Substance Use
Substance Use
This module introduces learning related to substance use, its range of effects, factors that influence substance use, as well as safe and healthy substance use choices that support our health and well-being. Students can also discuss, plan, and practice refusal skills and strategies, and learn the importance of seeking advice or help, should they need it.
Health and Physical Education
D1. Understanding Health Concepts
Substance Use, Addictions, and Related Behaviours
D1.2 - describe the range of effects associated with using cannabis, other drugs (e.g., prescription medications such as opioids; illicit opioids such as heroin; crack, cocaine, Ecstasy, crystal methamphetamine), and intoxicating substances (e.g., gas, glue)
D2. Making Healthy Choices
Personal Safety and Injury Prevention
D2.3 - apply social-emotional learning skills (e.g., self-awareness and self-management skills, including anger management; communication skills, including listening skills and assertiveness skills) to promote positive interaction and avoid or manage conflict in social situations, in person or online (e.g., classroom groups, groups of friends, sports teams, school clubs, social media sites, online games)
Substance Use, Addictions, and Related Behaviours
D2.4 - use decision-making strategies and skills and an understanding of factors influencing drug use (e.g., personal values, peer pressure, media influence, curiosity, legal restrictions, cultural, religious, and spiritual teachings) to make safe personal choices about the use of drugs such as alcohol, tobacco, and cannabis, and about activities such as vaping, including the choice to abstain
Differentiated learning: All students benefit from developmentally appropriate learning about substance use and healthy decision making. This module uses a Universal Design for Learning (UDL) approach, which includes multiple entry points and opportunities for differentiated instruction. Refer to the curriculum and supporting documents for additional considerations to support planning and delivery of this learning for every student (e.g., students accessing special education supports and services and/or disabilities and Multi-Language Learners).
We are learning to:
Co-develop success criteria with students using the following questions:
“How will we know we are achieving our learning goals? What will it look like/sound like?”
For example:
Additional materials needed:
By integrating refusal skills alongside facts, students are better equipped to make informed choices and navigate social situations where substances may be present.
~ 15 minPURPOSE: To support students in understanding substance use vocabulary and introduce students to the range of effects.
NOTE: the purpose of this activity is to provide key facts and information about substances, being cautious to avoid providing a level of detail that might increase comfort and familiarity with substances or encourage curiosity and use. Refer to the Educator Guide for additional information.
TEACHER SCRIPT
“Today we are going to talk about substance use and the type of substances that affect our brains and bodies. This means they can impact us mentally, physically, spiritually, and emotionally, as well as change the way we think, act, and feel. It’s important to talk about substances so we have the basic information we need to help us make safe and informed decisions for ourselves. We’re going to start by learning about six types of substances and explore their effects.”
Start by distributing the note-taking template (paper or digital) to be used throughout the lesson. This will support students with their learning and allow them to record facts and ideas they may wish to refer to later. Encourage students to record their thinking in the way that works best for them (e.g., sketching or drawing, using assistive technology features such as voice to text, use of home language(s), etc).
Begin the minds on sorting activity by dividing students into partners or small groups and provide them with a set of interactive cards and sorting chart (digital or paper copy).
Students will work together to match the information on the cards to the substances (alcohol, cannabis, tobacco, opioids, stimulants, inhalants) on the chart.
Invite students to share their answers and ensure their responses are accurate. Ask them what similarities/differences they noticed about the substances. This is an opportunity to use the information in the Educator answer key to expand students' knowledge. Post a completed chart in a shared learning space (physical or digital) for students to refer to throughout the lesson.
REFLECTION
QUESTIONS
Teacher Script
"We learned that some substances could have positive effects, like relieving pain or helping us feel relaxed. We also learned about some risks for our bodies and minds.
Note: some themes that might emerge in response to the question about relationships are increased conflict with others (e.g., disagreements with parents/guardians), withdrawing from others, losing friendships, or having to be dishonest with others.
~ 15 minPURPOSE: to learn more about students’ pre-existing knowledge and perceptions of substance use and to dispel some common myths and misconceptions related to substance use.
Use the slides to facilitate an interactive ‘True/False’ quiz. Refer to the Educator Discussion Guide for facilitation tips.
Follow-up the learning with a discussion using the reflection questions provided.
Note: Consider providing an accessible space for every student to ask further questions. This could be facilitated using a ‘parking lot’ or another safe and accessible method (digital or physical), depending on the needs of your class.
REFLECTION
QUESTIONS
BRIGHT
IDEAS
To inform your approach, you may wish to refer to the current cycle of the Ontario Student Drug Use and Health Survey – Drug Use Report to find background information about substance use among Ontario students in grades 7-12 (e.g., which substances students are using, changes in use across grades, trends in use over time).
The following lesson from MediaSmarts provides an opportunity for students to develop a beginning understanding of their own attitudes towards drinking, as well as an understanding of the different groups (e.g., government, family, media, alcohol industry) that deliver messages about alcohol.
