10 Classroom Activities to Build Social Emotional and Life Skills for Drug Prevention

Classroom activities can do more than just fill time—they can shape the way students think, make decisions, and see their future. You can integrate engaging, meaningful activities into your lessons to help students build resilience, develop social-emotional skills, and stay on a positive, drug-free path.

Natural High provides free, adaptable classroom activities that encourage self-reflection, goal-setting, and decision-making. These resources fit seamlessly into any teaching style, making it easier than ever to equip students with tools that will help them thrive.

Here are 10 impactful classroom activities designed to inspire and empower your students. As you go through this list, you’ll also see the social-emotional learning (SEL) skills each classroom activity helps build, helping students develop key abilities they’ll use in school and beyond.

Classroom Activities Table of Contents:

1. Challenging Social Norms
   • Key SEL Skills: Self-Awareness, Social Awareness, Critical Thinking
2. Discovering Personal Passions
   • Key SEL Skills: Self-Awareness, Motivation & Goal-Setting, Decision-Making
3. Exploring Natural Highs
   • Key SEL Skills: Self-Awareness, Self-Expression, Resilience
4. Peer Pressure & Refusal Strategies
   • Key SEL Skills: Social Awareness, Assertive Communication, Boundary-Setting
5. Media Literacy: Media Inspection Activity
   • Key SEL Skills: Critical Thinking, Social Awareness, Responsible Decision-Making
6. Public Service Announcement (PSA) Creation
   • Key SEL Skills: Advocacy & Leadership, Creative Expression, Relationships Skills
7. Goal-Setting Workshop
   • Key SEL Skills: Self-Management, Motivation & Goal-Setting, Future Planning
8. Developing Coping Skills
   • Key SEL Skills: Emotional Regulation, Stress Management, Problem-Solving
9. Building a Strong Support System
   • Key SEL Skills: Empathy & Connection, Communication Skills, Relationship-Building
10. Embracing a Growth Mindset
    • Key SEL Skills: Resilience, Overcoming Setbacks, Adaptability

1. Challenging Social Norms

Have you ever noticed how teens often believe that “everyone” is doing something, even when it’s far from true? Many students believe that “everyone” is experimenting with drugs and alcohol, but data tells a different story. 

In fact, the most extensive national survey in the U.S., Monitoring The Future, shows that a majority of teens aren’t using substances. 

Monitoring the Future is an ongoing study of the behaviors, attitudes, and values of American adolescents. They survey over 25,000 8th, 10th, and 12th graders each year and publish the results.

Correcting these false beliefs about substance use helps students feel more confident about making positive choices. Want to dive deeper into the science behind social norms and how they influence behavior? Check out our blog post on Social Norms Theory to explore the research that backs it up.

One middle school teacher said her students were shocked by the real data. “It changed the way they think about peer pressure. They realized they weren’t as alone as they thought,” she shared.

Start with a conversation about common misconceptions that students experience. Teens often assume things like “everyone has the newest phone” or “all popular kids go to parties,” when that’s not really true. Work through several accessible examples of debunking norms to help get students into the habit of questioning assumptions. 

A great example is the groups of teens who started the Luddite Club in Brooklyn, NY (challenging the social norm that “everyone is on social media.”) After this initial warm-up dialogue, they will already be thinking critically when it comes to applying the theme to substance use in the activity below.

What to Do: Use Natural High’s Kahoot! Quiz or printable stats to debunk myths about drug and alcohol use. For example, most teens don’t use drugs, but many students don’t know that. Correcting these misconceptions can give them the confidence to stay true to themselves.

Key SEL Skills:

• Self-Awareness
• Social Awareness
• Critical Thinking

2. Discovering Your Personal Passions

Students light up when they talk about something they love—whether it’s soccer, painting, or playing guitar. Connecting students to their passions reinforces a positive identity and provides an alternative to drug and alcohol use. When they focus on their passions, what we call their natural highs, they’re less likely to turn to risky behaviors for excitement or escape.

This article explores the science behind how meaningful activities can serve as a powerful protective factor, helping young people build resilience and avoid substance use.

In order for students to have a fuller understanding of what that “natural high” feeling really means, start with naming a few common shared experiences that ignite the sensation. Some examples that may be easily identifiable to kids are: 

• Laughing uncontrollably with someone you love
• Helping someone and seeing their gratitude
• Overcoming a challenge/mastering a skill
• Watching a beautiful sunset
• Attending an inspiring event

These all provide that same hit of dopamine and could be a portal to identifying a hobby or passion. Brainstorm as a class all the different experiences that bring that same rush of excitement, joy, or fulfillment. The more they recognize those moments in many parts of their lives, the easier it will be to choose them over risky stuff.

