Substance Awareness

A high school health lesson focusing on the biological shift in brain control during addiction, using the 'Brain Train' metaphor to distinguish between the cortex and subcortex. Students engage with the Stroop Test to experience cognitive conflict before mapping how drugs hijack neural pathways.

Students analyze the difference between adaptive and maladaptive coping strategies for stress, focusing on the long-term impacts of substances versus the benefits of physical activity.

A parent workshop focused on identifying digital tools and community resources to improve family physical and mental health. Participants will explore wellness apps and set concrete goals for their families.

Explores the social and environmental consequences of substance use in school and guides students through a restorative reflection process for re-entry.

Focuses on the physiological and neurological impact of nicotine, vapes, and THC on the developing teenage brain and body.

This lesson explores the physiological effects of drugs and alcohol on the body and equips students with practical refusal strategies for peer pressure through a lab-themed investigation.

A high-impact, 10-minute session focused on the immediate and long-term health risks of vaping, designed to dispel myths and provide clear facts for middle or high school students.

A 40-minute lesson for 7th graders on identifying types of peer pressure and mastering three effective refusal strategies through role-play and personal planning.

A comprehensive lesson for middle/high school students exploring the chemical composition of e-cigarettes, the physiological impacts of vaping on the respiratory and nervous systems, and the marketing strategies used to target youth.

A 40-minute lesson for 7th graders on identifying negative peer pressure and practicing three specific refusal skills through role-play and personal planning.

Covers fire safety, emergency protocols, and identifying hazards in the kitchen, bathroom, and online.

Focuses on pedestrian rules, bicycle safety, and being visible and alert near traffic.

Introduces the risks of substance use, differentiating between medicine and drugs, and making healthy choices for the body.

Focuses on personal boundaries, safe and unsafe touches, and the 'No, Go, Tell' strategy for reporting.

Redefines stranger safety through the 'Tricky People' concept and identifies networks of trusted adults.

A comprehensive health education lesson connecting the anatomy of the circulatory system to heart-healthy lifestyle choices through a pulse rate lab and PSA poster project.

Synthesis of learning into an advocacy project or personal manifesto for natural chemical regulation.

Students identify personalized, low-barrier physical activities that serve as emotional anchors.

Exploration of how aerobic activity metabolizes stress hormones and acts as a biological reset button.

Analysis of the 'rebound effect' through case studies to understand how substances increase emotional vulnerability.

Students analyze the difference between adaptive and maladaptive coping strategies for stress, focusing on the long-term impacts of substances versus the benefits of physical activity.

A parent workshop focused on identifying digital tools and community resources to improve family physical and mental health. Participants will explore wellness apps and set concrete goals for their families.

Students analyze the biological impact of substances on the central nervous system, contrasting immediate sensations with long-term physiological damage and identifying healthy coping mechanisms.

Students will identify how the central nervous system responds to stress and how drugs like alcohol, stimulants, and opioids interfere with natural biological processes and homeostasis. The lesson culminates in a collaborative medical report activity analyzing stimulant-induced physiological changes.

This lesson explores the biological reality of how drugs and alcohol interfere with the body's natural stress response, providing students with scientific evidence to debunk common myths and offering healthy, long-term coping strategies.

A high school health lesson focusing on the intersection of substance use and sexual health decision-making, utilizing a Socratic Seminar and safety planning to help students navigate peer pressure and risk reduction.

This lesson explores the physiological effects of drugs and alcohol on the body and equips students with practical refusal strategies for peer pressure through a lab-themed investigation.

Introduces the risks of substance use, differentiating between medicine and drugs, and making healthy choices for the body.

Focuses on personal boundaries, safe and unsafe touches, and the 'No, Go, Tell' strategy for reporting.

Redefines stranger safety through the 'Tricky People' concept and identifies networks of trusted adults.

Synthesis of learning into an advocacy project or personal manifesto for natural chemical regulation.

Students identify personalized, low-barrier physical activities that serve as emotional anchors.

Exploration of how aerobic activity metabolizes stress hormones and acts as a biological reset button.

Analysis of the 'rebound effect' through case studies to understand how substances increase emotional vulnerability.

Students compare the neurochemical impact of substances versus exercise, learning about 'borrowed' vs. 'invested' happiness.

Students synthesize their research into a personalized or family Emergency Card, formatting it for both digital and physical use.

Students learn to distinguish between accredited crisis services and predatory marketing or scams through media literacy and critical thinking.

Students investigate hotlines for substance use and harm reduction, distinguishing between medical emergencies and treatment referrals.

Focusing on safety and discretion, this lesson covers domestic violence hotlines and the unique digital safety features they employ.

Students survey the difference between national networks and local community crisis centers, learning to identify the scope of services and verifying availability.

