If you are in an emergency, in crisis or need someone to talk to, there is help.

View Crisis Resouces
Skip to content
  • Contact Us
  • No One Left Behind
  • Join our team
  • Referral Form
  • Virtual Urgent Care
  • Accessibility
  • EN FR
CAMH logo
  • Patients and Families
    • Main Page
    • Access CAMH & Referral Form
      • Access CAMH

        Centralized information, intake and scheduling. Access CAMH makes it easy to find support – simply call 416-535-8501, option 2.

      • Referral Form

        For mental health services, a referral form needs to be completed by a healthcare provider. For addictions services, patient can self-refer.

    • Programs & Services
      • Addictions/Substance Use
      • Alzheimer’s & Dementia
      • Anxiety & Depression
      • Concurrent Disorders
      • Developmental Disabilities
      • Mood & Personality Disorders
      • Problem Gambling
      • Schizophrenia & Psychosis
      • Trauma & Stress Disorders
      • Virtual Mental Health and Outreach
      • Other
    • Information for Patients
      • Patient Wellness and Patient Engagement at CAMH
      • What to expect
      • Your Rights
      • Patient and Family Feedback
      • Visiting CAMH

        Planning on visiting CAMH? Find contact information, directions and accessibility for each of our three main sites.

    • Information for Families
      • Family Resource Centre
      • Patient and Family Feedback
      • Visiting CAMH

        Planning on visiting CAMH? Find contact information, directions and accessibility for each of our three main sites.

    • Patient and Family Engagement
      • Patient and Family Partners Program
      • Information and resources
      • Get Involved in Research
      • Volunteer at CAMH
    • Visiting CAMH
      • Visiting CAMH

        Planning on visiting CAMH? Find contact information, directions and accessibility for each of our three main sites.

        Read More
    • MyCAMH
  • Health Info
    • Main Page
    • Mental Illness & Addiction Index
      • Conditions & Disorders
      • Medication Therapies
      • Substance Use
      • Types of Treatment
      • Information in Other Languages
    • Mental Health 101
      • Mental Health 101

        Use this series of free online tutorials as the starting point to learn about and understand a wide range of mental health topics.

        Read More
    • Guides & Publications
      • Guides & Publications

        Accessible, reliable, professionally produced resources on an array of mental health topics for patients, families, students and professionals.

        Read More
    • Crisis Resources
      • Crisis Resources

        If you are in an emergency, in crisis or need someone to talk to, there is a list of resources available for areas in and around Toronto.

        Read More
    • CAMH Store
      • CAMH Store

        The CAMH Store offers a wide array of mental illness and addiction resources for patients, families, students and professionals. Search or browse our catalogue of brochures and booklets, textbooks, manuals and assessment tools.

        Read More
    • CAMH Library
      • CAMH Library

        Open to professionals and the general public, our comprehensive resources and services support and enhance CAMH's research and clinical programs, and they facilitate learning, dynamic knowledge exchange and health promotion initiatives.

        Read More
    • Workplace Mental Health Playbook
    • Mental Health and the COVID-19 Pandemic
      • Coping with stress & anxiety
      • Quarantine & isolation
      • Stigma and prejudice
      • Loss, grief and healing
      • Resources for Health Care Workers
  • Research
    • Main Page
    • Research Areas at CAMH
      • Brain Science

        CAMH is revolutionizing our understanding of the brain and the causes, biomarkers and treatments of mental illness.

      • Personalized Care

        By understanding diverse groups, we prevent, diagnose and care for each one with greater precision and personalization.

      • Prevention and Policy

        Using evidence, we drive system and social change to optimize care and reduce the burden of mental illness, including addictions, across populations.

    • The Discovery Fund
      • The Discovery Fund

        Fuelling the next generation of groundbreaking research and innovation dedicated to finding the causes of and cures for mental illness.

        Read More
    • Institutes & Centres
      • Azrieli Adult Neurodevelopmental Centre
      • Azrieli Centre for Neuro-Radiochemistry
      • Brain Health Imaging Centre
      • Campbell Family Mental Health Research Institute
      • Centre for Youth Bipolar Disorder
      • Cundill Centre for Child and Youth Depression
      • Institute for Mental Health Policy Research
      • Krembil Centre for Neuroinformatics
      • Slaight Family Centre for Youth in Transition
      • Tanenbaum Centre for Pharmacogenetics
      • Temerty Centre for Therapeutic Brain Intervention
      • The Margaret and Wallace McCain Centre for Child Youth & Family Mental Health
    • Clinical Divisions
      • Addictions Division
      • Adult Neurodevelopmental and Geriatric Psychiatry Division
      • Child and Youth Psychiatry Division
      • Forensic Psychiatry Division
      • General and Health Systems Psychiatry Division
      • Psychology Division
      • Schizophrenia Division
    • Research Discoveries
      • Research Discoveries

        At the leading edge of breakthrough mental health and addiction research for over 50 years.

