Teacher Script: Substance Smarts: Make Healthy Choices

Warm-Up: What Comes to Mind? (5 minutes)

Teacher: "Welcome everyone. Today, we're going to talk about something really important for your health and future: substance use. It might feel like a big topic, but we're here to understand it together in a safe space."

Teacher: "To start, I want you to think for a moment. When you hear the phrase 'substance use,' what comes to mind? There are no right or wrong answers, just share what you think of. You can call out words, ideas, or even feelings."

(Allow students to share. Acknowledge all responses without judgment. Transition to the slide deck.)

Teacher: "Great ideas! Thank you for sharing. Now let's dive into our lesson for today."

Our Goal Today (Slides 1-2) (2 minutes)

Teacher: "As you can see on the screen, our main goal today is to give you the smarts to make really good choices when it comes to substances. We'll learn about different types, their risks, and most importantly, how to confidently say NO if you ever feel pressured."

What is a Substance? (Slide 3) (3 minutes)

Teacher: "So, what exactly are we talking about when we say 'substance'? In our lesson today, we're focusing on things like alcohol, nicotine (including vaping), and cannabis, also known as marijuana. These are all things that can change how your body and mind work, and it's super important to understand them."

Common Substances & Their Risks: Nicotine/Vaping (Slide 4) (5 minutes)

Teacher: "Let's start with nicotine and vaping. Many of you have probably seen or heard about vapes or e-cigarettes. Nicotine is the chemical in them, and it's found in regular cigarettes too."

Teacher: "What makes nicotine so tricky, especially for young people, is how incredibly addictive it is. Your brain is still growing and developing, and nicotine can hook it really fast. This can affect your ability to learn and remember things."

Teacher: "Beyond addiction, vaping can cause serious lung damage. We're seeing more and more cases of breathing problems linked to vaping. And sometimes, vaping can even be a 'gateway' to trying other, even more harmful substances."

Teacher: "Any questions about nicotine or vaping before we move on?"

Common Substances & Their Risks: Alcohol (Slide 5) (5 minutes)

Teacher: "Next up is alcohol. This is found in drinks like beer, wine, and liquor. While adults can legally drink alcohol, it's illegal and especially risky for teenagers."

Teacher: "For teens, alcohol seriously messes with your judgment. It makes it really hard to think clearly and make good decisions. This is why it's linked to a higher risk of accidents and injuries. Long-term, heavy alcohol use can also damage important organs like your liver and brain. And just like nicotine, the younger you start drinking, the higher your risk of becoming addicted."

Teacher: "What are some of the immediate dangers of drinking alcohol that you can think of?"

Common Substances & Their Risks: Cannabis (Marijuana) (Slide 6) (5 minutes)

Teacher: "Our last substance we'll talk about today is cannabis, often called marijuana. It comes from a plant and can be smoked or eaten."

Teacher: "Similar to alcohol and nicotine, cannabis can seriously impact your developing brain. It can make it harder to remember things, learn new information, and even focus. There are also links to mental health issues like anxiety or depression for some young people who use it regularly. And just like smoking anything, smoking cannabis can hurt your lungs. It also impairs your coordination and reaction time, which makes activities like driving incredibly dangerous."

Teacher: "What are some things you've heard about cannabis, and how does that compare to what we just learned about the risks?"

Understanding Peer Pressure (Slide 7) (5 minutes)

Teacher: "Now that we've talked about some of the risks, let's talk about something that often comes up when we discuss substances: peer pressure."

Teacher: "Has anyone here ever felt pressure to do something you weren't entirely sure about, whether it was about substances or something else entirely?" (Allow a few hands or silent reflection.)

Teacher: "Peer pressure is when people your age influence you to act a certain way. It's really common, and it can be direct, like someone saying, 'Come on, just try it!' or it can be indirect, where you just feel like 'everyone else is doing it, so I should too.' Knowing how to handle it is a huge life skill."

Strategies for Saying NO (Refusal Skills) (Slide 8) (5 minutes)

Teacher: "Saying 'NO' can feel hard, especially when you're with friends. But it's actually a really powerful skill, and there are many ways to do it without making things awkward or losing friends."