A high school health lesson designed to de-stigmatize psychosis by exploring its medical, psychiatric, and substance-induced causes. Students contrast common stereotypes with clinical definitions and identify the biological nature of these symptoms.

Explores the social and environmental consequences of substance use in school and guides students through a restorative reflection process for re-entry.

Focuses on the physiological and neurological impact of nicotine, vapes, and THC on the developing teenage brain and body.

In the final lesson, students define their personal values and goals (athletics, academics, arts) and map how cannabis use could interfere with them. They create a 'Personal Stance' statement or video capsule to their future selves, solidifying their commitment to their own health and autonomy.

Students analyze complex scenarios involving parties, rides with impaired drivers, or older siblings. They develop 'if-then' plans for getting out of unsafe situations, including code words with parents or identifying safe adults to call. The focus is on harm reduction and physical safety.

Through structured role-play, students practice specific refusal techniques: the 'broken record,' offering an alternative, using an excuse, and using humor. They work in small groups to script and rehearse responses that feel natural and authentic to their personalities, avoiding robotic 'Just Say No' responses.

Students review anonymous survey data (local or national) to correct the 'Everyone is doing it' misconception. They create visual representations of the data to see that the majority of 8th graders actually do not use cannabis. This normative education reduces the internal pressure to conform.

Students synthesize their research into advocacy materials (brochures, cards) and practice interpersonal skills for suggesting support to a friend.

Inquiry-based lesson where students research local and national substance abuse support resources, verifying contact details and services provided.

Students analyze the social and emotional barriers that prevent teens from seeking help for substance use, focusing on de-stigmatizing mental health support.

Students explore the psychological and physical cycle of dependency, including the roles of tolerance and withdrawal. They map the brain's reward system and how it adapts to substance use.

Students define and distinguish between experimental use, regular use, and Cannabis Use Disorder (CUD). They review simplified DSM-5 criteria for addiction, focusing on loss of control and negative impacts.

A culminating activity where students navigate realistic social simulations, applying their refusal and exit skills in real-time with peer feedback.

Students design personalized exit strategies for situations where refusal isn't enough. They brainstorm code words and practice transitioning out of unsafe environments.

Students develop concrete safety plans for emergency situations, learning to recognize cannabis toxicity and understand Good Samaritan protection.

This lesson focuses on how body language, tone, and eye contact reinforce or undermine a refusal. Students practice confident posture and discuss the impact of mixed messages.

An investigation into the health risks of synthetic cannabinoids and the dangers of contaminants found in unregulated illicit market products.

Students analyze how cannabis affects reaction time and perception, debunking myths about driving while high and reviewing safety data.

Students learn and practice five distinct verbal refusal techniques: the broken record, the excuse, the better alternative, the reverse pressure, and the direct no. The focus is on finding authentic ways to set boundaries.

This lesson explores the specific risks of edible cannabis products, including delayed onset of effects and high potency, leading to accidental overconsumption.

Students analyze the biological impact of substances on the central nervous system, contrasting immediate sensations with long-term physiological damage and identifying healthy coping mechanisms.

Students will identify how the central nervous system responds to stress and how drugs like alcohol, stimulants, and opioids interfere with natural biological processes and homeostasis. The lesson culminates in a collaborative medical report activity analyzing stimulant-induced physiological changes.

This lesson explores the biological reality of how drugs and alcohol interfere with the body's natural stress response, providing students with scientific evidence to debunk common myths and offering healthy, long-term coping strategies.

A comprehensive lesson on identifying protective factors against substance misuse and mastering harm reduction and emergency response protocols.

Students synthesize their research into a personalized or family Emergency Card, formatting it for both digital and physical use.

Students learn to distinguish between accredited crisis services and predatory marketing or scams through media literacy and critical thinking.

Students investigate hotlines for substance use and harm reduction, distinguishing between medical emergencies and treatment referrals.

Focusing on safety and discretion, this lesson covers domestic violence hotlines and the unique digital safety features they employ.

Students survey the difference between national networks and local community crisis centers, learning to identify the scope of services and verifying availability.

In this culminating workshop, students synthesize the week's learning to build a digital or physical 'Crisis Wallet.' They curate a list of verified numbers and apps, categorized by need, to keep on their phones for themselves or friends.

This lesson covers resources for substance use crises, including SAMHSA’s helpline and poison control. Students discuss the medical amnesty laws that encourage calling for help during overdose situations without fear of legal repercussions.

Students learn about the National Domestic Violence Hotline and the unique safety protocols required for these calls, such as digital footprint erasing. The lesson emphasizes discretion and safety planning over immediate confrontation.

