Finding the Right Help

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Overview

Curriculum Area:
PSHE Education (Personal, Social, Health and Economic), in line with the PSHE Association Programme of Study.

Key Stage & Level:
Key Stage 4 (GCSE-level), students aged 15–18. Focused on the statutory guidance under the strand Health and Wellbeing, specifically the theme:

• "Drugs, alcohol and tobacco"
• Learning Objective: “recognise sources of support with issues related to drug misuse and how to access them”

Lesson Duration:
90 Minutes
Class Size:
10 Students (mixed ability)

Assessment Focus:
Students will produce creative and reflective work that clearly demonstrates their understanding of where and how to seek help for drug misuse concerns.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Identify at least five UK-based sources of help and information related to drug misuse, including local and national organisations.
2. Understand the roles of these services and how they support individuals affected by drug misuse.
3. Evaluate when and how to access those services for themselves or someone else.
4. Create an evidence-based, peer-appropriate visual poster or digital guide which could be used to signpost others to help.

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Resources Needed

• A3 paper, markers, glue sticks, posters, magazines (for collage)
• Access to printouts of selected information (NHS info, FRANK service, school safeguarding contacts)
• Roleplay prompt cards
• Laptops/tablets (optional – QR code generators and virtual design tools)
• Teacher handouts outlining core services and intake criteria
• Reflection journals or writing pads
• A printed map of local services in your area (optional and customisable)

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Starter Activity (10 minutes)

‘Who Would You Call?’ Think-Pair-Share

• Write on the board: “A friend tells you in confidence they are taking drugs and don’t know how to stop.”
• Students individually write down their immediate instincts: where they would seek help, or who they would contact.
• Pair discussions follow, then group feedback.
• Teacher to draw on this discussion to introduce the learning intention: support is available – knowing where and how to access it is vital.

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Main Activity 1 – Research Carousel (25 minutes)

Objective: Explore a range of professional and community support sources.

Set-up (before lesson): Create five information stations, each representing a key UK service offering support for drug misuse. Include:

1. A national service: e.g. Talk to FRANK
2. A local NHS-based drug and alcohol team
3. A school-based source: school nurse, safeguarding lead, pastoral care
4. A youth charity or outreach group: e.g. The Mix or Addaction
5. Confidential Helplines and Online Tools: Childline, Kooth, GP services

Instructions:

• Students work in pairs, rotating every 5 minutes. Each station has:
  • A description of the service
  • How to access
  • Target audience
  • Real-world examples/user voices
• Students complete a “Source Scan” worksheet that requires them to:
  • Summarise the service
  • Comment on accessibility
  • List contact point(s)
  • Rate approachability/confidence in using the source

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Main Activity 2 – Creative Task: ‘Help Finder’ Resource Design (30 minutes)

Objective: Create a student-facing resource that could help a peer in need of support for drug misuse.

Instructions:

Small groups (3-4 students) collaborate to design a visually impactful, factually accurate, and age-appropriate 'Help Finder' resource. Choose from:

• Poster for school’s wellbeing wall
• Pocket-sized Z-fold leaflet
• Scrollable infographic for use in tutor time
• Interactive flowchart or decision tree (digital or paper-based)

Checklist Criteria for Assessment:

• Lists at least 5 sources with relevant details (name, contact method, availability)
• Clear, sensitive tone to encourage help-seeking
• Shows understanding of confidentiality and appropriate boundaries
• Use of visuals/symbols to aid accessibility
• Optional: embeds a QR code leading to a school page or external support site

Encourage students to think about language that reduces stigma and how design can impact whether someone chooses to seek help.

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Plenary – “What Would You Do?” Roleplay Discussion (15 minutes)

Objective: Demonstrate ability to apply knowledge in real-world contexts.

Instructions:

Teacher hands out roleplay cards. Each card presents a scenario involving a young person dealing with potential drug misuse (e.g., “Your brother is acting strangely and you find a pill bottle in his room”, “Your best friend told you they're using drugs to cope with exam stress”).

In pairs or trios, students:

• Discuss the situation
• Identify the most appropriate sources of help
• Share reasonings with the class

This activity fosters empathy as well as practical understanding.

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Final Reflection (5 minutes)

In individual journals or on exit tickets, students answer:

• “What is one new source of support I’m now aware of?”
• “If someone I cared about was struggling with drugs, I could…”
• “How confident do I feel knowing where to turn for help?”

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Evidence of Learning / Assessment

• Completed Source Scan worksheets
• Peer-created Help Finder resources
• Participation in discussions and roleplay
• Final reflection entries

Teacher to collect and assess for:

• Accuracy of information
• Understanding of access routes
• Empathetic and appropriate use of language

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Differentiation & Inclusion

• Mixed-ability pairings and groups encourage peer support
• Visual/tactile learning through resource creation
• Scripted roleplay cards ease anxiety around performance
• Extension challenge: Investigate how people from different cultural or socio-economic backgrounds may interact with services

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Optional Follow-Up Activities

• Invite a guest speaker from a local support organisation
• Peer-led campaign: students design wellbeing info boards for key areas of school
• Ethical Debate: “Should drug misuse be treated as a medical or legal issue?”

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Notes for the Teacher

This lesson builds knowledge around support structures while equally promoting empathy, critical thinking, and creativity. It helps students recognise that drug misuse is a reality for some and that high-quality, judgement-free help exists. You are empowering young people with the awareness and agency to take care of themselves and others, now and in future scenarios.

Ensure you adapt local references for the area, and pre-approve web content or printed materials in line with your school’s safeguarding policies.