Electronic cigarettes

Vape use among young people has increased both locally and nationally. While vapes (also known as electronic cigarettes or e-cigarettes) are safer than cigarettes and are recommended to help adults quit smoking, their long-term effects are still unknown. Vapes are not completely harmless and are not recommended for children and young people, or people who have never smoked.

By emphasizing the message if you don’t smoke, don’t vape, we can foster a healthier, smoke-free generation.

Lesson plan resources

Useful resources

Issues to think about

  1. Balanced perspective with a focus on health risks
    Acknowledge that vaping can be a safer alternative for people who smoke but emphasise the primary takeaway - If you don’t smoke, don’t vape. The health risks associated with vaping – including respiratory issues and addiction – should be highlighted, particularly for non-smokers and young people.
  2. Marketing tactics
    Discuss how vape companies specifically target young people with appealing flavours and packaging and create an illusion of safety and fun. However, stress that these tactics come with significant health risks and potential long-term consequences.
  3. Social media trends and influences
    Recognise that young people are often exposed to images and videos of vaping tricks on social media platforms, which can glamorise vaping. Discuss how these trends serve as promotional tools for e-cigarette companies and stress that engaging in these activities can lead to normalisation and increased use.
  4. Addiction potential and chemical risks
    Discuss that nicotine in many e-cigarettes is highly addictive, and the long-term effects of inhaling e-cigarette liquid chemicals are still unclear. This makes vaping risky, especially for non-smokers and children. The best way to avoid addiction is not to start.
  5. Impact of switching from tobacco to e-cigarettes
    While switching from smoking to vaping may reduce harm, highlight that vaping is not risk-free. Non-smokers should avoid starting, as it can lead to addiction and health issues. Remind students that the safest choice is to stay smoke and vape-free.
  6. Vapes and young people: A growing Concern
    Discuss the rise of vaping in young people, however, highlight that the majority of young people do not vape.
  7. Educational resources and support
    Provide updated educational resources and strategies for making healthy choices. Encourage discussions about peer pressure and how to resist it, promoting a supportive environment where young people feel empowered to say no to vaping.
  8. Community and parental involvement
    Promote initiatives that engage parents in discussions with their children about the dangers of vaping and smoking, emphasising the importance of leading by example.

Purpose of session

To give young people the facts about vaping, bust the myths and help them make informed, confident choices for their health and wellbeing.

Key learning outcomes

  1. Understanding electronic cigarettes
    Learn what e-cigarettes are, the different types, and the truth behind the myths. Understand why vaping is risky – especially if you don’t smoke. This will emphasise that if you don’t smoke, you shouldn’t vape.
  2. Making informed decisions
    Explore why some people vape, and why it’s not the right choice for people who don’t smoke. Learn about addiction, environmental impact, and how to say no to empower young people to make informed decisions about their health and feel equipped to resist pressure to smoke or vape.
  3. Personal reflection
    To encourage learners to express their own opinions on electronic cigarettes, considering the health implications and societal responsibilities linked to their use. Reflect on the reasons why non-smokers should avoid vaping and why e-cigarettes should never be used by young people.
Stage 1 - Demonstrating knowledge

What is an electronic cigarette?

Resources needed:

  • Powerpoint projector and slides
  • 'What I know and what is my opinion' sheets for group activity

Key learning outcome:

Learn what e-cigarettes are, the different types, and the truth behind the myths. Understand why vaping is risky – especially if you don’t smoke. This will emphasise that if you don’t smoke, you shouldn’t vape.
  • Divide pupils into small groups of 3-5.
  • Distribute the ‘What I know and what is my opinion’ sheet to each group (activity for Slide 4).
  • Ask the groups to discuss and fill out the sheet with their current knowledge about electronic cigarettes and their opinions on them. Prompt them to consider:
    • What do they think e-cigarettes are?
    • What have they heard about their effects?
    • Are they seen as safe or harmful?
  • Encourage groups to write down any myths they may have heard.
  • Share group findings with the class.
  • Facilitate a discussion based on their feedback and present electronic cigarettes powerpoint (Slides 5-7) to summarise.
  • Use this opportunity to debunk any myths that arise during the discussion. Refer to the myth-busting section in the powerpoint (Slides 8-13) to provide evidence and facts.

Stage 2 - Applying knowledge

Making informed decisions

Resources needed:

  • Powerpoint projector and slides

Key learning outcome

To acknowledge the use of vapes as a tool to quit smoking, explore why some people vape, and why it’s not the right choice for people who don’t smoke. Learn about addiction, environmental impact and how to say no – to empower young people to make informed decisions about their health and feel equipped to resist pressure to smoke or vape.
  • Encourage discussion of why some people may vape (Slide 14).
  • Reinforce that vapes are an important quit aid for adults but should not be used by children and young people.
  • Encourage a discussion on other harms of vaping e.g. environmental harms (Slide 15).
  • Encourage students to think about some of the ways that they may resist pressure to vape, and to think of and write down responses they could give if offered a vape or are feeling pressured to vape. Encourage non-judgemental, appropriate responses. (Slide 16).

Stage 3 - Reflecting

Resources needed:

  • Reflection sheets or journals
  • Powerpoint projector and slides

Key learning outcome

To reflect on personal opinions and societal implications regarding electronic cigarettes.
  • Encourage reflection on students’ personal opinions on vapes after the session. Encourage open dialogue and being respectful of other’s opinions. (Slide 17).
  • Discuss why it is important for non-smokers and young people to avoid vaping. How can you be a positive influence to your peers?
  • Reinforce the message that vapes are an important quit aid for adults but should not be used by children and young people – if you don’t smoke, don’t vape!
  • Be mindful of students who may have concerns about family members who smoke or vape. Allocate time at the end of the session for these students to speak privately if needed.
  • Share resources (Slide 19).

Further support

This lesson is best carried out after or alongside lessons on Tobacco and the Environment and Smoking and the Developing World. A short reflection on previous learning on smoking would make a good introduction. Be aware that you may need to allocate time at the end of the session for any concerned pupils who have family members who smoke.

Further information

If pupils need further information about smoking in general, you can direct them to the Hampshire Stop Smoking Service, Smokefree Hampshire.