What to Do: Pair a Storyteller video (like Carissa Moore’s inspiring story about surfing) with the “Research Your Natural High” classroom activity. This activity helps students identify their passions and think about how pursuing them leads to a fulfilling, drug-free life.

Key SEL Skills:

• Self-Awareness
• Motivation & Goal-Setting
• Decision-Making

3. Exploring Your Natural Highs

Depending on your class, students may already know their natural highs. If that’s the case, this activity can help them dive deeper into understanding why their passion matters to them and how they can share it with others.

Encouraging students to identify and document their passions can build a stronger sense of self and purpose, as well as provide alternatives to substance use.

Begin with some creative prompts that will help spark deeper reflection, like: 

• How do you feel when you’re doing your natural high? 
• Imagine you’re explaining it to an alien who’s never heard of music, surfing, dancing, etc.—how would you help them understand why it’s so special? 
• Why do you keep coming back to this activity again and again? 
• What makes it so important to you, and how would you introduce it to a friend? 

These kinds of questions could help students explore the deeper meaning behind their natural highs and may offer some ideas of how to document them in the activity below.

What to Do: Utilize Natural High’s “Documenting Your Natural High” activity. Begin by showing a Storyteller video that resonates with your students. You can choose from over 50 in our Storyteller library. 

After watching, prompt students to reflect on their own interests and passions. Have them document these “natural highs” through essays, presentations, or creative projects.

Note: All of our activities are designed to be flexible and can be adapted to fit various classroom settings and timeframes.

Key SEL Skills:

• Self-Awareness
• Self-Expression
• Resilience

4. Peer Pressure & Refusal Strategies

Being prepared can make all the difference when students face real-life peer pressure. Practicing responses in a safe setting helps students build confidence in making positive choices. Learning a variety of refusal strategies gives students multiple ways to stand firm in their decisions while maintaining social relationships.

What to Do: Role-play different scenarios where students must navigate peer pressure. Use the “Peer Pressure Bag of Tricks” to guide responses and discussions. 

Additionally, introduce refusal strategies from Natural High’s blog on Refusal Strategies That Work, or download the PDF for 8 refusal strategies here. Discuss techniques such as humor, changing the subject, and direct refusal, and have students practice using them in different scenarios.

To make this activity feel even more relatable, try this alternate approach, incorporating students’ lived experience.

Instruct each student to anonymously write down a time they felt peer pressure—whether they gave in or stood their ground. These can then be used as scenario cards for roleplaying (if handwriting might give someone away, the teacher can quickly summarize them verbally instead). 

After acting out the situation, encourage students to brainstorm and discuss the best ways to respond using the refusal strategies, where applicable, or other effective responses. 

Key SEL Skills:

• Social Awareness
• Assertive Communication
• Boundary-Setting

5. Media Literacy: The “Media Inspection” Activity

Advertising significantly influences youth behaviors and perceptions, especially regarding substance use. Ads for vaping, alcohol, and other risky behaviors are everywhere—and teens are paying attention, even when they don’t realize it. 

Studies have shown that exposure to alcohol advertising increases the likelihood that adolescents will start to use alcohol, and it increases consumption among adolescents who already drink alcohol.

When students learn to spot how ads try to influence them, they’re more likely to think for themselves and make informed choices based on facts rather than flashy messaging. They feel more empowered to make their own choices.  

To begin, have students reflect on a time they were influenced by an ad or media hype—maybe they bought something trendy (fashion, tech, viral food, influencer merch) and later felt disappointed. This can jumpstart discussion on why ads are so persuasive and how marketers use FOMO, social pressure, and persuasive marketing to make things seem essential when they’re really not. Discuss how good it feels to be in control of their choices, rather than at the mercy of the media using psychology tricks against them. Instead of saying, “Ads manipulate you,” flip it to: “It’s pretty cool that once you understand how ads work, you get to decide what really influences you.”

What to Do: Have students complete the “Media Inspection” classroom activity to analyze advertisements. Then, challenge them to create their own counter-ad promoting a healthy lifestyle.

