Click on the links below to download and print copies of posters and teaching guides featured in the Heads Up series.

NEW! Stand Up Against Bullying
This health, life skills, and language arts poster/teaching guide aims to prevent student bullying as well as lower associated risks, such as substance abuse. The lesson, activities, and work sheets will help students build the skills they need to identify potentially harmful situations around them and determine steps they can take to safely intervene if they see a peer in trouble.
(First published 2017)

Respect Others. Respect Yourself.
This ELA and Life Skills poster/teaching guide helps students build healthy communication skills. The techniques covered in the tiered lesson, activities, and work sheets will serve students in all relationships, and in particular could help prevent emotional or physical abuse. Additionally, having strong communication skills will help students to navigate difficult situations, such as peer pressure or conflicts. (First published 2016)

Drugs + Your Body: It Isn’t Pretty
This poster/teaching guide includes an eye-catching poster, lesson, and dynamic worksheets designed to provide factual details and critical-thinking questions on the wide-ranging effects drugs have on the developing brain and body. These effects include harmful physical and psychological consequences that affect not only individuals, but also families, friends, and communities. (First published 2012)

• Order a Free Print Copy of the Poster/Teaching Guide

Marijuana: Download the Facts 
The teaching guide to the poster Marijuana: Download the Facts (PDF). This poster and teaching guide are designed for teachers to display and use in the classroom year-round to educate students about the risks of smoking marijuana. The teaching guide includes lesson plans and worksheets that communicate the facts of marijuana use, as well as guide students in analyzing media messages so that they can make educated decisions about drugs. (First published 2011)

• Order a Free Print Copy of the Poster in English or Spanish

Drug Facts: Shatter the Myths
The teaching guide to the poster Drug Facts: Shatter the Myths (PDF). This poster and teaching guide are designed for teachers to display and use in the classroom year-round to remind students of the importance of getting the facts when it comes to drugs and drug abuse. The teaching guide includes a lesson plan and worksheet to help students identify drug facts vs. myths, eye-opening questions and answers from NIDA’s National Drug IQ Challenge, and take-home activities in both English and Spanish. (First published 2010)

Facts on Drugs: Teen Guide to Making Smart Decisions
The teaching guide to the poster LIFE’S COMPLICATED ENOUGH: Make Smart Decisions About Drugs (PDF). This important teaching guide is a skill-building program to help students understand the importance of informed decision making. The teaching guide includes turnkey lessons and worksheets that support the idea that when young people know the facts, they have the tools to make smart choices. Find lessons and critical-thinking activities that bring students facts about the science behind teen brain development and decision making, as well as the health risks associated with drug abuse. (First published 2008)

The Teen Brain: Under Construction
The teen brain is still developing, so it is particularly vulnerable to the effects of drugs. Drugs interfere with the teen brain’s natural development, affecting not only the brain, but the entire body. Check out the poster and article to learn more about how drugs affect the brain and the body. The accompanying teaching guide includes lessons, discussion questions, and student activities about drug addiction and how drug abuse affects decision making. (First published 2004)

You Can’t Sniff Away Your Sorrows: Drug Abuse May Cause Addiction, Memory Loss, Heart Failure, Organ Damage, or Death.
Check out the Heads Up Poster Contest Grand Prize-winning artwork and poster concept by student Ania Lisa Etienne. Then use the lesson strategy, discussion questions, and student worksheet activities to help students learn more about how drugs can affect your brain and your health. (First published 2003)

Drugs and the Body—It Isn’t Pretty
Check out the poster and explore student worksheet activities to find out how drugs of abuse affect the brain and body. This poster/teaching guide includes posters in English and Spanish, student worksheet activities, answer key, and web resources. (First published 2002)

Use these activities to learn more about drugs and how they affect your brain and your body.

Click on the links below to download and print worksheets featured in the Heads Up series.

Activity Gone Bust
Just how important is it to keep your brain healthy? See for yourself. Abusing marijuana can make everyday tasks difficult. THC, the most powerful chemical in marijuana, interferes with normal functioning of the brain. This experiment simulates how basic functions can become difficult under the influence of marijuana. 

Cross Drugs Off
Use your brainpower to complete this crossword puzzle about how drug abuse can affect the brain and the body. 

Q&A—How Drug Abuse Affects the Brain and Body
Why?. . . How?. . . Have questions about how the body is affected by drugs of abuse? Check out this Q & A to learn more about how drugs can affect the brain, heart, lungs, liver, mouth, skin, bones, and kidney. 

