Sessions use a non-judgemental, harm-reduction and motivational-interviewing style (guiding the pupil to find their own reasons for change, rather than being told what to do) rather than a lecture on rules, on the view that shame drives the behaviour out of sight rather than out of use. The course reflects DfE's wider tobacco and vaping strategy and NHS Smokefree guidance, and supports the personal development and well-being evaluation area in Ofsted's inspection framework, which expects schools to help pupils understand risks to their physical health. Where a pupil discloses supply to other pupils, follow your school's usual safeguarding and behaviour procedures alongside this course.
Objective: Pupil can describe how nicotine dependence forms and separate facts from common myths about vaping.
Check-in: 1. Ask: 'how have things been since we last spoke?' Curious, not interrogating. 2. Do not open by asking whether they vape — you will get the answer they think you want. 3. Say clearly that this is not a disciplinary conversation. Say what happens to what they tell you: you keep notes, and the plan at the end goes to staff they agree to. If something worries you about their safety you have to pass it on, and you would tell them who to.
Input: 1. Explain what is in a typical vape: nicotine, flavourings, and other chemicals. 2. Draw the nicotine cycle: a short lift, then a dip below where they started. 3. Ask: 'why do you think the next one comes so soon after?' The dip is what drives it — it is not about willpower. 4. Say you will go through the common myths in a moment. Stay factual; alarmism loses the room.
Activity: 1. Get out the true/false myth-busting cards and the where am I now scale. 2. Read out a true/false card and ask: 'true or false, do you reckon?' 3. Give the answer plainly, without a lecture, and move to the next. 4. Ask: 'which of those surprised you?' 5. Pupil marks where they would put themselves on the where-am-I-now scale. No reaction to the answer.
Reflect: 1. Ask: 'what surprised you most today?' 2. No target this week — say that out loud, so they know they are not being manoeuvred into quitting.
Watch for: Watch for bravado ('I could stop any time') or shame responses, both can mask how hooked a pupil actually feels. Keep tone matter-of-fact throughout.
Parent/carer take-home: If this comes up naturally, ask an open, curious question like 'what do you know about what's actually in a vape?' rather than starting with rules. This keeps the door open for honest conversation.
You're seeing week 1 in full. The remaining 5 sessions, along with the printable resource packs, are available once you have an account.
Schools can start a free three-week pilot with up to 3 mentor seats and 10 pupils. No card required.