Resources for Schools

Aim: To assess students’ existing knowledge about vaping and introduce new knowledge to students about what vapes are, what they contain, and the health implications.

Aim: This activity allows students to discuss misconceptions and build knowledge in an exploratory way. It also provides an opportunity for teachers to gauge an initial understanding of the students’ knowledge or misconceptions.

Aim: This activity allows students to discuss misconceptions and build knowledge in an exploratory way. It also provides an opportunity for teachers to gauge an initial understanding of the students’ knowledge or misconceptions.

Aim: This activity aims to reflect the true peer pressure that young people can face and offers an excellent opportunity to talk about risk-taking and planning answers to resist peer pressure.

Aim: The purpose of this discussion is for students to understand that some people vape because it provides a short-term feeling of pleasure. However, students should recognise that there are natural ways to feel good in the long term.

Outcome: Students will understand that the best ways of staying calm are activities that involve connection with others (such as playing with friends), critical thinking and communication (such as playing sports), and mentally stimulating activities (such as reading).

Aim: To help students identify and understand the difference between healthy and unhealthy behaviours, with a focus on how positive choices, like playing sport or eating well, can help them avoid risky behaviours such as vaping.

Outcome: Recognise examples of healthy and unhealthy behaviours, describe how healthy habits support their physical and mental wellbeing, and begin to make informed decisions about their health by discussing realistic and age-appropriate scenarios.

Aim: This activity aims to help students understand that making healthy choices protects both our physical and mental well-being, as well as assists students in building resilience.

Outcome: Students should reflect on their own experiences, hobbies, and interests to understand what makes them feel mentally and physically healthy.

Aim: The purpose of this session is to help students understand that vapes negatively affect the environment, and that this impact is made worse when vapes are not disposed of properly.

Outcome: Students will understand that vapes are made from materials such as plastic, foam, aluminium, and lithium, and that they can become a fire hazard if disposed of incorrectly. Students will be able to describe what a vaper can do to limit their environmental impact.

Aim: This activity aims to help students understand how vapes and other plastic items damage the environment when they are not disposed of properly.

Outcome: Students will learn that items made from plastic, such as vapes, take significantly longer to break down than organic materials. They will also understand that while organic materials decompose harmlessly, plastics and electronic devices release harmful chemicals and microplastics into the environment.
This is a whole-class interactive activity. Students will estimate how long different items take to break down and reflect on the environmental impact.

To be used with the Environmental timeline activity (k)

To be used with the Environmental timeline activity (k) and the Environmental timeline activity cards

(There are parts A and B to be stuck together to form the timeline)

To be used with the Environmental timeline activity (k) and the Environmental timeline activity cards

(There are parts A and B to be stuck together to form the timeline)

Aim: To help students understand how influencers promote products like vapes on social media, how to spot hidden advertisements, and to develop critical thinking around online content. It is important to note that this activity is intended to follow previous lessons or activities that highlight the risk of vaping.

Outcome: Students will be able to define what an influencer is and give examples, recognise the difference between clear advertising, sneaky ads, and genuine personal posts, understand why some influencers promote harmful products, such as vapes, and identify trusted sources of information and influence in their own lives.

Aim: To help students explore and understand the differences between safe, unsafe, legal, and illegal situations related to vaping.

Outcome: Students will demonstrate their understanding by categorising real-life scenarios and explaining their reasoning, deepening their awareness of health risks, peer pressure, and legal issues surrounding vaping.

Aim: To help students recognise safe, unsafe, and uncertain situations involving peers and older individuals, and to develop their ability to make safe choices and seek help when needed.

Outcome: Identify safe situations (green), unsafe (red), or uncertain/risky (amber), understand how grooming and unsafe behaviours can be disguised as friendly or generous actions, use a traffic light framework to discuss feelings, boundaries, and decision-making, know when and how to seek help from a trusted adult.

Aim: To help students understand the harmful effects of vaping and come up with creative ways to raise awareness or make a positive difference.

Outcome: Students demonstrate their understanding of vaping-related harms but conceptualising what might prevent someone from vaping.

12 true of false questions to test your knowledge on cannabis

Test your knowledge of alcohol with this quiz

This selection of activities is important to help students to recap and reflect on what has been learnt in previous lessons.

Everyone needs to know the facts about alcohol, so they can make sensible decisions for themselves now and in the future. But what is the best way to communicate those facts?

Talk about alcohol - fact or fiction activity