Tragic Data: Understanding Stats
A recent survey of drug-related deaths in U.S. metropolitan areas shows that drugs spare no one. They claimed the lives of both men and women in nearly every age group. Study the data table from the survey and answer the questions that follow. 

How Common Drugs of Abuse Harm
Read the chart to learn about the effects and risks associated with the more common drugs of abuse. Then take the Pop Quiz to show what you know. 

A Prescription for Pain
Check out the graph that shows data on prescription drug abuse. Then use the graph to complete a true or false quiz. 

Club-Drug Cheat Sheet
Create your own cheat sheet with the facts about the effects of the club drugs MDMA (ecstasy), LSD, and methamphetamine.

FAQs on Cocaine
Get answers to frequently asked questions about cocaine and how it affects the brain.

Mixed-up About Heroin
Build a four-sentence paragraph with facts about heroin and the serious risks it poses to your health.

Nicotine News
Check out the graph that shows the percentage of teens who use nicotine. Then use the graph to complete a quiz.

Outsmart the Chart
Use this chart to review the facts about major drugs of abuse.

Rave Realities: The Truth About Club Drugs
Get the facts about the club drugs MDMA (ecstasy), LSD, and methamphetamine.

Steroids: All-Over Horror
Read about how steroids can mess with your brain and body. Then complete a diagram to show what you learned.

The Cocaine Course
Use this worksheet to record what you know, what you’d like to know, and what you’ve learned about cocaine.

The Word on Marijuana
Get the facts about marijuana, and then complete the fill-in-the-blank activity to show what you know.

Top 10 Things You Need to Know About Inhalants

True of False? (inhalants)
Get the facts about inhalants and how they can affect your brain and body.

What’s the Question?
Test your knowledge of cocaine, heroin, inhalants, LSD, marijuana, MDMA, and steroids with this Jeopardy-style quiz.

Your Brain At-a-Glance
Learn about parts of the brain, and how drugs change how the brain works. After reading, complete a diagram of the brain.

Cause and Effect: How Drugs Change the Brain
Drugs of abuse cause changes in the brain that affect the way the drug user thinks and feels. Check out the worksheet “Drugs Change Your Brain,” and then complete this activity by connecting each drug to the effect it has on the brain.

Drugs Change Your Brain
Drug abusers may alter their brains forever. Drugs of abuse change the way an abuser’s brain works. Some of those changes might last for minutes. But other changes may be permanent. Check out what drugs can do to the brain, and then complete the fill-in-the-blank activity.

Messed-Up Messages: Addiction and Your Brain
Check out this worksheet to learn more about how drug addiction affects the brain.

Path to a Healthy Future
The right choices keep your brain at its best. Check out the worksheet “Messed-Up Messages,” and then complete the maze by following the statements that describe how the brain functions normally without drugs.

 Remember Your Brain: A Crossword Challenge
Test your brain by completing this crossword puzzle about how the brain works and how drugs of abuse change the way the brain sends and receives messages.

Stop Toxic Effects: Make the Connections
Drug users crave drugs of abuse because of the way drugs work in the brain. But these drugs are toxic to the human body. Make the connections between inhalants, steroids, marijuana, MDMA (ecstasy), and cocaine, and how they can affect the body.

How Much Do You Know About Drug Addiction?
Take this quiz to test how much you know about drug addiction and the effects of drug abuse on the brain.

Drug Abuse Affects Decision Making
Read about an experiment that scientists created to find out more about how drug abuse affects decision making. Analyze the data and results and draw your own conclusions.

What Do You Know About Teens, Drugs, and Disease?
Use this lesson to reinforce comprehension of the student article “Teens, Drug Abuse, and AIDS: The Deadly Connection.” The teacher lesson plan includes a lesson strategy, discussion tips, and an activity that educates students about the connection between drug abuse and bloodborne illnesses, and tests their knowledge of the topic before and after they read the article.  Use with the worksheet What Do You Know About Teens, Drugs, and Disease?

Heads Up: The Rising HIV Rates Among Girls and Women
Use this lesson to reinforce comprehension of the student article “Teens, Drug Abuse, and AIDS: The Deadly Connection.” The teacher lesson plan includes a lesson strategy and activity for students to use scientific data to analyze and draw conclusions about the effects of the worldwide AIDS epidemic on women. Use with the worksheet The Rising HIV Rates Among Girls and Women.

