Health education plays a vital role in equipping students with essential life skills, particularly during these formative years. Middle School Health and Physical Education teacher Lee O’Rouke emphasized the importance of embracing a comprehensive approach when it comes to teaching young students that fosters decision-making, communication, goal-setting, and advocacy, helping students make informed, healthy choices that support their well-being both now and in the future – particularly among the subject of substance use and abuse, a unit that O’Rouke is teaching.

 

“Middle school is an absolutely critical time for health education,” Lee explains. “Students are navigating peer pressure, seeking greater independence, and facing increasing exposure to risky behaviors. Educating them early helps build awareness, develop refusal skills, and reinforce healthy decision-making before negative habits form.”

 

Students engage with the Substance Use and Abuse unit, from grades five through eight and continue learning in High School. While the overarching theme remains consistent, lessons evolve to be relevant to the age and context of the students. The curriculum, aligned with the National Health Education Standards (NHES), encourages open discussions, integrates cultural perspectives, and employs project-based assessments designed to deepen understanding, build empathy, and promote advocacy beyond the classroom.

 

“In eighth grade, my role is to reinforce and deepen students’ understanding of the risks, consequences, and prevention strategies related to substance use,” says Lee. “We create a safe, supportive environment for open discussions and help students develop critical thinking and decision-making skills.” The focus of the unit shifts towards higher-order thinking, real-world applications, and skill development.

 

One powerful tool Lee incorporates is debate, challenging students to analyze multiple perspectives, evaluate evidence from reputable sources, and articulate well-reasoned arguments on complex issues. Students explore questions such as how advertisements for alcohol and tobacco influence teen behavior, the consequences of peer pressure, and discuss whether addiction is a disease or a choice.

 

“Using debate as a summative assessment strengthens students' communication, advocacy, and refusal skills,” Lee notes. “It prepares them to navigate complex social situations with confidence.” Some examples of strategies teachers show students are refusal skills—such as assertive communication, humor, or redirecting conversations—to prepare students for peer pressure, as well as a ‘rescue plan,’ where children can discreetly signal when they need help, ensuring they feel safe and supported in uncomfortable situations.

 

At American School of The Hague, parents and faculty seek to work in partnership for the education of students. As Lee shares, parents play a crucial role in reinforcing these lessons at home, and advises carrying open, honest discussions that build trust and setting clear expectations around substance use.

“Being involved and keeping lines of communication open is key,” Lee says. “Parents can create a strong, supportive network by knowing their child’s friends and connecting with other parents.”

 

Having recognized that substance use is a reality adolescents may encounter, Lee takes on a proactive approach that provides students with information, practical skills, and a safe space for open discussions, empowering them to make responsible decisions. The collaboration between educators and parents ensures that students are supported both in and out of the classroom, creating a community where navigating these subjects can be done with confidence and resilience.