Case Study Facilitation Guide Case Study Facilitation Guide
Scenario Sleuths: Spotting Warning Signs
Why This Matters
Early detection of substance misuse empowers students to support peers, foster empathy, and connect individuals to resources, promoting well-being and a safer school community.
Quick Info
Time: 60 minutes
Audience: 9th Grade Students
Approach: Case Study Analysis
Preparation
Review lesson flow and teacher solutions key.
Print Case Clue Sheets and Resource Directory (1 per student).
Queue Signs & Signals Slide Deck .
Arrange desks for groups of 4.
Learning Objective
"Given three case studies, students will identify at least four warning signs of substance misuse and propose one supportive action per case."
Instructional Steps
1
Introduction of Red-Flag Checklist
10 MIN
Display checklist slide with common warning signs (mood swings, fatigue, etc.).
Briefly define each sign for clarity.
Ask volunteers to share observations from media or general experience.
Record student examples on the board to reinforce recognition.
2
Small-Group Analysis
25 MIN
Form groups of four and distribute Case Clue Sheets .
Instruct students to identify 4+ warning signs and 1 supportive action per sign.
Circulate and prompt deeper thinking (e.g., "How does this behavior impact their performance?").
3
Whole-Class Synthesis
15 MIN
Invite groups to present findings. Chart responses on the board.
Highlight overlaps and clarify misunderstandings using the Answer Key .
Facilitate a brief discussion on the role of empathy in supporting peers.
4
Wrap-Up & Exit Ticket
10 MIN
Distribute Resource Directory Handout .
Review reporting steps and confidentiality protocols.
Exit Ticket: Students name 1 new sign and 1 action they would take for a friend.
Signs & Signals Slide Deck Signs & Signals
Scenario Sleuths: Spot the Warning Signs
Teacher Note: Welcome students and introduce the focus on spotting warning signs.
Learning Objectives
Teacher Note: Emphasize these goals for today's session.
What Are Early Warning Signs?
"Early warning signs are observable changes in behavior, mood, or appearance that may indicate substance misuse."
Recognizing these signs early can help us support friends before a situation becomes more serious.
Teacher Note: Define warning signs and why they matter for safety.
Red-Flag Checklist
Sudden mood swings
Unexplained fatigue
Decline in performance
Withdrawal from friends
Changes in hygiene
Secretive communication
Teacher Note: Briefly explain each item. Ask for volunteer examples.
Examples in Context
"A usually outgoing student becomes withdrawn after lunch breaks."
"A top athlete shows unexplained injuries and chronic fatigue."
"A friend’s grades drop and they avoid group projects."
Teacher Note: Ground the checklist in real-world scenarios.
Group Detective Work
1 Form groups of 4
2 Get your Case Clue Sheet
3 Identify ≥4 warning signs
4 Note 1 action per sign
Check your packet!
Teacher Note: Explain the process and ensure everyone has materials.
Synthesis: What did we find?
Which signs were most common across different cases?
What unique signs did your group identify?
How can empathy shape our supportive actions?
Teacher Note: Chart responses. Highlight common vs unique insights.
Next Steps & Safety
Resource Directory
Check the handout for school contacts, national helplines, and reporting protocols.
Exit Ticket
Name 1 new warning sign and 1 supportive action you would take for a friend.
Teacher Note: Distribute Resource Handout. Review confidentiality.
Case Clue Sheets Worksheet Case Clue Sheets
Substance Misuse Warning Signs Investigation
Name: ________________________________
Date: ________________________________
Instructions: Read each scenario carefully. Use your detective skills to identify red-flag behaviors and propose supportive actions. Work with your group to complete all three case files.
Case File #1: Alex’s Afternoon Change
PRIORITY: HIGH
"Alex, a star on the soccer team, has started arriving late to afternoon classes. You notice he seems unusually irritable, often yawning, and sometimes avoiding eye contact. Yesterday he flinched when someone mentioned practice."
1. IDENTIFIED WARNING SIGNS (List at least 4)
2. SUPPORTIVE ACTIONS (One per sign listed above)
Case File #2: Brianna’s Breaks
"Brianna is usually the first to volunteer at drama rehearsals after school, but lately she has been skipping practices and disappearing during lunch. When asked, she gives vague excuses about feeling “off” and checks her phone constantly."