What Do You Know About Teen Drug Trends?
Take the quiz to test your knowledge about how drug abuse is linked to AIDS, HIV (the virus that causes AIDS), and hepatitis C.

How Inhalant Abuse Damages the Brain
Use this lesson to reinforce comprehension of the student article “Abuse of Inhalants and Prescription Drugs: Real Dangers for Teens.” The teacher lesson plan includes a lesson strategy and activity for students to use scientific data to draw conclusions about the effects of inhalants on brain functioning. Use with the worksheet How Inhalant Abuse Damages the Brain.  

Obesity and Drug Addiction—What Do You Know?
Take the quiz to test your knowledge of obesity, drug addiction, and the possible connection between them.

Dangerous Cravings and the Brain
Read about an experiment using rats to find out if increasing the number of D2 receptors in rats’ brains would decrease the amount of alcohol consumed by rats that had been trained to prefer alcohol over water. Analyze the results and draw your own conclusions. 

Drugs and Your Body
Read short descriptions of what specific drug such as prescription painkillers, inhalants, methamphetamine, MDMA (ecstasy), cocaine, marijuana, nicotine, and alcohol can do to the body. Then complete the true or false activity. 

Drugs and Your Brain 
Check out this short article about how drugs such as THC and opioids can adversely affect many areas of the brain, including the cerebral cortex (distorting thinking, perception, and judgment), the cerebellum (distorting coordination and balance), the prefrontal cortex (affecting decisions and promoting risk-taking), and the brain stem (slowing breathing and heart rate). Then complete the activity.

Peer Influence
Check out this short article about how peer influence affects decision making. Then, using facts you’ve learned, write about how you might respond to certain scenarios.

The Science of Teen Decision Making
Check out this short article and complete the activity to learn more about how the brain works. 

What Do You Know About Drugs and Your Body?
Take the quiz to test what you know about drugs and the brain and the body.

Watch these videos to find out more about the health and life effects of drug use and addiction.

Videos are organized into two chronological sections on this page:

• Narrative Videos
• Animated Infographics

 

Narrative Videos

 

 

Animated Infographics

 

More Videos from the National Institute on Drug Abuse >>

NEW! Respect Others. Respect Yourself.
Explore the many ways that people can incorporate respect and healthy communication skills into their everyday lives. (First published 2016)

Drugs + Your Body: It Isn’t Pretty
This poster provides facts on the wide-ranging effects drugs have on the developing brain and body. The consequences affect not only individuals, but also families, friends, and communities. (First published 2012)

• For Teachers: Order a Free Print Copy of the Poster/Teaching Guide

Marijuana: Download the Facts
Find out how marijuana’s effects can interfere with teens’ lives, including in school and on the road. (First published 2011)

• For Teachers: Order a Free Print Copy of the Poster in English or Spanish

Prescription Drugs
This poster illustrates the double-sided nature of prescription drugs: proper use and abuse. (First published 2011)

Drug Facts: Shatter the Myths
This poster promotes the importance of getting the facts from a trustworthy source when it comes to drugs and drug abuse. Shatter the myths and get the facts during the National Institute on Drug Abuse’s National Drug Facts Week. (First published 2010)

LIFE’S COMPLICATED ENOUGH: Make Smart Decisions About Drugs
Follow a teen’s journey through the serious short- and long-term effects of drug use, demonstrating the importance of informed decision making. (First published 2008)

The Teen Brain: Under Construction
The teen brain is still developing, so it is particularly vulnerable to the effects of drugs. Drugs interfere with the teen brain’s natural development, affecting not only the brain, but the entire body. (First published 2004)

You Can’t Sniff Away Your Sorrows: Drug Abuse May Cause Addiction, Memory Loss, Heart Failure, Organ Damage, or Death.
Check out the Heads Up Poster Contest Grand Prize-winning artwork and poster concept by student Ania Lisa Etienne to learn more about how drugs can affect your brain and your health. (First published 2003)

Drugs and Your Body: It Isn’t Pretty
This poster provides a graphic tour of how the body is affected by various drugs. A Spanish version is below. (First published 2002)

Las Drogas y el Cuerpo no son una Buena Combinación
This Spanish poster provides a graphic tour of how the body is affected by various drugs. An English version is above. (First published 2002)

The lesson and activities in this program will help students develop awareness and skills to help them respond to situations that involve bullying.

Click below or scroll down for all the
turnkey materials needed for this program.

