress."

(Display Slide 3: Understanding the Science of Stress & Substances Slide Deck and play the short video clip the teacher has inserted.)

(After the video, transition to Slide 4: The Vicious Cycle Explained of Stress & Substances Slide Deck.)

Teacher: "Okay, so what did we learn from that video? What were some of the key takeaways about how substances affect our stress?"

(Facilitate a brief discussion, using the bullet points on Slide 4 as prompts. Encourage students to elaborate.)

Teacher: "Exactly. While there might be a very short-term feeling of relief or numbness, the video showed us how drugs and alcohol actually mess with our brain chemistry, increase hormones related to stress, and ultimately make us less able to cope with stress in the future. It creates what we call a 'vicious cycle.' You feel stressed, use substances to cope, the substances make you more stressed or less capable of handling stress, and so you might feel the need to use them again. It's a trap."

Small Group Activity: Stress Scenarios (10 minutes)

Teacher: "Now that we've understood the science, let's apply this knowledge to some real-life situations. I'm going to divide you into small groups of 3-4 students. Each group will receive a scenario (or access to the digital Stress & Substances Group Activity)."

(Divide students into groups and distribute/share the Stress & Substances Group Activity. Display Slide 5: Group Activity: Stress Scenarios of Stress & Substances Slide Deck.)

Teacher: "Your task in your groups is to:

1. Read the scenario carefully.
2. Discuss the short-term appeal of using substances in that situation—why might the person in the scenario be tempted?
3. Brainstorm the long-term negative impacts on their stress levels and overall well-being.
4. Most importantly, develop some healthier, alternative coping strategies that the person could use instead.

"You'll have about 7-8 minutes for your discussion, and then we'll come back together to share some of your insights. I'll be circulating if you have any questions."

(Circulate and monitor group discussions, offering guidance as needed.)

Wrap-up & Reflection (5 minutes)

Teacher: "Alright, everyone, let's bring it back together. Thank you for your thoughtful discussions. Can each group quickly share one key takeaway from your scenario discussion, or one healthy coping strategy you brainstormed?"

(Call on each group to share briefly.)

Teacher: "Excellent points, everyone. What we've seen today is that while drugs and alcohol might promise a temporary escape from stress, they ultimately lead to more stress, more problems, and make it harder for us to deal with life's challenges. True relief and real growth come from facing our stress with healthy coping mechanisms – things like exercise, talking to friends, mindfulness, creative outlets, or seeking support when needed.

"You all have the power to develop these skills and build incredible resilience. It's about making conscious choices that support your long-term well-being."

(Display Slide 6: Building Resilience: Your Power to Cope of Stress & Substances Slide Deck.)

Teacher: "As a final thought, what is one healthy coping strategy that you are willing to try or continue practicing this week? Think about it, and make a commitment to yourself."

Teacher: "Thank you all for your engagement today. Remember, choosing healthy ways to cope is a sign of strength and self-care."

Stress & Substances Group Activity: The Vicious Cycle

Instructions: In your small groups, read the scenario provided below. Discuss the questions that follow, focusing on how substance use impacts stress and what healthier alternatives exist. Be prepared to share your group's insights with the class.

Scenario 1: The Pressure Cooker

Jamie is a high school senior overwhelmed with college applications, a demanding part-time job, and trying to maintain good grades. Every evening, she feels a huge amount of pressure and finds herself reaching for a few beers to "unwind" and forget about her to-do list for a while. She often tells herself it helps her relax and quiet her mind so she can sleep.

Discussion Questions:

1. What is the short-term appeal of Jamie using alcohol to cope with her stress? What immediate feelings might she be seeking?
   
   
   
   
2. What are the long-term negative impacts of this coping mechanism on Jamie's stress levels and overall well-being? How might it make her stress worse over time?
   
   
   
   
   
   
3. Brainstorm at least three healthier coping strategies Jamie could use to manage her stress effectively. Be specific!
   
   
   
   
   
   

Scenario 2: Social Anxiety & Substance Use

Mark struggles with social anxiety, especially at parties or large gatherings. He often feels awkward and worries about what others think of him. To overcome this, he usually drinks a lot of alcohol before and during social events, which makes him feel more confident and outgoing in the moment. He believes it's the only way he can truly enjoy himself.

Discussion Questions:

1. What is the short-term appeal of Mark using alcohol to cope with his social anxiety? What immediate feelings might he be seeking?
   
   
   
   
2. What are the long-term negative impacts of this coping mechanism on Mark's social anxiety, stress levels, and overall well-being? How might it prevent him from developing genuine confidence?
   
   
   
   
   
   
3. Brainstorm at least three healthier coping strategies Mark could use to manage his social anxiety and stress effectively. Be specific!
   
   
   
   
   
   

Scenario 3: Escaping Family Conflict

David lives in a household with frequent arguments and tension between his parents. He often feels caught in the middle and finds the constant conflict incredibly stressful. To escape the emotional pain and noise, David started smoking marijuana regularly in his room. He says it helps him detach and feel calm, allowing him to ignore the problems around him.

Discussion Questions:

1. What is the short-term appeal of David using marijuana to cope with his family stress? What immediate feelings might he be seeking?
   
   
   
   
2. What are the long-term negative impacts of this coping mechanism on David's ability to deal with his family situation, his stress levels, and his emotional health? How might it hinder him from addressing underlying issues?
   
   
   
   
   
   
3. Brainstorm at least three healthier coping strategies David could use to manage his family stress and emotional well-being effectively. Be specific!