NHMRC Centre of Research Excellence in Mental Health and Substance Use, National Drug & Alcohol Research Centre, UNSW. See Climate Schools.
- Class discussion alone
- Worksheet followed by class discussion.
1. Ask the class to compile a list of the usual fun and social activities they would like to do which are alcohol-free. Discuss all the long and short-term risks of participating in these activities.
2. Ask the class to compile a list of more risky activities (e.g., surfing, bungee jumping). Again, discuss all the long and short-term risks of participating in these activities.
3. Consider all the activities listed and discuss what level of risk the class believes is an acceptable level of risk and what level of risk would stop them from participating in an activity.
Teacher Information: This should provide the opportunity to demonstrate to the class that most alcohol-free activities have less short and long-term consequences and the “good times” are more sustainable. In addition, when assessing what level of risk is an acceptable level of risk, it would be useful to discuss how we are all different, but the most important thing is that we make a conscious decision and assess the risks.
- Students practice risk assessment, and consider what comprises a “reasonable” level of risk.
Secondary teachers reviewed this and other Climate School activities, with 92.3% rating these activities as good or very good. This particular activity was among the most popular activities selected for implementation by teachers.
The benefits of implementing individual activities from the Climate schools has not been examined. The benefits of implementing the entire 6 session Climate schools program has been supported by multiple research studies, see Climate Schools: Alcohol Module.