Teacher: "Let's look at some strategies on the slide. You can be simple and direct: 'No thanks, I'm good.' Or you can be a bit firmer: 'Nah, I'm not into that.' Sometimes an excuse works, like 'I have a game tomorrow.' Or you can try to change the subject and suggest doing something else. And remember, if the pressure gets too intense, it's always okay to just walk away from the situation. And always try to stick with friends who make good choices too!"

Teacher: "Which of these strategies do you think might work best for you, and why?"

Activity: Decision Dilemma Cards (Slide 9) (20 minutes)

Teacher: "Alright, it's time to put these skills into practice! I'm going to give each pair or small group a card with a scenario on it. These are common situations you might encounter. Your task is to read the scenario and discuss: What's happening? What are the potential risks involved? And most importantly, how would you respond using the refusal skills we just talked about?"

(Distribute Decision Dilemma Cards Activity. Circulate among groups, listening to discussions, and offering guidance or prompting further thought.)

Teacher: "Okay, let's hear from a few groups. Who would like to share their scenario and how they decided to respond?"

(Facilitate a brief share-out and discuss different approaches.)

Worksheet: My Healthy Choices (Slide 10) (10 minutes)

Teacher: "That was excellent practice! Now, I want you to take a few minutes to individually reflect on what we've discussed. I'm handing out the My Healthy Choices Worksheet. On it, you'll see some prompts to help you think about your own strategies for making healthy choices. This is for your own reflection, so take your time and think deeply."

(Distribute worksheets. Collect them at the end for review, ensuring privacy and confidentiality.)

Wrap-Up: Your Healthy Future (Slide 11) (5 minutes)

Teacher: "We're almost out of time, so let's bring it all together. Remember, knowledge is power. Understanding the risks helps you make smart choices. Your choices matter; every decision you make impacts your health and your future."

Teacher: "And finally, if you or a friend ever need help or are struggling with decisions, please talk to a trusted adult – a parent, a teacher, a counselor, or another family member. You are not alone."

Teacher: "To finish up, I'd like each of you to share one key takeaway from our lesson today. What's one thing you learned or will remember?"

(Allow students to share. Thank them for their participation and thoughtful engagement.)

Decision Dilemma Cards Activity

Instructions: In your small group, read each scenario card. Discuss what is happening, what the potential risks are, and how you would respond using the refusal skills we learned. Be prepared to share your strategies with the class.

Card 1: The Vape Offer

You are at a friend's house after school. A group of older kids is there, and one of them pulls out a sleek new vape. They offer it to you, saying, "Come on, it's just flavored vapor, no big deal. Everyone's trying it, don't be lame." They pass it to you.

• What's happening?
  
  
  
• What are the potential risks?
  
  
  
• How would you respond using refusal skills?
  
  
  
  
  

Card 2: The Party Drink

Your best friend invites you to a small party at their house while their parents are out. When you get there, you see some older siblings' friends are also there, and they are passing around cans of beer. Your friend quietly offers you a can, whispering, "Just one sip, no one will know. It's just for fun."

• What's happening?
  
  
  
• What are the potential risks?
  
  
  
• How would you respond using refusal skills?
  
  
  
  
  

Card 3: The "Chill" After School

You're hanging out with a new group of friends after school in the park. One of them pulls out a small bag and starts rolling what looks like a joint. They light it up and offer it to you, saying, "Just chill with us. It'll help you relax." You're not sure what to do, as you really want to fit in with this new group.

• What's happening?
  
  
  
• What are the potential risks?
  
  
  
• How would you respond using refusal skills?
  
  
  
  
  

Card 4: The Energy Drink Mix-Up

You're at a school dance, and a classmate you don't know very well offers you a drink from their water bottle. They say, "This will give you a real energy boost for the dance! It's just a special energy drink mix I made." You notice the drink has a strange smell, and your classmate seems unusually hyper.

• What's happening?
  
  
  
• What are the potential risks?
  
  
  
• How would you respond using refusal skills?
  
  
  
  
  

My Healthy Choices Worksheet

Instructions: Reflect on today's lesson and the activity. Use this worksheet to think about your own strategies for making healthy decisions.

Part 1: Understanding Risks

1. List two common substances we discussed today and one serious risk associated with each for teenagers.

   • Substance 1:
     
     Risk:
     
     
     
   • Substance 2:
     
     Risk:
     
     
     

2. Why is it especially risky for your developing brain to use substances like nicotine, alcohol, or cannabis?
   
   
   
   
   
   

Part 2: Practicing Refusal Skills

1. Recall the "Decision Dilemma Cards Activity." Choose one scenario from the cards or imagine a similar situation where someone offers you a substance. Describe the situation briefly.
   