      • BrainBuzz Newsletter

        The latest news, groundbreaking discoveries and special features about CAMH research, studies, and the people behind the work.

      • Research Strategic Plan

        Learn what drives our research agenda and priorities in the CAMH Research Plan for 2018-2023

    • Research Connect
      • Research Connect FAQs
      • Research Ethics
    • Koerner Centre for Research Training
      • Koerner Centre for Research Training

        Each year CAMH provides opportunities to the next generation of scientists: today’s undergraduate students, graduate students and postdoctoral researchers. Train in a unique learning environment and help contribute to the breakthrough mental health research and treatments of tomorrow

        Read More
    • Science & Research Staff Directory
      • Our Scientific Staff
      • Research Chairs at CAMH
    • Industry Partnerships & Technology Transfer Office (IPTTO)
  • Education
    • Main Page
    • Continuing Education Programs and Courses
      • Find the Course That's Right for You

        Browse our entire selection of certificate programs, webinars and workshops.

      • Workplace Education and Consulting Services

        View our full list of workplace mental health workshops and consulting services

    • Collaborative Learning College
    • Simulation Centre
    • TIDES
    • Student Centre
    • Clinical & Research Opportunities for Professionals in Training
      • Clinical Psychology Training Programs
      • Community-Based Research Fellowship
      • Graduate & Post-Doctoral Fellowships in Public Health Policy
      • Clinical & Research Opportunities for Professionals in Training

        Study in a world-class setting to become a leader in the field of mental health.

    • Research in Education
      • Academic & Education Research Excellence
      • Health Equity and Inclusion Framework for Education and Training
    • Evaluation
    • Workplace Mental Health Workshops and Consulting
    • CAMH Education Contacts
  • Professionals
    • Main Page
    • Treating Conditions & Disorders
      • NAVIGATE - Treating Psychosis in Youth
      • CARIBOU - Treating depression in youth
      • Virtual Mental Health
      • Alcohol Use
      • Anxiety Disorders
      • Dementia
      • Depression
      • Suicide Risk
      • Fundamentals of Addiction
      • Intellectual & Developmental Disabilities
      • Mania
      • OCD
      • Opioid use and opioid use disorder
      • Perinatal Mood & Anxiety Disorders
      • Personality Disorders
      • Psychosis
      • Posttraumatic Stress Disorder
      • Smoking Cessation
    • Professionals Projects
      • Climate Change and Mental Health
      • Health Care Access Research and Developmental Disabilities
      • Immigrant and Refugee Mental Health Project
      • Opioid Use in Primary Care Conference 2024
    • Networks
      • Psychiatry Partnerships with Northern Communities
    • Videos
    • Podcasts
  • Get Involved
    • Main Page
    • Ways to Donate
      • Give Monthly
      • Give In Memory or In Honour
      • Start a Fundraiser
      • Gifts of Celebration
      • Leave a Gift in Your Will
      • Employee Giving
      • Donate Goods & Services
      • Gifts of Securities
      • Canvassers & Callers
      • Make a one-time donation

        With your support, CAMH researchers are revolutionizing the ways we diagnose, treat, and prevent mental illness. Donate today.

    • Join the Cause
      • Corporate Partnerships
      • Business Leaders for Mental Health
      • CAMH Engage
      • womenmind
      • Visionary Society
      • Michael Wilson Society
      • Volunteer at CAMH
    • Making a Real Impact
      • Making a Real Impact

        Real stories of courage, hope and discovery. Made possible through your continued support of CAMH.

        Read More
  • Driving Change
    • Main Page
    • About CAMH
      • Leadership Team Directory
      • Performance & Accountability
      • The Role of CAMH Foundation
      • For Reporters
      • Events Calendar
      • For Our Neighbours
      • Contact CAMH
      • Careers at CAMH

        By working at CAMH, you can help people affected by mental illness and support their recovery. Join the team. Everyone who works at CAMH becomes an advocate for mental health.

    • The Crisis is Real
      • The Crisis is Real

        We are in the grips of a crisis that ruins health, threatens lives and hurts economies. Knowing the facts is the first step in creating hope.

      • Mental Health Statistics

        The latest facts and statistics on mental illness and addiction, who's affected and their impact on Canadians.

