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FULL OF POTENTIAL

Your brain nicotine-Free

Last updated September 2026

Lesson 1

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PRE/BEFORE SURVEY

Educators - as you hopefully saw in the instructions to this lesson 1, we hope you will have registered for our dashboard. Instructions and more information can be found at https://med.stanford.edu/halpern-felsher-reach-lab/curriculum-data-dashboard.html.

Further, please have your students complete these pre- and post-curriculum surveys. You and your students can access the pre-survey at the QR code on this slide, or at https://qrco.de/behk6D.

At the end of the fifth lesson of the curriculum, please have students take the post survey. Links for the post-survey can be found in the slide at the end of lesson 5 in this curriculum. If you do not plan to teach all lessons, please move the post-survey slide found at the end of Lesson 5 to the final slide you teach.

Of course, we do recommend that you teach all lessons to get the full positive effects of the curriculum.

Thank you!

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Community Agreements

One Mic

Step up, Step down

Confidentiality

R-E-S-P-E-C-T

"I" Statements

Talking Points:

(Note: This slide is optional; you may use these or use your own established classroom norms.)

(Tell students): Here are our community agreements.

One Mic (explain, if needed): one person talking and no interrupting.

Step up, Step down (explain, if needed): if you find yourself speaking a lot, take some time to listen and leave space for others. If you find yourself withholding your thoughts, speak up and share with us.

Confidentiality (read out to students): Our classroom is a confidential space. What we share here stays here, with one important exception: if someone shares something that suggests they or someone else may be in danger, the adults in the room have a responsibility to get them help. That is not a breach of trust, it is how we keep each other safe.

(Spell out): R-E-S-P-E-C-T (song by Aretha Franklin)

"I" Statements (explain, if needed): say "I think" or "I feel" instead of "you don't care what I think or feel."

(Ask students): Are there others you would like to add to our community agreements?

(Write these on the board or add to the slides).

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Topics...

Your brain's job (we're all unique!)

Tolerance, Withdrawal, and Dependency

Healthy Decision- Making

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Let’s play a quick warm-up game of "Would You Rather"!

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Spend a day creating something, or spend a day playing a sport or being active?

Travel somewhere you’ve never been, or spend the day doing your favorite things at home?

Always have to sing instead of speak, or dance everywhere you walk?

Be able to read people’s minds or be invisible whenever you want?

Would You Rather?

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You Are Unique!

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Learn new things

Help you become the person you want to be!

Help you figure out what you like...

Your Brain’s Job Is To...

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Mini Trivia

Nicotine & The Brain Edition

At about what age does one’s brain stop developing?

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One’s brain doesn’t stop developing until about

25 years old!

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One’s Brain is Built to Grow!

One’s brain keeps developing until about 25!

One’s brain changes and adapts through experience

What you do today helps shape the adult you’ll become

Talking Points:

Since your brains continue developing until you're about 25, it builds and strengthens the connections you'll rely on throughout your life, a process known as brain plasticity.

Initially, activities like riding a bike or playing an instrument may be challenging, but with practice, your brain forms stronger connections, making them easier. During adolescence, your brain is especially primed for learning and skill-building, often faster than in adults.

The experiences you have now, like hobbies, friendships, and learning new things, can help shape who you are becoming. Because everyone has different experiences, each person’s brain develops in its own unique way.

Your developing brain is also affected by the things you put into your body. One substance that can affect the developing brain is nicotine.

References:

https://pmc.ncbi.nlm.nih.gov/articles/PMC3222570/

https://pmc.ncbi.nlm.nih.gov/articles/PMC3982854/

https://www.sciencedirect.com/science/article/pii/S1878929324001476

https://www.sciencedaily.com/releases/2026/02/260218031606.htm

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Mini Trivia

Brain & Nicotine Edition

True or False?

Using nicotine-containing

e-cigarettes is less likely to lead to nicotine dependence than smoking cigarettes.

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E-cigs can contain high levels of nicotine, which is the same addictive chemical in cigarettes.

Some e-cigs even contain more nicotine than cigarettes!

False!

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A highly addictive chemical compound found in the tobacco plant
Found in all tobacco products, including cigarettes, pouches, and e-cigarettes
Can cause changes in brain chemistry

Tobacco/Nicotine

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This happens because the brain starts to remove the receptors nicotine binds to, trying to protect itself. Over time, the brain needs more and more nicotine to feel the same effects.

Tolerance

I need more!