Focusing specifically on the 988 Suicide & Crisis Lifeline, this lesson analyzes scenarios of suicidal ideation. Students learn what to expect during these specific calls and how to support a peer in making the connection.

Students categorize different types of emergencies to understand when to call 911, 988, or specialized warm lines. The lesson focuses on the distinction between immediate rescue requirements and crisis counseling support.

Students conclude that medicine is only for fixing specific problems. They affirm that a healthy body functions best without unnecessary chemicals.

Students identify medicines used for big injuries (opioids) and how they block pain signals. The lesson emphasizes that these are very strong and can make people sick if not needed.

The class explores medicines (depressants) that make the body slow down, feel sleepy, or calm. They learn the dangers of the body slowing down too much, like forgetting to breathe.

The sequence concludes with a focus on the developing brain and how misuse can 'rewire' pathways. Students create a diagram showing a healthy brain versus one affected by substance misuse.

Students learn about medicines (stimulants) that make the brain and heart work faster. They discuss why a doctor might give this for focus but why it is bad for a healthy heart.

Students establish a baseline of healthy body functions, comparing 'fast' and 'slow' states using their heart rate and breathing.

Students analyze the difference between adaptive and maladaptive coping strategies for stress, focusing on the long-term impacts of substances versus the benefits of physical activity.

Students analyze the biological impact of substances on the central nervous system, contrasting immediate sensations with long-term physiological damage and identifying healthy coping mechanisms.

Students will identify how the central nervous system responds to stress and how drugs like alcohol, stimulants, and opioids interfere with natural biological processes and homeostasis. The lesson culminates in a collaborative medical report activity analyzing stimulant-induced physiological changes.

This lesson explores the biological reality of how drugs and alcohol interfere with the body's natural stress response, providing students with scientific evidence to debunk common myths and offering healthy, long-term coping strategies.

A comprehensive lesson exploring the science of energy drinks, their health impacts, and how to make better beverage choices through scenario analysis and data comparison.

Students conclude that medicine is only for fixing specific problems. They affirm that a healthy body functions best without unnecessary chemicals.

Students identify medicines used for big injuries (opioids) and how they block pain signals. The lesson emphasizes that these are very strong and can make people sick if not needed.

The class explores medicines (depressants) that make the body slow down, feel sleepy, or calm. They learn the dangers of the body slowing down too much, like forgetting to breathe.

The sequence concludes with a focus on the developing brain and how misuse can 'rewire' pathways. Students create a diagram showing a healthy brain versus one affected by substance misuse.

Students learn about medicines (stimulants) that make the brain and heart work faster. They discuss why a doctor might give this for focus but why it is bad for a healthy heart.

Students establish a baseline of healthy body functions, comparing 'fast' and 'slow' states using their heart rate and breathing.

Students learn that some medicines block pain signals (opioids) but have serious side effects like extreme drowsiness and addiction. The lesson clarifies that these are powerful tools for doctors, not for casual use.

Students investigate how depressants slow down brain messages and breathing. Through slow-motion activities, they understand the danger of the body forgetting to breathe or the heart beating too slowly.

Students synthesize their learning by creating a comprehensive "Body Map" poster. They label the organs affected by different prescription drug classes and describe the specific physiological threats as a summative assessment.

Using the analogy of a car engine, students explore how stimulants speed up the brain and heart. They discuss the risks of an 'overheated' system, such as anxiety, heart problems, and exhaustion.

Students explore how the brain adapts to substances through the concepts of tolerance and withdrawal. Using a game-based economy model, they learn that addiction is a biological process of the brain's reward system being hijacked.

Students explore how depressants and opioids suppress the respiratory system. Using the "Straw Challenge" simulation, they experience the difficulty of breathing under physical distress to understand respiratory depression.

Students explore the concept of homeostasis, comparing the human body to a complex machine that needs balance to function correctly. They establish baselines for heart rate and breathing to understand 'normal' operation.

Students investigate how stimulants force the heart and brain into overdrive. Through a physical simulation and heart rate monitoring, they analyze the physiological stress of stimulant misuse.

Students synthesize their learning to understand why prescriptions are tailored to individuals and why sharing medicine is physically dangerous.

A high school health lesson focusing on the biological shift in brain control during addiction, using the 'Brain Train' metaphor to distinguish between the cortex and subcortex. Students engage with the Stroop Test to experience cognitive conflict before mapping how drugs hijack neural pathways.

Students analyze the biological impact of substances on the central nervous system, contrasting immediate sensations with long-term physiological damage and identifying healthy coping mechanisms.

Students will identify how the central nervous system responds to stress and how drugs like alcohol, stimulants, and opioids interfere with natural biological processes and homeostasis. The lesson culminates in a collaborative medical report activity analyzing stimulant-induced physiological changes.