    • Addressing Stigma
      • Addressing Stigma

        Challenging the stigma associated with mental illness takes understanding, education and a closer look at our own attitudes toward health.

        Read More
    • The Mental Health Facility of the Future
      • The Mental Health Facility of the Future

        Turning what was once a walled institution into a symbol of hope for the future of mental health care.

      • Vision & Guiding Principles

        How do you replace an institution with an urban village? Lots of planning, imagination and a long-term commitment to serving patients, staff and the community.

      • History of Queen Street Site

        Our history—evolving from an asylum into a modern health facility with patients at the centre of care—is the history of mental health care in Canada.

    • Influencing Public Policy
      • Influencing Public Policy

        CAMH advocates for policies that are responsive to the needs of people with mental illness and addictions.

        Read More
    • Health Equity
      • Health Equity

        CAMH believes in the principle of equity. We respect the diversity of the individuals and communities we serve.

        Read More
    • Shkaabe Makwa
    • CAMH News & Stories
    • Strategic Plan
    • Contact Us
    • No One Left Behind
    • Join our team
    • Referral Form
    • Virtual Urgent Care
    • Accessibility
    • EN FR

Primary Education Resources for Teachers

Schools have an opportunity to teach children the necessary substance use/abuse knowledge and skills to make healthy lifestyle choices.

CAMH Logo
  • Primary Education Resources for Teachers
Back to top
  • Home
  • Health Info
  • Guides & Publications
  • Primary Education Resources for Teachers

Primary Education 

Ophea has developed the NEW Ophea Health and Physical Education (H&PE) Curriculum Resources: Grades 1-8 in both English and French. These resources were developed to support implementation of Ontario’s 2010 H&PE Curriculum. Details on accessing these resources is available at the main page of OPHEA's curriculum site  (available only to teachers in Ontario). 

Secondary Schools (Grades 9-12): The lesson plans and materials for secondary schools (Grades 9-10 substance use and Grades 11-12 Mental Health) can still be accessed on this website while the Health and Physical Education, Grades 9 and 10 and Health and Physical Education, Grades 11 and 12 remain in the curricula review cycle.

Educating Students about Drug Use and Mental Health - Building Teacher Confidence and Comfort about Substance Use and Abuse: Grades 1-10

Substance use and abuse is one of the four components of the healthy living strand of the Ontario Curriculum, Grades 1-8, Health and Physical Education. The other sections are:

  • healthy eating
  • growth and development
  • personal safety and injury prevention.

In grades 9 and 10, the other strands are:

  • active living
  • living skills.

Substance abuse is an issue that touches the lives of many individuals and families in Ontario. It is estimated that four out of every 10 people in Ontario have or have had a family member or a friend who has experienced a problem related to substance use.

As many as one of every five adults in Ontario may have personal experience of these problems as well (Ontario Substance Abuse Bureau, 1999). Research shows that prevention needs to start early. Schools have a unique prevention opportunity to provide ongoing school-based drug education that teaches children the necessary substance use/abuse knowledge and skills to make healthy lifestyle choices.

What is particularly clear is that the "Just Say No" approach to drug education does not work, since there are many variables at play when someone decides to use a substance. Educators are also clear that the term "psychoactive drug" encompasses all substances, other than food, that, when taken, change the way a person thinks, acts or feels. Therefore, the "Just Say No To Drugs" approach is too simplistic and not helpful for young people or others who might be trying to decide whether or not drug use would be a problem for them. Keep in mind that one program can't address all the issues. Making lasting changes in behaviour and attitudes takes a comprehensive approach, a continued effort, and a variety of committed partnerships in your community that are sustained over time.

The Ontario Curriculum states that, "Education is critical to the prevention of drug abuse. Parents, guardians, educators and society in general all have key roles to play in educating students about drug use and abuse."

Alcohol and tobacco are the drugs most readily available to Ontario students, and smoking is the primary cause of preventable illnesses, disabilities and premature deaths in Canada. Learning expectations for substance use and abuse respond to these facts by focusing on understanding the effects of drug

 

s -prescription drugs, non-prescription drugs, illicit drugs, tobacco, alcohol—and the consequences of using them. Students can make and maintain healthy choices if they integrate this knowledge while developing a variety of living skills.