Key SEL Skills:

• Critical Thinking
• Social Awareness
• Responsible Decision-Making

6. Public Service Announcement (PSA) Creation

Empowering students to become advocates for healthy choices can reinforce their commitment to a drug-free lifestyle.  By actively engaging in advocacy, students internalize the positive messages they promote, strengthening their resolve to make healthy choices and influence others to do the same.

Start with students reflecting on an adverse experience they’ve had that not only changed their outlook and future decisions but also gave them a position to offer advice to their peers. Some accessible examples may include: 

• Last-minute panic – procrastinating on a big project, cramming the night before, and realizing the value of time management.
• Feeling stuck indoors – spending a whole day inside on devices and realizing how good a short walk or outdoor time feels.
• Skipping sleep – staying up too late watching videos or playing games and struggling to stay awake in class or focus on schoolwork.
• Junk food regret – eating too much fast food or candy, feeling sluggish or sick, and realizing the impact of diet on energy and mood.
• Doomscrolling vs. real life – spending hours on social media and feeling drained, missing out on face-to-face connections.

Next, have students redirect their reflections to personal reasons why not to choose drugs. What angle do they feel passionate about? Examples could include:

• “I don’t want to lose control.”
• “I want to be a role model.”
• “I don’t want to disappoint my family.”
• “I don’t want to mess up my brain. I know it’s still developing.”
• “I want to be my real self.”
• “I don’t want to ruin my future. I have big dreams.”
• “I care about my body.”
• “I’ve seen what addiction does.”

Have students use these reasons to kickstart their PSA campaign activity below. Additional ideas include: #hashtags, peer interviews, and creative expression (spoken word, rapping, poetry).

What to Do: Guide students to create their own Public Service Announcements (PSAs) focusing on the benefits of living drug-free. They can choose their medium—video, poster, podcast, or social media campaign. Encourage them to share their PSAs with the school community to inspire their peers.

Key SEL Skills:

• Advocacy & Leadership
• Creative Expression
• Relationship Skills

7. Goal-Setting Workshop

Dreaming big is great, but turning those dreams into action? That’s where goal-setting comes in.

This research shows that reaching goals takes both motivation and the right mental strategies. It highlights how factors like self-control, rewards, and personal meaning shape our ability to make positive choices.

Goal-setting helps students connect their daily choices with their future success. By understanding how goals are formed and sustained, youth can develop strategies to stay focused on their passions and build a healthy, substance-free life.

To begin, instruct students to write down a small, attainable goal they have for this school year. The goal should relate to the present. Some simple ideas include: completing homework on time, spending less time on social media, starting an exercise routine, and being kinder to siblings. Put aside and return to this small goal after the following activity, which expands into bigger, long-term goals.

What to Do: Use the “Designing Your Future” activity to help students break down their long-term goals into manageable steps. Pair it with a storyteller video for added inspiration.

Optional Add-on: Encourage students to reflect on how drug and alcohol use could create obstacles or delays in reaching their goals.

Now, have students pull out that small goal from earlier. Pair up into accountability partners and discuss one small step they can take this week toward their goal. Students can take 15 minutes each week for the remainder of the school year to check in with their partner about progress, set-backs, solutions, and ideas for reaching their goal. How can they measure success? If a student feels they’ve reached their goal, they can choose a new one.

Key SEL Skills:

• Self-Management
• Motivation & Goal-Setting
• Future Planning

8. Developing Coping Skills

Developing strong coping skills helps students navigate challenges without turning to unhealthy behaviors. When they have effective strategies in place, they are more resilient in handling stress and peer pressure, leading to better decision-making and emotional well-being.

Stress, pressure, and setbacks are inevitable parts of growing up. How teens handle them matters. Without healthy coping skills, they’re more likely to seek escape through risky behaviors like substance use. But when they learn to manage challenges – whether by reframing negative thoughts, seeking support, or engaging in activities that bring relief – they build resilience.

These skills don’t just help them avoid harmful choices now; they shape how they navigate relationships, work, and life’s obstacles in the future. Teaching coping strategies isn’t just prevention, it’s preparation for lifelong success.

What to Do: Use the “Strategies to Manage Stress” to help students identify coping mechanisms that work best for them. Guide them in recognizing positive outlets such as exercise, mindfulness, or talking to a trusted adult. Encourage students to reflect on stressful situations and brainstorm healthy ways to manage them.

