Module 3
Module 3
This module focuses on substance use; its connection to mental health; potential effects, risks, and harms related to substance use; and how to reach out for support. Substance use is among the most stigmatized of all health conditions. It’s important to talk about it in ways that reduce stigma and decrease barriers to seeking help.
NOTE: Remind students that the focus is on learning facts and reliable information rather than sharing personal stories. If there is a situation a student would like to speak about, invite them to see you after class. You can also share ideas about additional resources at the end of each module.
It is important to provide students with a supportive transition to both open and close the learning. Before starting a module, it can be helpful to create a transition into the learning with a mindful practice. Likewise, these practices can be used to draw mental health learning to a close before moving forward with other classwork or activities. A list of easy-to-use activities and suggested prompts to encourage students to seek help are included at the end of each module so students can transition to the rest of their day in a positive way.
D1.2 - demonstrate an understanding of linkages between mental health problems and problematic substance use, as well as between brain development and cannabis use, and identify school and community resources (e.g., trusted adults at school, guidance counsellors, public health services, help lines) that can provide support for mental health concerns relating to substance use, addictions, and related behaviours.
Refer to the Health and Physical Education curriculum document for a variety of considerations to support planning and delivery of this learning for every student (e.g., students with special education needs and English Language Learners).
We are learning:
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:
~ 20 minPURPOSE: This interactive quiz will allow you to learn more about students’ knowledge and perceptions of substance use and to dispel some common myths and misconceptions, related to substance use while providing basic factual information.
NOTE: As you move through this module, be mindful of creating a non-judgmental tone. People engage with substances for many reasons (e.g., recreational, medical, ceremonial, cultural, religious, and spiritual use). Creating an open, non-stigmatizing conversation can help students ask questions, share ideas, take in information, and be better prepared to make healthy decisions for themselves.
Prior to the interactive quiz you may wish to complete the first column of a KWL (Know, Wonder, Learned) chart (What do you Know about this topic?) as a class or individually. This activity can help you see what prior learning students have, help identify any misconceptions and focus the learning for the lesson.
A KWL chart template with instructions is available. It can also be found in the student notebook, if you choose to use it.
BRIGHT
IDEAS
Online quiz formats can be an engaging and strategic option for this activity as they allow students to share their knowledge without worrying about how they may be perceived (e.g., being perceived negatively if they have more detailed knowledge of substances and their use).
Avoid presenting the quiz in a game-like manner (e.g., where students compete for points, playful music is used, and so on). Some students will have deep personal connections to the content. Ensure a sensitive approach when presenting substance use information in this way.
TEACHER PROMPT
"Today we are going to talk about substance use. In grade 6 you learned about the effects of cannabis and other drugs on the developing adolescent brain. This year we are going to extend that learning further.
The term substances is commonly used as another word for ’drugs.‘ There are many different types of substances that people may use, such as caffeinated energy drinks, cannabis, alcohol, tobacco, over-the-counter drugs, and prescription medications. Substances can impact us physically, mentally, and emotionally."
(Extracted from Ophea’s Mental Health Ideas for Action)
Select the method you want to use to deliver this interactive quiz to students. A slide deck and online quiz are provided for you.
The questions, answers, and notes to support you with the discussion are available in the Educator Discussion Guide.
Following each question pause and use the notes in Discussion Guide to engage in a discussion about the response.
The slides provide condensed information. It is important to also engage fully in the discussion guide to cover core content.
STUDENT
VOICE
Leave space for students to ask further questions. This could be facilitated using a ‘parking lot’ or question box. Provide students with a virtual or physical space to do this anonymously if they wish.
TEACHER PROMPT
"There is a lot of misinformation out there about substance use, and many of us don’t have the basic information we need to help us make informed decisions for ourselves. That’s why we’re learning about this today."
REFLECTION
QUESTIONS
(space for responses is provided in the student notebook)
Where do you and your peers tend to learn about substances? Is it from school, friends or family, the media, or somewhere else? How can you decide if the information you are getting is true and fits for you? What might help?
For more specific information about Ontario students and substance use, check out the current Ontario Student Drug Use and Health Survey (OSDUHS). This survey has been given to Ontario students in grades 7-12 every two years since 1977. It’s a great way to amplify student voice. It includes a variety of information related to substance use, such as the most commonly used substances, the number of students reporting past year substance use, and substance use by grade level.