Talking Points:

We know that nicotine can cause changes in brain chemistry. But what happens when the brain is exposed to nicotine again and again?

I am referring to a concept known as tolerance.

What is tolerance?

With repeated nicotine exposure, the brain begins to adjust to the nicotine. Over time, the same amount of nicotine may not have the same effect, and the pleasurable effects may become less noticeable.

As a result, a person may seek more nicotine to experience the effects they felt before. This can lead to increased nicotine use and make it harder to cut back or quit.

Let's discuss more about what happens when someone uses a lot of nicotine.

References:

https://pmc.ncbi.nlm.nih.gov/articles/PMC6784410/

https://pmc.ncbi.nlm.nih.gov/articles/PMC2908214/

https://med.stanford.edu/news/insights/2025/08/young-people-and-nicotine--five-things-to-know.html

https://pubmed.ncbi.nlm.nih.gov/12783266/

https://pmc.ncbi.nlm.nih.gov/articles/PMC9683397/

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Nicotine Dependence

It feels like they can’t stop using tobacco/nicotine

Even when it is causing problems in their life

Talking Points:

Remember earlier when we talked about how your adolescent brain is especially good at learning, adapting, and building strong connections?

That same ability helps you learn new skills and develop healthy habits, but it also means your brain can adapt to repeated nicotine use.

Over time, nicotine can change the brain in ways that make it difficult to stop using, even when a person wants to quit or when it is causing problems in their life.

This is called nicotine dependence.

Because the adolescent brain is still developing, starting nicotine use at a younger age increases the risk of becoming dependent.

The choices you make today can help protect your brain as it continues to grow and develop.

So, what can happen when someone who regularly uses nicotine tries to cut back or stop?

Let’s take a closer look.

References:

https://temertymedicine.utoronto.ca/news/researchers-discover-neuronal-link-between-stress-and-reward-nicotine-addiction

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Symptoms: cravings for nicotine, anger, aches and pains, depression, inability to concentrate, sleep disturbances, among others.

Withdrawal

Talking Points:

When someone who regularly uses nicotine cuts back or stops, they may experience uncomfortable symptoms as the brain and body adjust to the absence of nicotine.

These uncomfortable symptoms are called withdrawal.

During withdrawal, a person may:

-Have strong cravings for nicotine

-Feel angry, irritable, or frustrated more easily

-Have trouble concentrating

-Feel restless or anxious

-Have difficulty sleeping

-Feel sad or down

-Experience headaches or other aches and pains

-Have changes in appetite

Withdrawal can be uncomfortable, but these symptoms improve over time as the brain and body adjust.

(Educator note): Some students may recognize these symptoms in themselves or someone they know for many different reasons— not just tobacco/nicotine use. If a student has questions or would like support, remind them that they can talk with you or another trusted adult privately after class.

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How can knowing the facts help you make healthy decisions?

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Healthy Decision-Making

Healthy decisions involve weighing the risks and rewards

The value of each reward and risk can help us decide if we want to do something

There are many factors that can influence our decision-making

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Some Influences on Decisions

Family

Friends & Classmates

School

Social Media

Health

Peer Pressure

Talking Points:

Here are a few factors that can influence our healthy decisions.

They include:

-friends and classmates

-school/academics

-family/community

-peer pressure/social acceptance

-our health/wellbeing

-social media/marketing

Are there others you would like to add to this list?

(Ask students): Reflect on a recent decision you made. What influenced that decision? How do these influences affect your feelings when weighing the risks and rewards?

(Educator notes): Have students write in their notebooks (or a sheet of paper) for 2-3 minutes reflecting on the questions above. Then have students circle words that highlight emotions that influence their decisions. If students feel comfortable, have them share in pairs.

Our experiences and connections with friends, family, and social media reflect our emotional ties to these concepts. Each person's experiences are unique, so what influences one may not affect another in the same way.

Now, let’s put these ideas into practice.

References:

https://pmc.ncbi.nlm.nih.gov/articles/PMC4671080/

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Maya was asked by her friends to try vaping after school. Maya is a little hesitant at first; her friends try to get her to vape by saying, "Don't worry. It's cool, I've done it before."

Rewards?

Risks?

Let’s Practice!

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Rewards?

Risks?

What Do You Think?