 

The National Institute on Drug Abuse (NIDA) and the Centers for Disease Control and Prevention (CDC) have joined Scholastic to develop this grades 6—12 health, life skills, and language arts poster/teaching guide that aims to prevent bullying as well as lower associated risks, such as substance abuse.

While studies support the importance of preventing aggressive behavior among middle and high school students, they’ve also shown that children and youths who are bullied may suffer long-term negative consequences—including depression, anxiety, and an increased risk for alcohol and drug use. But it’s not only those who are bullied who may experience these consequences. Those who do the bullying—as well as bystanders—can also be affected.

Bullying creates an unsafe environment for students. However, students can help prevent bullying by standing up and speaking out. The lesson, activities, and work sheets in this program will help students build skills they need to identify potentially harmful situations around them and to determine steps they can take to safely intervene if they see a peer in trouble. By learning how to take action, they can make a difference not only in someone else’s life—but they can help create a safer environment for themselves.

Download This Poster/Teaching Guide (PDF)

TOOL BOX

COMPONENTS: Poster • Lesson and Activity • Work Sheets

TOPICS: Bullying • Drug and Alchohol Use

KEY OBJECTIVES: Learn how to recognize situations that involve bullying. Build awareness about the negative consequences of bullying, including an increased risk of drug and alcohol use. Build an understanding about how a bystander’s behavior can impact bullying. Build skills needed to help prevent bullying and safely intervene if someone is in trouble.

KEY STATISTICS: In a recent national survey, one in five high school students reported having been bullied at school in the prior 12 months. Sixteen percent reported having been cyberbullied.1 In a recent report, 25 percent of public middle schools reported that student bullying occurred at least once a week.2 Studies have shown that all children and youths involved in bullying—from those who are bullied to those doing the bullying and to bystanders—have a higher risk of mental health problems and addiction.3 These negative effects can last into adulthood.4

RESOURCES: Federal Partners in Bullying Prevention: StopBullying.gov Prevent Bullying: cdc.gov/features/prevent-bullying Understanding Bullying Fact Sheet: cdc.gov/violenceprevention/pdf/bullying_factsheet.pdf Cyberbullying Fact Sheet for Teens: teens.drugabuse.gov/blog/post/four-things-know-about-cyberbullying Bullying Hurts. You can Help.: https://teens.drugabuse.gov/blog/post/bullying-hurts-you-can-help

SUBJECT	NATIONAL HEALTH EDUCATION STANDARDS5	COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS6
Health/Life Skills	Standard 1: Comprehend concepts related to health promotion and disease.	RI.1 Cite textual evidence
English Language Arts	Standard 2: Analyze the influence of family, peers, culture, and other factors on health behaviors.	RI.2 Determine central idea and details
	Standards 4 & 5: Use interpersonal communication skills and decision-making skills to enhance health and avoid or reduce health risks.	W.1 Write opinion texts
	Standard 7: Practice health-enhancing behaviors and reduce health risks.	W.2 Write informative texts
	Standard 8: Advocate for personal and community health.

 

LESSON & ACTIVITIES

Time Required: Two 30-minute class periods plus additional time for optional reinforcement/wrap-up activity.

Materials:

• Classroom Poster (flyer-size version)
• Classroom Poster (full-size version)
• Work Sheet 1: “Bullying: Recognizing a Problem”
• Work Sheet 2: “Bullying: Who’s Involved?”

 

PART 1 | Poster Discussion

Share with students the flyer-size poster or full-size poster and use it to engage students in a conversation about bullying. The questions and possible answers below 
may help to guide your discussion. You can revisit these after completing the activities:

• What is bullying? (Bullying is a form of violence among two or more children/youths that can include physical attacks or emotional or social abuse, comprising verbal or written actions such as name-calling, teasing, threats, spreading rumors, or excluding someone from a group. Bullying is unwanted aggressive behavior that involves an observed or perceived imbalance of power and occurs repeatedly over time. Bullying may inflict harm or distress on the targeted youth.)
• Who is impacted when a child or youth is bullied? How are they affected? (Those affected by bullying include the child or youth who is bullied, who may feel isolated and sad; the child or youth who bullies others, who may or may not feel bad about his or her behavior; and the bystanders, who may be scared that they will also become victims.)
• Why is it important to stand up and speak up if you witness a peer who is in trouble? (The student may be afraid to ask for help. You could be the person who safely helps him or her get out of a harmful situation. You could help make your environment safer. You may help protect him or her from long-term consequences, including depression, anxiety, and addiction.)
• Why do you think many students do not take action when they see another student being bullied? (Students may feel sad or scared. They may feel relieved that they are not being bullied. Bystanding students might not want to get involved in such harmful situations.)

