Understanding Smoking Behaviour

Overview

In this 60-minute lesson, students investigate how peer pressure, social norms and marketing can influence smoking behaviour. They practise respectful, assertive strategies for resisting pressure and identify ways to support hauora and wellbeing. The lesson builds on earlier work in Building Hauora: Goal Setting & Wellbeing by applying decision-making and goal-setting skills to a real-world health situation.

Learning intentions

• WALT explain how peer pressure and social norms can influence smoking choices.
• WALT distinguish between direct pressure, indirect pressure and supportive peer influence.
• WALT practise respectful strategies for resisting pressure to smoke or vape.
• WALT identify choices and support networks that protect hauora.

Success criteria

• I can describe at least two ways smoking behaviour may be influenced by peers, media or social groups.
• I can explain why a person might find it difficult to resist pressure.
• I can use an assertive response that includes a clear choice and an alternative action.
• I can identify a trusted person or service I could approach for support.

Curriculum links

• Health and Physical Education — hauora and wellbeing: understanding influences on health and making informed choices.
• Health and Physical Education — mental health and wellbeing: developing strategies for managing pressure and seeking support.
• Health and Physical Education — relationships with other people: communicating assertively, respecting boundaries and supporting others.
• Health and Physical Education — health promotion: examining how social and environmental influences affect health behaviour.

Lesson structure (60 minutes)

1. 0–5 min · Safe start and hook. Display the opening question in the introduction and hook slides: “If most people in a group are doing something, does that make it a good choice?” Establish that students do not need to share personal experiences, and that the lesson discusses smoking and vaping without judgement or graphic detail. Students complete a silent think, then share a general response with a partner.

2. 5–15 min · Build shared understanding. Use the key concepts slides to define smoking behaviour, peer pressure and social norms. Explain that pressure can be direct (“Have one”), indirect (wanting to fit in), or created by assumptions about what “everyone” does. Clarify that social norms are beliefs about what is common or accepted, and that perceived norms are not always accurate. Students record one example of each type on the smoking influences and resistance strategies worksheet.

3. 15–25 min · Influences investigation. Present four neutral scenarios from the scenario discussion slides, such as a group making jokes about someone who declines a cigarette, a social media post presenting smoking as glamorous, and a friend offering a vape at a gathering. In groups of five, students discuss: What influence is present? What might the person be thinking or feeling? What could make a healthy choice easier? Groups record concise answers on the worksheet. Remind students to discuss the situation, not name classmates or disclose personal information.

4. 25–35 min · Teach resistance strategies. Model the “CLEAR” response using the resistance strategy slides: Calm body language, Lead with a clear “No”, Explain briefly if wanted, Alternative suggestion, Remove yourself or seek support. For example: “No thanks, I’m not smoking. Let’s get some food,” followed by moving towards a trusted friend. Students create two possible responses on their worksheet, ensuring each includes a clear boundary and an alternative.

5. 35–50 min · Paired role-play carousel. Organise students into pairs, with one student applying pressure from a scenario and the other practising a response. Use the role-play instructions in the role-play instruction slides. After one minute, students swap roles and then change scenario. Partners give feedback using three prompts: Was the response clear? Was the body language confident and respectful? Did it include an alternative or support option? Students may observe or use a written response instead of acting if role-play feels uncomfortable.

6. 50–56 min · Support and bystander choices. Facilitate a class discussion using the support and bystander discussion slides: “How could a friend help without shaming or embarrassing someone?” Draw out options such as changing the activity, staying with the person, contacting a trusted adult and leaving together. Students add one helpful bystander action and one support person to their worksheet.

7. 56–60 min · Exit reflection. Return to the opening question with the plenary and exit question slide. Students complete the final worksheet prompt: “One influence I understand better is… One strategy I could use is…” Collect worksheets as students leave. Reinforce that support is available through trusted adults and appropriate school health or pastoral staff.

Resources

• the smoking behaviour lesson slide deck
• the smoking influences and resistance strategies worksheet
• Whiteboard and markers
• Timer
• Pens
• Clearly marked quiet observation space for students who opt out of role-play
• School wellbeing or pastoral support information, if available

Assessment

• Listen during group discussions for accurate use of the terms peer pressure, direct pressure, indirect pressure and social norms; question or re-teach as needed.
• Use the role-play feedback prompts to assess whether students can communicate a clear, respectful boundary and suggest an alternative or support action.
• Review worksheets and exit responses for understanding of influences, resistance strategies and help-seeking options. Follow up privately where a student indicates concern or requests support.

Differentiation

• Provide sentence starters on the worksheet, such as “I notice pressure when…” and “No thanks, I…”, plus a word bank containing influence, pressure, norm, boundary, alternative and support.
• Allow students to choose speaking, writing, observing or rehearsing with the teacher rather than performing in front of peers. Do not require disclosure of personal or whānau experiences.
• Use mixed-confidence pairs, model each task explicitly and allow extra processing time. Read scenarios aloud and provide a printed copy for students who need reduced visual or language load.
• Extend confident students by asking them to compare an individual strategy with a wider health-promotion strategy that could challenge inaccurate social norms, such as positive peer messaging or changing group activities.
• Use inclusive, non-stigmatising language. Avoid implying that people who smoke lack willpower; focus on influences, choices, support and the fact that nicotine can create dependence.