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Decision-Making Practice:

Vaping/E-Cig Use

My friend wants me to try it
I want to impress my friends

Rewards

My family won’t be happy
I could get in trouble at school
Vaping could affect my health

Risks

Friends & Classmates

Peer Pressure

Family

School

Health

Values

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Rewards

Vaping could affect my health

I could get in trouble at school

My family won’t be happy

Maya’s Choice

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Key Factors That Drive Healthy Brain Development & Decision-Making

Adequate sleep

Physical activity

Nutritious diet

Avoiding nicotine/tobacco use

Positive social interaction

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Mini Trivia

Brain & Nicotine Edition

What is the federal minimum legal sales age for tobacco/nicotine products?

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The federal Tobacco 21 policy covers:

cigarettes
e-cigarrettes/vapes
nicotine pouches
and MORE!!!

The federal minimum legal sales age for tobacco/nicotine products in the US is 21, NOT 18!

Talking Points:

Correct answer: 21

The federal minimum legal age of sales for tobacco/nicotine products changed from 18 to 21 in 2019. This law is known as Tobacco 21, or T21.

(Ask students): Why do you think the minimum age was changed from 18 to 21?

(Take a few student responses.)

This connects back to what we learned today: your brain is still developing, nicotine can affect the developing brain, and the choices we make can affect our health and well-being. Laws like Tobacco 21 are one way communities can help protect young people and support healthier choices.

Knowing the facts, considering the risks and rewards, and thinking about how our choices affect ourselves and others are all part of making healthy decisions.

As we wrap up, take a moment to think about what you learned today and how you can use this information in your own life.

References:

https://www.fda.gov/tobacco-products/retail-sales-tobacco-products/tobacco-21

https://www.fda.gov/news-events/press-announcements/fda-issues-final-rule-increasing-minimum-age-certain-restrictions-tobacco-sales

https://pmc.ncbi.nlm.nih.gov/articles/PMC5551602/

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Did you know that more than 50% of teens are unaware of Tobacco 21?

Make a mini-flyer to spread the word!

Choose a Tobacco 21 slogan tailored to a chosen audience
Include 1 fact that you learned and 1 simple image or symbol

Spread the word!!!

Talking Points:

(Optional Activity)

Educator Instructions:

Mini flyer activity

7-8 minutes

Give each student a one- or half-sheet of paper and ask them to include:

One slogan about Tobacco 21. Encourage them to be creative, tailor it to their community, include family and friends, or adjust their message for their audience.

One fact they learned from this lesson (e.g., "The brain continues developing until around age 25!").

One simple image or symbol that connects to themes on brain development, practicing healthy decision-making skills, and the associated harms of nicotine/tobacco products like e-cigs.

For example, some symbol could be a brain, a no-smoking or no-e-cigarette use sign, etc.

(Educator notes): To encourage further youth engagement, have a gallery walk where students display their flyers. You can also allow 3-5 students to share their posters. Alternatively, students can turn in their mini flyers for display around the classroom or in a portfolio.

(Educator Note): If the optional activity is done to completion, it meets National Health Standard 8.8.4 Demonstrate advocacy skills and strategies to promote the health and well-being of self and others.

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Wrap-up!

One Thing I Learned, One Thing I’ll Do

What is one new thing you learned today about the brain or nicotine?

What is one healthy habit that helps your brain continue to grow and stay healthy?

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Resources

For questions about quitting tobacco/nicotine:

Kick-It California, text “Quit Smoking” or “Quit Vaping” to 66819

For crisis support:

Speak with a trusted adult:

You can also talk with a counselor, nurse, trusted educator, caregiver, or health provider

Talking Points:

(Educator Note): Please feel free to edit or include resources that are relevant to your school and/or community.

These resources are here to support young people when they need help, information, or someone to talk to.

They can provide guidance, connect you to support, and help you make safer choices.

When you contact Kick It California, a real person answers, and it is free and confidential.

When you text or call 988, someone will respond within minutes, listen without judgement, and help you figure out your next step.

Often, the first person someone reaches out to isn’t a hotline or a website—it’s a person they trust. One important support is a trusted adult. This could be a parent/caregiver, coach, teacher, counselor, or another adult you trust.

Sometimes these resources are used in big situations, and sometimes they’re used just to ask questions or get advice. You do not have to wait until a situation feels extreme to ask for help.

References:

https://kickitca.org/

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Key Takeaways

The teen brain's job is to figure out what makes you - you!

Your brain is awesome and full of potential!

Everyone's brain is different.

An adolescent's brain is particularly vulnerable to nicotine

Nicotine hooks you and makes your brain think you need it.

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Let’s Play Kahoot!