Peer Pressure Scenarios Worksheet

Read each scenario below. Then, in the space provided, write at least two refusal phrases you could use and describe any body language or tone you might adopt to stand your ground.

Scenario 1

You are at a friend’s house party. Someone you trust hands you a beer and says, “Come on, it’s no big deal—everyone’s trying it.”

Scenario 2

During lunch, a classmate pulls out a vape pen and offers you a puff, saying, “It’s just flavored—you’ll like it.”

Scenario 3

An older student in your study group offers you a prescription pill (Adderall) to help you concentrate on homework, claiming it’s harmless if you don’t have ADHD.

Scenario 4

After school, friends suggest going behind the gym to smoke marijuana: “Don’t be lame—join us for one hit.”

Scenario 5

On a weekend road trip, someone offers you a handful of prescription cough syrup to “get chill” and relax on the drive.

Scenario 6

At a house gathering, a peer encourages you to mix alcohol and energy drinks, saying, “Trust me, it’s fun and gives you a buzz fast.”

Remember to be clear, confident, and firm when you respond. You can also suggest an alternative activity or support a friend who might need help saying no.

Refusal Skills Role-Play Worksheet

Observer Name: _________________________ Date: _______________

Instructions:
In your group of three, one student will practice refusing (the Refuser), one will apply peer pressure (the Pressurer), and you will observe (the Observer). For each round, record the refusal strategies and nonverbal cues you notice, then offer feedback or suggestions to help your peer strengthen their refusal skills.

Round 1

Scenario Card #: ___________

1. Refusal Strategies Used (at least two):
   
   
   
   
   
   
   
   
   
   
   
   

2. Nonverbal Cues (body language, tone of voice):
   
   
   
   
   
   
   
   
   
   
   
   

3. Feedback & Suggestions:
   
   
   
   
   
   
   
   
   
   
   
   

Round 2

Scenario Card #: ___________

1. Refusal Strategies Used (at least two):
   
   
   
   
   
   
   
   
   
   
   
   

2. Nonverbal Cues (body language, tone of voice):
   
   
   
   
   
   
   
   
   
   
   
   

3. Feedback & Suggestions:
   
   
   
   
   
   
   
   
   
   
   
   

Round 3

Scenario Card #: ___________

1. Refusal Strategies Used (at least two):
   
   
   
   
   
   
   
   
   
   
   
   

2. Nonverbal Cues (body language, tone of voice):
   
   
   
   
   
   
   
   
   
   
   
   

3. Feedback & Suggestions:
   
   
   
   
   
   
   
   
   
   
   
   

Remember: Strong refusals combine clear language (e.g., “No thanks, I’m good.”), steady eye contact, a confident posture, and a calm tone. Your constructive feedback helps peers build real-world skills for handling pressure.

Teenage Brain Development Infographic

1. Fast-Growing Brain Regions

• Prefrontal Cortex (planning, decision-making) continues to develop into your mid-20s.
• Limbic System (emotions, rewards) matures earlier, making feelings and excitement more intense.

2. Why Teens Take Risks

• Big dopamine spikes—your reward pathway lights up more strongly than in adults.
• Impulse control isn’t fully online—it’s harder to think through long-term consequences.

3. How Substances Change the Teen Brain

Alcohol
– Slows communication between brain cells; affects memory and learning.
– Can shrink brain regions tied to planning and coordination.

Nicotine & Vaping
– Alters wiring in attention and mood circuits.
– Heightens risk of addiction and mood disorders.

Marijuana
– Impacts areas controlling coordination, learning, and memory.
– May change how brain circuits form during critical years.

Prescription Stimulants & Opioids
– Overstimulate or depress brain signals.
– Increase risk of dependence, withdrawal, and long-term damage.

4. Long-Term Effects of Early Use

• Weakened impulse control and decision-making skills.
• Increased anxiety, depression, and mood swings.
• Possible permanent changes in structure and function of the teenage brain.

5. Protect Your Brain

• Delay substance use—give your brain more time to mature.
• Adopt healthy habits—regular sleep, exercise, nutritious food.
• Practice refusal skills—use clear “no thanks” statements when you’re under pressure.
• Reach out—talk with trusted adults (family, teachers, counselors) and supportive peers.

Youth Substance Use Statistics

National Trends Among 7th Graders (2023)

How These Numbers Have Changed (2013 → 2023)

What the Data Tells Us

• Alcohol use among early adolescents has declined sharply over the past decade.
• Vaping has increased dramatically, making it the most common form of substance use for 7th graders.
• Marijuana and prescription drug misuse are less common but still present in our age group.
• Substance use trends can shift quickly—new products (like e-cigarettes) may become popular before we realize their full impact.