"By using problem-solving, decision-making, refusal and assertiveness skills effectively, learners can select healthy drug-free behaviours based on accurate information." (The Ontario Curriculum Grades 1-8, Health and Physical Education, Ontario Ministry of Education, 1998)

Substance use is but one of many "adult behaviours" adopted by youth. As youth generally use substances to express their independence and autonomy, this use should not be automatically equated with "substance abuse." Most adolescents who use substances do not progress to problem use or dependency. But for those youth who do develop a substance use problem, it is common to also find a mental health problem. The combination of problem substance use and a mental health concern is referred to as a concurrent disorder. What comes first—the substance use problem or the mental health concern—varies and may be difficult to determine. The two are often intertwined and related. Accordingly, the treatment of both problems must be integrated. If one problem is present, investigate the possibility of the another also being present.

Research has indicated that students who feel attached to their schools are less likely to engage in anti-social behaviour or drug use practices. On the other hand a feeling of alienation or not belonging can lead to behaviour problems, substance use and anti-social activities. The quality of the students' relationships with teachers and their peers influences their sense of belonging. A protective effect is provided by:

  • warm relationships of mutual respect
  • teachers who recognize that children contribute to finding solutions which balance justice, care and truthfulness and conduct their classes based on this philosophy
  • teachers who model positive interpersonal behaviour
  • teacher styles that stimulate active student participation
  • classes that promote democratic attitudes and values
  • classes that foster the normative value of helping.

Most teachers already have the necessary skills to teach drug education effectively. However, as in any sensitive subject, developing comfort and confidence with the materials requires ongoing learning. Building a knowledge base on substance use and abuse requires:

  • reviewing relevant information related to substance use and abuse from the perspective of the individual, family, culture and society
  • participating in training opportunities
  • classroom practice and evaluation
  • examining personal values and beliefs related to substance use and abuse
  • reflecting on personal or familial experiences with alcohol and other drugs
  • bringing enthusiasm and commitment to the material
  • awareness of themselves as individual role models.

Classroom teachers have an opportunity, through their own role modelling, knowledge, and teaching of the substance use and abuse curriculum, to make a positive difference in the lifestyle choices of their students. 

Educating Students about Drug Use and Mental Health - Drug and Alcohol Policies in Ontario Schools

Then….

Back in September 1991, all school boards in Ontario were required by the Ministry of Education to have alcohol and drug policies in place. These policies were often formulated with the assistance of staff from the Centre for Addiction and Mental Health (then the Addiction Research Foundation).

These policies were based on the sound rationale of providing a comprehensive approach to drug and alcohol problems in the school setting. Policies had three components:

  • intervention (which included protocols to staff for providing identification), information and referral for students with known or suspected problems with drug use
  • prevention (which mandated prevention programming in the curriculum)
  • discipline (which gave clear guidelines for disciplining students for possession or trafficking on school property).

Although previous board policies have been superceded by the Safe Schools Act and the Ontario Code of Conduct, the principles and philosophy of these policies remains sound.

Now….

New legislation of the Safe Schools Act 2000 gives the Ministry of Education legal authority to establish rules with respect to student conduct, suspensions, expulsions and other discipline matters. The Ontario Code of Conduct sets clear provincial standards of behaviour. It specifies the mandatory consequences for student actions that do not comply with these standards.

All participants involved in the publicly funded school system—students, parents or guardians, volunteers, teachers and other staff members—are included in this Code of Conduct whether they are on school property, on school buses or at school authorized events.

Alcohol & Drugs….

In accordance with the Education Act and the Safe Schools Act 2000, the principal shall suspend any student for possessing alcohol or illegal drugs while at school or engaged in a school related activity. However, it should be noted that the suspension of a student is not mandatory if:

  • the student does not have the ability to control his or her behaviour;
  • the student does not have the ability to understand the foreseeable consequences of his or her behaviour; or
  • the continuing presence of the student in the school does not create an unacceptable risk to the safety or well being of any person in the school.

Nevertheless, the suspension of a student often brings to the forefront underlying issues. As such school administrators, school staff, support staff, and school social workers, can work together with the student and his/her parents to address the underlying cause behind the alcohol or drug use, (and consequently), the suspension. Often integral to the process is involvement from staff from local health and social service agencies. They can partner with the family and school to best address the needs of the student.

The potential for improvement in overall school safety is unlimited when partnerships are strong. Staff and students, along with the police, parents, and the community, can foster a positive and safe school environment in which all parties work in co-operation with one another.

Finally….

With the Education Act (including the Code of Conduct), The Criminal Code, and the Safe School Act, (to name only a few), school officials now have ample legal authority. In many situations, there is overlapping authority and school officials can choose to respond to an incident under the Education Act or the more formal powers of the Criminal Code or other penal legislation. It is generally advisable for school officials to rely on the Education Act rather than to resort to penal legislation. The current law enables educators to respond to alcohol and drug problems in schools. Although some of these legal issues are complex, there is no legal obstacle to implementing the three components of a comprehensive alcohol and drug policy. The real challenge for educators is to use their legal authority with restraint in an effort to balance these three components, while maintaining the type of supportive learning environment essential to the policy's overall success.

