Grade 8 · Health Education
Quarter 3 · Week 5 · TEKS
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This lesson helps Grade 8 students identify specific examples of who to ask for help, when to seek help, where to find help, and how to get help related to the use and misuse of alcohol, tobacco, drugs including prescription drugs, and other substances. Students will learn to recognize treatment options and understand the importance of seeking assistance to promote health and safety.
Students should understand basic concepts about alcohol, tobacco, drugs, and other substances, including that misuse can be harmful and that help is available. They should also be familiar with the idea of trusted adults and community resources.
Who can help when someone is dealing with the use or misuse of alcohol, tobacco, drugs, or other substances? Trusted adults such as parents, teachers, school counselors, doctors, and community health professionals are key examples. Professionals trained in substance misuse treatment, such as counselors or social workers, are also important. Peers should not be the primary source of help because they may lack the knowledge or authority to provide proper assistance.
Knowing when to seek help is critical. Signs include feeling unable to stop using substances, experiencing negative effects on health or relationships, or being pressured to use substances. It is important to seek help as soon as misuse is suspected or noticed to prevent harm. Waiting too long can make treatment more difficult.
Help can be found in various places: school counseling offices, community health clinics, hospitals, and specialized treatment centers. Digital resources such as helplines, websites, and apps also provide confidential support and information. Knowing local resources and how to access them empowers students to get help when needed.
Getting help can involve talking to a trusted adult, calling a helpline, visiting a clinic, or using online support services. Students should understand the steps to take, such as making a phone call or asking a parent to help make an appointment. Emphasize that seeking help is a sign of strength and a positive step toward health.
A common misconception is that asking for help means weakness or failure. In reality, seeking help is a responsible and courageous action. Another misconception is that only people with severe problems need help; however, early help can prevent more serious issues. Some students may think help is not confidential; teachers should clarify privacy rules and encourage trust.
In a scenario where a student notices a friend using prescription drugs in a harmful way, who should the student talk to for help?
The student should talk to a trusted adult such as a parent, school counselor, or healthcare professional who can provide support and guidance. Peers may not have the knowledge or authority to help effectively.
The student should talk to a trusted adult like a parent or school counselor to get help.
If someone feels they are starting to misuse alcohol, when is the best time to seek help?
Seeking help as soon as misuse begins or when negative effects are noticed is important to prevent further harm and make treatment easier.
They should seek help as soon as they realize they have a problem or notice negative effects.
Where can a person go to get help for tobacco misuse?
Help can be found at school health offices, community clinics, or through digital resources like quitlines and websites that offer support programs.
They can go to a school counselor, community clinic, or call a quitline for help.
How can someone get help if they want to stop using drugs?
They can talk to a trusted adult, call a helpline, visit a healthcare provider, or use online support services to start the process of getting help.
They can talk to a trusted adult, call a helpline, or visit a clinic to get help.
Begin by asking students if they know anyone who has ever needed help with alcohol, tobacco, or drug use. Discuss why it might be hard to ask for help and what kinds of people or places might offer help.
Students share ideas about who they think can help someone with substance misuse and why it might be difficult to ask for help.
This activity activates prior knowledge and sets the stage for learning about specific examples of help related to substance misuse.
Present several scenario cards describing different situations involving substance use or misuse. Guide students to identify who could help, when help should be sought, where to get help, and how to get help in each scenario.
In small groups, students read scenarios and discuss answers to the four questions: who, when, where, and how to get help.
This guided practice helps students apply concepts to real-life situations and deepen understanding.
Directly teach the key concepts of who, when, where, and how to get help related to substance misuse. Use examples and clarify misconceptions. Share a list of local and digital resources.
Listen and take notes on examples of who to ask, when to seek help, where to find help, and how to get help.
This phase ensures students have clear, accurate information aligned with TEKS.115.27.G8.17C.
Lead role-play activities where students practice asking for help in different scenarios. Facilitate discussion on feelings and challenges involved in seeking help.
Participate in role-plays to practice safe and respectful ways to ask for help. Reflect on why these skills matter for themselves and their community.
Role-playing builds confidence and communication skills needed to seek help in real life.
Ask students to write or explain one example each of who, when, where, and how to get help related to substance misuse. Provide feedback and clarify any misunderstandings.
Complete a short exit ticket or oral explanation naming examples of who to ask, when to seek help, where to find help, and how to get help.
This assessment confirms students can identify key examples and understand the help-seeking process.
In small groups, students read scenarios and discuss answers to the four questions: who, when, where, and how to get help.
Name one trusted adult you could ask for help if you or someone you know is misusing substances.
A trusted adult could be a parent, teacher, or school counselor.
Describe a situation when it is important to seek help for substance misuse.
When someone feels they cannot stop using a substance or it is causing problems at home or school, it is important to seek help.
Identify a place in your community where someone can get help for alcohol misuse.
A community health clinic or school counseling office is a place where someone can get help.
Explain why it is important to seek help early when dealing with drug misuse.
Seeking help early can prevent the problem from getting worse and makes treatment more effective.
Compare two ways someone can get help for tobacco misuse and explain which might be more accessible for teenagers and why.
Talking to a school counselor and calling a quitline are two ways. Talking to a school counselor might be more accessible because it is in a familiar setting and easier to reach without needing a phone or internet.
Provide sentence starters for describing who, when, where, and how to get help. Use visual aids like charts listing trusted adults and resources. Allow students to work in pairs for role-play activities.
Use simple language and define key vocabulary clearly. Provide bilingual resources or glossaries if available. Use pictures or icons to represent who, when, where, and how concepts.
Research and present on local community resources for substance misuse treatment. Create a digital guide or infographic on how to get help. Discuss the role of confidentiality and legal rights in seeking help.
Encourage students to talk with a trusted adult at home about what they learned regarding who, when, where, and how to get help for substance misuse. Provide a list of local and digital resources families can use if needed.
Students learned to identify specific examples of who to ask for help, when to seek help, where to find help, and how to get help related to the use and misuse of alcohol, tobacco, drugs including prescription drugs, and other substances. They practiced applying this knowledge through scenarios and role-play, gaining confidence to seek help responsibly and safely.
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