Thinking Critically About the Numbers

• What might explain the drop in alcohol use and the rise in vaping?
  - How can understanding these trends help you make healthy choices when faced with peer pressure?
  - Who are trusted adults or community resources you could turn to if you have questions or need support?

Support Network Map Template

Instructions: Identify your support system by listing trusted adults and peers who can help you when you face challenges or peer pressure. Use the spaces below to record names, roles, and how each person supports you.

Part 1: Trusted Adults (e.g., family members, teachers, coaches)

1. Name: ____________________________ Relationship/Role: ____________________________
   How they support me:
   ____________________________
   
   
   
   
   

2. Name: ____________________________ Relationship/Role: ____________________________
   How they support me:
   ____________________________
   
   
   
   
   

3. Name: ____________________________ Relationship/Role: ____________________________
   How they support me:
   ____________________________
   
   
   
   
   

Part 2: Trusted Peers (friends, teammates, mentors)

1. Name: ____________________________ How they support me:
   ____________________________
   
   
   
   
   

2. Name: ____________________________ How they support me:
   ____________________________
   
   
   
   
   

3. Name: ____________________________ How they support me:
   ____________________________
   
   
   
   
   

Part 3: Reflection

• Which person on your map would you reach out to first if you felt pressured to try a substance? Why?
____________________________

• In your small group, share one supportive factor from your map and discuss how that person can help you stay safe and make healthy choices.

Curiosity Kickoff Warm-Up

Purpose: Begin with curiosity—share what you know and what you wonder about alcohol, drugs, and addiction.

1. Quick-Write
What do you already know about alcohol, drugs, or addiction?

2. Quick-Write
What questions or concerns do you have about these topics?

Sentence Starters (optional):

• “I wonder if…”
• “I’ve heard that…”
• “I’m curious about…”

3. Pair & Share
Turn to a neighbor and share one thing you wrote. Listen carefully and ask one follow-up question.

Exit Ticket

1. One new fact I learned:

2. One refusal phrase I’ll remember:

3. One trusted adult I’ll reach out to if I need support (name & role):

4. One step I will take this week to protect my brain and make healthy choices:

Thank you for your honest reflections—your responses help me support you!

Critical Thinking Debrief

Purpose:
Reflect on key learnings, connect concepts across activities, and deepen understanding of how alcohol, drugs, and addiction affect decisions and the teenage brain.

Discussion Guidelines:
• Listen actively and respectfully
• Speak from your own experience (use “I” statements)
• Encourage diverse perspectives
• Build on classmates’ ideas with follow-up questions

1. Linking Brain Science to Choices

• What is one way substances change brain development, based on the Teenage Brain Development Infographic?
• How might that change influence a teen’s decision-making or risk-taking?

Follow-up:

• Can you give an example of a real-life situation where this brain effect could lead to making a risky choice?
• How could understanding this help you pause before saying “yes” or “no”?

2. Interpreting Trends & Statistics

• Review the Youth Substance Use Statistics. What trend surprised you most—decline in alcohol or rise in vaping?
• Why do you think these changes happened over the past decade?

Follow-up:

• What factors (social, cultural, marketing) might contribute to a rise in vaping?
• How could you use this data to support a friend who feels peer pressure?

3. Evaluating Supportive Factors

• Think about your map in the Support Network Map Template. Which supportive relationship do you consider strongest, and why?
• How can you maintain or strengthen that connection to buffer against peer pressure?

Follow-up:

• What challenges might come up when reaching out to a trusted adult or peer?
• How could you overcome those barriers?

4. Refining Refusal Strategies

• From the role-play, which refusal phrase or nonverbal cue felt most effective?
• How could you adapt that strategy for a different scenario (e.g., vaping vs. prescription misuse)?

Follow-up:

• What alternative activity could you suggest to peers instead of using substances?
• How might tone and body language change the impact of your “no thanks”?

5. Action Planning & Trusted Adults

• Identify one step you will take this week to protect your brain and make healthy choices.
• Name one trusted adult you will check in with and what you might say when you reach out.

Follow-up:

• What support or resources will you ask for if you feel pressured?
• How will you hold yourself accountable for this action plan?

Closing:
Thank you for sharing thoughtfully. Remember, being curious and vulnerable is a sign of strength—use these insights to stay informed, stay connected, and stay in control of your choices.