Optional Add-ons:

• Mind-Body-Connection Approach
  • Encourage students to categorize their coping strategies into:
    • Physical (exercise, deep breathing, yoga)
    • Emotional (talking to a friend, journaling)
    • Mental (reframing thoughts, using humor, problem-solving)
  • Helps them recognize if they rely too much on one type of coping.
• Write down warning signs that tell them they need better coping methods.
• Identify a “stress buddy” who they can reach out to when they’re experiencing overwhelm in real-time.
• Teach a simple breathing technique or a 5-minute guided mindfulness activity to end the activity.

Key SEL Skills:

• Emotional Regulation
• Stress Management
• Problem-Solving

9.  Building a Strong Support System

A sense of belonging is one of the most powerful protective factors for young people. When students feel connected to their peers, teachers, and communities, they build resilience. They develop a stronger sense of self, making them less likely to seek escape through risky behaviors like substance use. A supportive environment acts as a buffer against stress, reinforcing their ability to handle setbacks in a healthy way.

But support systems don’t form by chance. They take intentional effort. A teacher who listens without judgment. A peer group that encourages instead of pressures. A mentor who sees potential and nurtures it. These relationships create a powerful safety net, helping students feel seen, valued, and supported.

Educators play a critical role in shaping these connections. A welcoming classroom, a moment of genuine encouragement, or an opportunity for students to work together – small actions create lasting impact.

What to Do: Try the “Develop My Support Team” activity to help students identify the people who support them. Follow it up with a fun group challenge to strengthen classroom bonds.

Optional Add-ons:

• “What makes a good support person?” discussion
• Guide students in defining the qualities of a good support person (trustworthy, listens well, gives honest advice).
• Helps them assess if their current support system is strong and what to look for in future relationships.
• Instead of just listing names, students can draw a visual support network with themselves in the center and their support people around them.
• Use different colors or lines to show the kind of support each person provides (emotional, academic, practical help).
• Helps students see gaps where they may need more support.
• “What if they’re not there?” exercise
• Ask: What would you do if the people you usually turn to weren’t available?
• Encourages problem-solving and expanding their support system beyond immediate contacts.
• “Pay it forward” challenge
• Encourage students to become a support person for someone else.
• They could check in on a friend, offer help, or simply be available to listen.
• Reinforces the idea that support is a two-way street.

Key SEL Skills:

• Empathy & Connection
• Communication Skills
• Relationship-Building
  
  

10. Embracing A Growth Mindset

Cultivating a growth mindset helps students recognize their potential for development through effort and learning. This perspective fosters resilience, reduces fear of failure, and encourages healthier decision-making, steering them away from negative behaviors.

Students who embrace a growth mindset see challenges as opportunities rather than barriers. Instead of believing their abilities are fixed, they recognize that effort, practice, and learning drive improvement. 

The science behind this is compelling. Psychologist Carol Dweck’s research on mindset theory shows that when students believe they can grow their intelligence and skills, their brains physically adapt. Neuroimaging studies reveal increased activity in brain regions linked to learning and problem-solving when students adopt a growth mindset. This activation strengthens neural connections over time, making them more adaptable, engaged, and persistent. It also reduces stress responses to failure, helping students view setbacks as part of the learning process rather than a reflection of their self-worth. Pretty powerful stuff, right?

What to Do: Encourage students to create something that represents what a drug-free life means to them. Pair this with the “Growth and Fixed Mindset” to explore how creativity connects to personal growth. Facilitate discussions on how adopting a growth mindset can influence their pursuit of personal goals and natural highs.

Optional Add-on:

Many teens fear failure or believe that one mistake defines them, which can lead to a fixed mindset and riskier behavior.

Facilitate a discussion about:

• How can someone recover from a bad choice?
• What would a fixed mindset say? (“I messed up once, so I might as well keep going.”)
• What would a growth mindset say? (“I can learn from this and make better choices next time.”)

Key SEL Skills:

• Resilience
• Overcoming Setbacks
• Adaptability

Additional Resources for Educators

If you’re ready to inspire your students with more meaningful classroom activities, Natural High’s Activities Library has everything you need.

Here’s what you’ll find for educators:

• 50+ Storyteller Videos featuring athletes, musicians, and artists who live drug-free.
• Engaging Worksheets on topics like peer pressure, goal-setting, and resilience.
• Adaptable Resources that fit your teaching style and classroom needs.

Explore free tools today at NaturalHigh.org/.

Classroom activities can be more than just busywork, they can change lives. By incorporating these tools, you’re not just teaching; you’re empowering your students to make healthier choices and discover their potential.

Start exploring Natural High’s free resources and classroom activities today, and let’s inspire the next generation to live their best, drug-free lives.