   
   
   
   

2. Which refusal skill(s) would you use in that situation? Explain how you would use them.
   
   
   
   
   
   
   

3. Imagine a friend keeps pressuring you even after you say no. What would your next step be?
   
   
   
   
   
   

Part 3: My Personal Commitment

1. What are three healthy activities or hobbies you enjoy that help you relax or have fun without using substances?

   • 1. 
        
   • 2. 
        
   • 3. 
        
        

2. Identify one trusted adult you could talk to if you or a friend were struggling with substance use or peer pressure.
   
   
   
   

3. Write down a personal commitment to yourself about making healthy choices and staying true to what you believe is right.
   
   
   
   
   
   
   
   
   
   
   
   

My Healthy Choices Answer Key

Note to Teacher: The answers for Part 2 and Part 3 will vary as they are reflective. This key provides guidance and suggested points for students to consider.

Part 1: Understanding Risks

1. List two common substances we discussed today and one serious risk associated with each for teenagers.

   • Substance 1: Nicotine/Vaping
     
     Risk: Highly addictive, harms brain development, causes lung damage (e.g., EVALI, asthma), gateway drug.
   • Substance 2: Alcohol
     
     Risk: Impaired judgment leading to accidents, long-term organ damage (liver, brain), increased risk of addiction, negative impact on brain development.
   • Substance 3: Cannabis (Marijuana)
     
     Risk: Harms brain development (memory, learning, attention), linked to mental health issues (anxiety, depression, psychosis), respiratory issues, impaired coordination/judgment.

2. Why is it especially risky for your developing brain to use substances like nicotine, alcohol, or cannabis?
   

   • Thought Process: The teenage brain is still undergoing significant development, particularly in areas responsible for decision-making, impulse control, and emotional regulation (prefrontal cortex). Substances can disrupt this delicate process, leading to long-term negative effects on cognitive function, mental health, and increasing the likelihood of addiction.

Part 2: Practicing Refusal Skills

1. Recall the "Decision Dilemma Cards Activity." Choose one scenario from the cards or imagine a similar situation where someone offers you a substance. Describe the situation briefly.
   

   • Sample Thought Process: Student describes a scenario (e.g., Card 1: Being offered a vape at a friend's house by older kids who say "don't be lame.")

2. Which refusal skill(s) would you use in that situation? Explain how you would use them.
   

   • Sample Thought Process: Student identifies a skill and explains its application.
     • Example Refusal Skill: Direct Refusal + Excuse
     • "I would say, 'No thanks, I'm good. I actually have a soccer practice early tomorrow, so I need to be clear-headed.' This is direct but also gives a reason that's hard to argue with."
     • Example Refusal Skill: Suggest an Alternative + Walk Away
     • "I'd say, 'Nah, let's play some video games instead!' If they kept pushing, I'd politely say I need to head home now and leave the situation."

3. Imagine a friend keeps pressuring you even after you say no. What would your next step be?
   

   • Sample Thought Process: Reinforce the importance of removing oneself from the situation and seeking support.
     • "If a friend kept pressuring me, I would firmly say no again and then leave the situation. I might also talk to another trusted friend about it, or an adult if it continued to happen and made me uncomfortable."

Part 3: My Personal Commitment

1. What are three healthy activities or hobbies you enjoy that help you relax or have fun without using substances?
   

   • Sample Thought Process: Students list personal, healthy coping mechanisms/hobbies.
     • 1. Playing basketball
          
     • 2. Reading graphic novels
          
     • 3. Listening to music/drawing
          

2. Identify one trusted adult you could talk to if you or a friend were struggling with substance use or peer pressure.
   

   • Sample Thought Process: Students name a specific trusted adult (e.g., Parent, Aunt/Uncle, School Counselor, Coach, Teacher, Older Sibling).

3. Write down a personal commitment to yourself about making healthy choices and staying true to what you believe is right.
   

   • Sample Thought Process: Students write a personal statement. Emphasize self-respect, future goals, and resilience.
     • "I commit to always putting my health and future first. I will stand strong against peer pressure and make choices that I know are good for me. If I ever need help or see a friend who does, I will reach out to a trusted adult because my well-being is important."