 

PART 2 | Activity – Bullying: Recognizing a Problem

This activity presents students with scenarios that may or may not involve bullying, and helps them to pay attention to details or clues that may indicate a peer is in trouble.

Step 1: As a class, quickly brainstorm a few situations that involve bullying. Ask students if they think bullying is always obvious. Could bullying sometimes look like friendly pranks? Refer to the step on the poster front “Take Notice” and discuss why it is important to be able to recognize bullying. (The first step in making a difference is recognizing that a peer is in trouble.)

Step 2: Hand out the work sheet “Bullying: Recognizing a Problem” (PDF) and have students complete Part 1 of the work sheet in pairs.

Step 3: When everyone is finished, summarize the key points that students discussed about how you can tell if a peer is being bullied or is struggling in other ways, such as with drugs and alcohol. (There are clues about whether a behavior is bullying, such as: if a group of students is isolating another student, or if messages are mean-spirited, or if one student is repeatedly the target of attacks, etc. It may be a clue that the behavior is not bullying if, for example, it is a one-time joke and the student who is at the center is good friends with the other students.)

Step 4: Have students complete Part 2 of the work sheet individually and then discuss their answers. Together, make a list of safe actions that students can take when they see a peer in trouble (for example: alert a teacher; reach out to the student in trouble by inviting him or her to join a lunch table or an activity after school; avoid sharing harmful messages, etc.). Highlight the importance of reaching out to a trusted adult. Make a list of the adults at your school with whom students can talk, such as a guidance counselor. Find more advice for educators and students about bullying prevention strategies that have been shown to be effective at stopbullying.gov/what-you-can-do/index.html.

 

PART 3 | Activity—Bullying: Who’s Involved?

Step 1: During another class period, distribute the work sheet “Bullying: Who’s Involved?” (PDF) Have students read the descriptions of bullying participants, and then identify the participants in the illustration. (Answers are listed on the work sheet.)

Step 2: Next, study the scenario in the illustration. Ask for volunteers to act out the individual roles in the scenario. One by one, discuss each of the roles. Ask the players to explain how they would feel in that situation. What are some specific impacts the situation might have in the short term and in the long term?

Answers will vary, but some possible discussion points include:

may feel powerful in the short term	Student who bullies
may or may not feel bad in the short or long term about the behavior because he or she bullied or did not help the victim	Student who bullies; Follower; Silent bystander
may turn to alcohol or drugs in the short or long term with the mistaken idea that it will make them feel happier	All
may feel sad or scared to witness frightening interactions	Follower; Silent bystander; Defender
may feel depressed in the short or long term from the bullying experience	All
may feel isolated and alone especially when other students don’t reach out to help	Student who is bullied; Follower; Silent bystander; Defender
may be scared that they will become a victim	All
may feel proud that he or she tries to help the victim	Defender

Step 3: Ask for a volunteer to read aloud the “Also Involved” section on drugs and alcohol. Discuss the “Think About It” questions as a class.

 

PART 4 | Activity—Reinforcement/Wrap-Up

As a class, discuss how bullying creates an unsafe environment in your school. According to the U.S. Department of Education, bullying can violate a student’s civil rights—or the legal right to freedom and equality. Discuss the anti-bullying policies in place at your school. Brainstorm ways you could help make your school a safer place. Some ideas might include signing a specific pledge that says you won’t bully other students or creating posters to inform students about the potential health risks of bullying. Then create the necessary materials to put your plan into action.

 

 

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¹Centers for Disease Control and Prevention. Youth risk behavior surveillance—United States MMWR: (2016) “Youth Risk Behavior Surveillance—United States, 2015.”

²Musu-Gillette, et al., National Center for Education Statistics: (2017) “Indicators of School Crime and Safety: 2016.”

³Espelage, et al. (2010). Bullying in North American Schools, 2nd Edition.

⁴Radliff, et al. Addiction Behavior: (2012) “Illuminating the relationship between bullying and substance use among middle and high school youth.”

⁵CDC, National Health Education Standards, cdc.gov/healthyschools/sher/standards/index.htm.

⁶CCSS, corestandards.org