1. IDENTIFIED WARNING SIGNS (List at least 4)
2. SUPPORTIVE ACTIONS (One per sign listed above)
Case File #3: Carlos’s Retreat
"Carlos, who typically enjoys group projects and socializing, has become quiet and withdrawn. His grades in math and science have dropped sharply, and his backpack often looks unkempt. He’s stopped eating lunch with friends and spends breaks alone."
1. IDENTIFIED WARNING SIGNS (List at least 4)
2. SUPPORTIVE ACTIONS (One per sign listed above) Teacher Solutions Answer Key Teacher Solutions Answer Key
Scenario Sleuths: Case Study Model Responses
C1 Case 1: Alex’s Afternoon Change
Warning Sign: Arriving Late to Afternoon Classes
Thought: Alex is normally punctual; lateness may indicate poor sleep patterns or preoccupation with substances.
Supportive Action: Pull him aside privately, express concern (“I’ve noticed you’ve been late—everything okay?”), and offer to help him get back on track or speak to a counselor.
Warning Sign: Irritability or Sudden Mood Swings
Thought: Unexplained irritability can be a sign of withdrawal or mood-altering effects.
Supportive Action: Use an empathic approach (“You seem upset lately; I’m here if you want to talk”) and validate his feelings without judgment.
Warning Sign: Frequent Yawning or Unexplained Fatigue
Thought: Excessive tiredness may point to substance-induced sedation or disrupted sleep.
Supportive Action: Encourage healthy sleep habits, share stress-management resources, and check in on his well-being regularly.
Warning Sign: Avoiding Eye Contact & Flinching
Thought: Avoidance behaviors and startle responses may signal anxiety, guilt, or physical discomfort related to use.
Supportive Action: Acknowledge what you saw (“I noticed you looked uncomfortable when practice came up. Do you want to talk about it?”) and listen actively.
C2 Case 2: Brianna’s Breaks from Routine
Warning Sign: Skipping Drama Rehearsals
Thought: Opting out of a valued activity suggests a shift in priorities or an attempt to avoid peers while using.
Supportive Action: Send a caring message (“We missed you today—hope you’re okay”) and invite her back without pressure.
Warning Sign: Disappearing During Lunch
Thought: Solitary breaks at social times can be a tactic to conceal use or avoid detection.
Supportive Action: Invite her to join you or a small group for lunch; show genuine interest in how she’s doing.
Warning Sign: Vague Excuses About Feeling “Off”
Thought: Non-specific complaints often mask deeper issues, including substance effects.
Supportive Action: Gently ask open-ended questions (“Can you tell me more about what’s ‘off’?”) and listen without interrupting.
Warning Sign: Constant Phone-Checking
Thought: Excessive phone use may indicate coordination for substance access or anxiety about hiding use.
Supportive Action: Suggest stepping away from screens together—take a walk or do a calming activity to break the habit.
C3 Case 3: Carlos’s Classroom Retreat
Warning Sign: Withdrawal from Friends & Projects
Resource Directory Handout Resource Directory
Scenario Sleuths: Support & Reporting Guide
School-Based Resources
Guidance Counselor: Ms. Rivera
Room 204 • (555) 123-4567 • rivera@school.edu
School Social Worker: Mr. Patel
Room 112 • (555) 234-5678 • patel@school.edu
School Nurse: Nurse Lopez
Health Office • (555) 345-6789 • lopez@school.edu
Assistant Principal: Dr. Chen
Main Office • (555) 456-7890 • chen@school.edu
Community Resources
National Helplines
SAMHSA National Helpline
1-800-662-HELP (4357)
24/7, free and confidential
Suicide & Crisis Lifeline
Dial 988
24/7 support available nationwide
Reporting Steps
1 Observe and note any red-flag behaviors or incidents.
2 Speak with a trusted adult (teacher, counselor, or admin).
3 Provide clear details: what, when, and who.
4 Staff will follow protocols & involve counseling services.
5 Monitor the situation and continue offering support.
Confidentiality
All reports are kept confidential within the school’s support network and only shared on a need-to-know basis to protect student safety.
Immediate risk of harm? Call 911.
This handout is for informational purposes only.