~ 15 minPURPOSE: To help students identify the connections between mental health and substance use, and to help them identify factors that may influence our decision-making related to substance use.
TEACHER PROMPT
"We just discussed some basic facts and information related to substance use. Now we are going to think more about the connection between mental health and problematic substance use.
Problematic substance use refers to the use of substances in ways that have a higher risk of physical and mental impacts. It includes both potentially harmful use (the use of substances in ways that are illegal, not medically recommended, and risk physical and mental impacts), and substance use disorder.”
(Definition from Ontario HPE curriculum)"
A video has been prepared with pauses built in for discussion. The discussion questions and space to take notes are provided in the student notebook.
REFLECTION
QUESTIONS
(extension – space for responses is provided in the student notebook)
CRITICAL THINKING and DECISION MAKING:
Imagine yourself in a situation similar to the one described in the video.
Thinking about SEEKING HELP:
TEACHER PROMPT
"Remember, the first step to seek support for substance use problems is the same as seeking support for mental health problems--connecting with a caring adult and telling them how you feel. There are supports in your personal life, school, and community that can help you."
BRIGHT
IDEAS
The video scenarios have intentionally been left open-ended so that students can imagine the possible outcomes (including negative impacts of substance use).
The hope is that, should it come from students, this conversation will be more openly received without stigma and judgement.
Educator Note: As educators help students to identify school and community resources that support mental health problems and those relating to substance use, it’s important to note that resources and services can vary greatly across different regions and change over time. In addition, there may be many less-known formal and informal culturally responsive resources and services available.
Regardless of the type of mental health problem, the first step for students at this age and stage is the same: reaching out to a caring adult in their personal life, school, or community to seek help (which can mean calling or texting a help line). From there, caring adults can work together to help students navigate the resources and support available to them. It’s important to stay up to date on the resources available within the school and board, and work collaboratively with other professionals to ensure students are provided with the most helpful information.
Additional information on supporting students is available in the Educator Guide.
Purpose: This activity is a natural follow-up to the learning about identifying factors that impact our decision-making.
CURRICULUM
CONNECTION
This activity has natural connections to expectations within the Grade 7 Language curriculum. For example:
Writing - Voice
2.2 establish a distinctive voice in their writing appropriate to the subject and audience
TEACHER PROMPT
"We are going to create a letter to your next year self. Think about what is important to you, and the hopes and plans you have for the next year. It’s helpful to think about these things and write them down. It will also be helpful to look at this letter and reflect on and refine your thinking one year later."
Suggest students may wish to include some of the following:
TEACHER PROMPT
"I’m going to share a letter template that includes some prompts, but you can write a letter, or audio/video message that is all your own. The important thing is that you reflect meaningfully and set some meaningful goals for yourself. You don’t have to have everything figured out and things may not go to plan, but it is helpful to think about a possible path while remembering that sometimes new and different pathways can lead to great places."
Share this template (student notebook p. 18) with students and provide time for them to create their own message. If students wish, they can use an online site that allows them to create and send a message to themselves or send themselves their letter in an email by specifying a future send date of their choosing.
TRY IT!
Your mental health matters too! Consider creating your own letter to your next year self alongside students. Include your hopes and plans as an educator, and reminders of your skills, supports, and strengths. Send yourself a little encouragement! Then check in with yourself a year from now.
~ 5 minPURPOSE: to give students the opportunity to reflect on the learning and share their ideas.
NOTE: this student reflection is intended to be flexible. You may ask students to reflect individually or share their reflections (e.g., orally with a partner or the larger group, or through sticky notes or other digital tools). Students may also capture their reflections in their notebook.
What did you find interesting or helpful about what you learned?
Did anything surprise you? Is there anything you are still wondering about?
Has anything changed in terms of the way you think about mental health?
What is one thing you learned that you can use to make healthy decisions for yourself about substance use?
KEY LEARNING
A supportive transition to and from mental health learning is recommended. A list of easy-to-use transition activities, as well as suggested prompts to support seeking help can be found on the Supportive Transitions Tip Sheet. It is an important part of the learning and should be repeated each time the module is paused or completed.
You can use this brief parent/guardian communication to share and continue the learning following student participation in this module.