~ 30 minPURPOSE: to provide an opportunity to think about and practice substance use decision-making strategies.
~ 10 minTEACHER SCRIPT
“Now we are going to watch a video that shows a text conversation among students who are making decisions about vaping. During the video, we will pause and discuss the factors each student considers as well as how they communicate their decisions. Also, notice the refusal skills used by students. Refusal skills are a way to handle situations where you feel pressure to do something you don’t want to do or are unsure about.”
~ 20 minNote: When students role play/act out refusal skills, ensure no one plays the role of trying to get someone to use substances/offering substances. Do not invite students to role-model this behaviour or use props to represent substances (e.g., rolled up paper). The focus should be on having students act out saying no to substance use in whatever way they choose as that is the skill we want students to practice and improve (not offering peers substances or using substances). Should students in your class find it challenging to generate their own refusal strategies, you may wish to offer scripted language from the anchor chart.
TEACHER SCRIPT
“There were some examples of refusal strategies shared in the video, and you may know many more. Practicing what you will say and do when you want to say no can help build your confidence and ability to action the choices that work for you. Remember, you can talk to a trusted adult if you are ever offered a substance and need help with what to do. ”
Start by distributing the note-taking template (paper or digital) to be used throughout the lesson. This will support students with their learning and allow them to record facts and ideas they may wish to refer to later. Encourage students to record their thinking in the way that works best for them (e.g., sketching or drawing, using assistive technology features such as voice to text, use of home language(s), etc.).
Many students will have existing strategies or will have noticed some in the video. Options you might also share include:
Remind students another option is planning and avoiding a situation, when possible, where they know there may be substance use that might make them uncomfortable.
Divide the class into partners or small groups and provide them with the scenario cards. Each group will select a scenario and then take turns responding to the guiding questions and trying out a refusal strategy. Remind students there is no best or ideal strategy. What fits may differ for each student.
Note: As needed, facilitate supportive groupings/partnerships for Multi-Language Learners and students who access special education supports and services to help them access and engage in the task.Leave space and opportunity for students to lead this process. Encourage them to share what they know. This will help you understand what students see as important, what information is familiar, and where there may be gaps in their learning.
GUIDING QUESTIONS
In your scenario…
Groups repeat the process, as time allows.
Note: Repetition and practice of refusal skills are helpful for every student and may be particularly so for some Multi-Language Learners and students accessing special education supports and services. It may also help to provide specific feedback about effective refusal skills during the activity and offer opportunities for students to discuss how they might notice and support a peer who is having difficulty managing peer pressure (which may include reaching out to a trusted adult).
Bring the class back together for a debrief of the activity (Discussion Guide).
The Scenario Discussion Guide provides key information to inform your conversation. You may wish to go through each of the three guiding questions again.
REFLECTION
QUESTIONS
Prompt students to record any key learnings or reflections on their note-taking template that was distributed at the start of the lesson. Encourage students to reflect on the help-seeking information in the bottom box and fill in the name of a trusted adult. Ask students to think about where they will keep this page of information so that they have it if they need it.
TEACHER SCRIPT
“Remember, there are many types of substances, each with a range of effects. Substance use becomes an issue when those effects start to cause harm. That might show up as changes in how you do at school, trouble getting along with others, not feeling as well as usual, or feeling unable to cut down or stop, even when you want to. If that ever happens, it’s time to talk to a parent, guardian, or another adult you trust for more support. If you know someone else who needs help, such as a friend, it’s important to reach out for help for them, too, even if you just need advice about what to do.”
Invite students to plan a way to share their learning (e.g., school announcement, poster, assembly presentation, item in a school newsletter or social media post). Ask students to keep in mind that strategies that only focus on scaring or alarming others into behaving a certain way aren’t effective, so a more proactive approach is more helpful.
Cross Curriculum Connection - language, persuasive writing, or oral communication
TRY IT!
Consider reflecting on your own learning throughout this lesson. Is there anything you’d like to share with someone else? We don’t often talk about substance use. You can help even more people talk about it!
KEY LEARNING
The Supportive Transitions Tip Sheet offers a list of easy-to-use activities to help students transition to whatever is next in their day. You may also find these activities helpful at other moments during the day when students are moving from one activity to another.
Three options are provided to support students with reflecting on and self-assessing their stage of learning. Choose the one(s) that best meets the needs of students and helps inform your next steps.
Use the brief communication to share and continue the learning following student participation in the module or download a more comprehensive communication that includes conversation starters and relevant resources for parents/guardians. The template can be edited (e.g., should you wish to send it out prior to the lesson instead of after).
Dear Parent/Guardian,
We are excited about our learning and wanted to make sure you heard about it, too! In alignment with the Health and Physical Education curriculum, we participated in a module about substance use, addiction, and related behaviours from the Ministry of Education. We learned about substances, how they can affect us, and factors that can influence our substance use decisions. We also discussed strategies we can use to say ‘no’ to substances we don’t want to use and where to find help, should we need it.