A comprehensive lesson on identifying protective factors against substance misuse and mastering harm reduction and emergency response protocols.

Covers fire safety, emergency protocols, and identifying hazards in the kitchen, bathroom, and online.

Focuses on pedestrian rules, bicycle safety, and being visible and alert near traffic.

Introduces the risks of substance use, differentiating between medicine and drugs, and making healthy choices for the body.

Focuses on personal boundaries, safe and unsafe touches, and the 'No, Go, Tell' strategy for reporting.

Redefines stranger safety through the 'Tricky People' concept and identifies networks of trusted adults.

Students synthesize their research into a personalized or family Emergency Card, formatting it for both digital and physical use.

Students learn to distinguish between accredited crisis services and predatory marketing or scams through media literacy and critical thinking.

Students investigate hotlines for substance use and harm reduction, distinguishing between medical emergencies and treatment referrals.

Focusing on safety and discretion, this lesson covers domestic violence hotlines and the unique digital safety features they employ.

Students survey the difference between national networks and local community crisis centers, learning to identify the scope of services and verifying availability.

In this culminating workshop, students synthesize the week's learning to build a digital or physical 'Crisis Wallet.' They curate a list of verified numbers and apps, categorized by need, to keep on their phones for themselves or friends.

This lesson covers resources for substance use crises, including SAMHSA’s helpline and poison control. Students discuss the medical amnesty laws that encourage calling for help during overdose situations without fear of legal repercussions.

Students learn about the National Domestic Violence Hotline and the unique safety protocols required for these calls, such as digital footprint erasing. The lesson emphasizes discretion and safety planning over immediate confrontation.

Focusing specifically on the 988 Suicide & Crisis Lifeline, this lesson analyzes scenarios of suicidal ideation. Students learn what to expect during these specific calls and how to support a peer in making the connection.

Students categorize different types of emergencies to understand when to call 911, 988, or specialized warm lines. The lesson focuses on the distinction between immediate rescue requirements and crisis counseling support.

Students create a fridge magnet or card with their home address and emergency numbers. They review steps: Check, Call, Care (get an adult).

A high school health lesson focusing on the intersection of substance use and sexual health decision-making, utilizing a Socratic Seminar and safety planning to help students navigate peer pressure and risk reduction.

A comprehensive 2-hour training focused on identifying emerging trends in prevention science and integrating them into evidence-based strategies to maximize community impact.

Explores the social and environmental consequences of substance use in school and guides students through a restorative reflection process for re-entry.

Focuses on the physiological and neurological impact of nicotine, vapes, and THC on the developing teenage brain and body.

A 30-minute lesson for 8th graders on identifying and resisting negative peer pressure through refusal strategies and personal 'out' plans.

This lesson explores the physiological effects of drugs and alcohol on the body and equips students with practical refusal strategies for peer pressure through a lab-themed investigation.

A comprehensive lesson exploring the science of energy drinks, their health impacts, and how to make better beverage choices through scenario analysis and data comparison.

A comprehensive lesson for 7th graders on identifying negative peer pressure and mastering three specific refusal skills through role-play and personal planning.

A 40-minute lesson for 7th graders on identifying types of peer pressure and mastering three effective refusal strategies through role-play and personal planning.

A comprehensive lesson for middle/high school students exploring the chemical composition of e-cigarettes, the physiological impacts of vaping on the respiratory and nervous systems, and the marketing strategies used to target youth.

A 40-minute health and social-emotional learning lesson for 7th graders focused on identifying peer pressure and practicing effective refusal skills through role-playing and personal planning.

A 40-minute lesson for 7th graders on identifying negative peer pressure and practicing three specific refusal skills through role-play and personal planning.

Covers fire safety, emergency protocols, and identifying hazards in the kitchen, bathroom, and online.

Focuses on pedestrian rules, bicycle safety, and being visible and alert near traffic.

Introduces the risks of substance use, differentiating between medicine and drugs, and making healthy choices for the body.

Focuses on personal boundaries, safe and unsafe touches, and the 'No, Go, Tell' strategy for reporting.

Redefines stranger safety through the 'Tricky People' concept and identifies networks of trusted adults.

In this culminating workshop, students synthesize the week's learning to build a digital or physical 'Crisis Wallet.' They curate a list of verified numbers and apps, categorized by need, to keep on their phones for themselves or friends.

This lesson covers resources for substance use crises, including SAMHSA’s helpline and poison control. Students discuss the medical amnesty laws that encourage calling for help during overdose situations without fear of legal repercussions.

Students learn about the National Domestic Violence Hotline and the unique safety protocols required for these calls, such as digital footprint erasing. The lesson emphasizes discretion and safety planning over immediate confrontation.