For more information on school policy, you may want to read:

The Legal Rights, Powers, and Obligations of Educators Regarding Student Alcohol and Other Drug Use, (PDF; 756 KB) Robert Solomon, 2004, Centre for Addiction and Mental Health.

Educating Students about Drug Use and Mental Health - Grade 1 to 8: Additional Resources - Campaigns

(Please Note: Campaigns often have materials in French)

National Addictions Awareness Week, annually, third week of November. Each province has an awareness campaign. Call Ontario Drug Awareness Partnership, 1 866 202-2146 for names of provincial bodies outside Ontario.

National Non-Smoking Week, annually, third week in January. Again each province has groups which co-ordinate campaigns. In Ontario, call the Ontario Tobacco-Free Network (OTN) at 1 866 922-2238.

World No-Tobacco Day, May 31 annually. In Ontario, call the Ontario Tobacco-Free Network (OTN) at 1 866 922-2238.

Drug Awareness Week, (Ontario), annually, third Week of November. Many Drug Awareness Committees across the province have planned activities. Call Ontario Drug Awareness Partnership (ODAP) at 1-866-202-2146 for the committee nearest you or e-mail odap@on.aibn.com

"Arrive Alive" campaign, annually, usually in the summer, beginning with the first long weekend of the year. In Ontario, contact is OCCID (Ontario Community Councils Against Impaired Driving) at 416 485-4411 or email occid@bellnet.ca.

National Students Against Impaired Driving Day, https://www.osaid.ca/  e-mail: info@osaid.ca

AIDS Awareness Week, annually, usually in late September or early October.
World AIDS Day, Annually, early December. Co-ordinated through local AIDS Committees or Public Health. 



Educating Students about Drug Use and Mental Health - Grades 1 to 10: Glossary

Alcohol - a central nervous system (CNS) depressant that is rapidly absorbed from the gastrointestinal tract and metabolized in the liver. Moderate doses produce disinhibition, while heavier doses produce cognitive and motor impairment and a decreased level of consciousness. Adverse effects of acute intoxication include blackouts, suicide, violence against persons and property; and trauma, including trauma from motor vehicle accidents.

Amphetamines - (speed, ice, glass, crystal, crank, bennies, uppers) - stimulants,a group of drugs that speed up the central nervous system. Effects: wakefulness, alertness, increased energy, reduced hunger and an overall feeling of well-being. Amphetamines are made wholly from chemicals and mimic the hormone, adrenaline, one of the body's natural stimulants. At the same time, they affect the heart and lungs and many other organs.

Anorexia - marked loss of appetite that may be induced by drugs, psychological disorders or physical illness.

Antibiotics - drugs used to fight infections, e.g., penicillin and tetracycline.

Antidepressants - drugs that are usually prescribed to relieve depression.

Anticonvulsants - (anti-epileptic, anti-seizure) - drugs that prevent or relieve seizures (convulsions), e.g., phenytoin (Dilantin®).

Antiemetic - drug that prevents or relieves nausea and vomiting, e.g., dimenhydrinate (Gravol®).

Anti-inflammatory - drug that reduces tissue inflammation; e.g., ASA (Aspirin®), ibuprofen (Advil®, and Motrin®).

Antipyretic - drug that reduces fever, e.g., acetaminophen (Tylenol®), ASA (Aspirin®) and ibuprofen (Advil® and Motrin®).

Antitussive - drug that supresses the cough reflex, e.g., codeine, dextromethorphan (the latter often indicated by the letters DM, such as Benylin DM.)

Barbiturates - (downers, barbs, blue heavens, yellow jackets, red devils) - sedative/hypnotic (powerful depressant) drugs that slow down the central nervous system. They can be prescribed by a doctor under such trade names as Seconal®, Amytal®, Nembutal®, and Tuinal®. Fiorinal® is used for migraine headaches. Doctors don't often prescribe them now because there are safer drugs available. Barbiturates are among the most dangerous of drugs when they are used illegally.

Benzodiazepines - central nervous system depressants. They are the most commonly prescribed medications (for daytime anxiety relief and for sleep problems). Frequently prescribed names include lorazepam, alprazolam, diazepam, temazepam, and triazolam.

Caffeine - a central nervous system stimulant used in many medicines (e.g., painkillers, cold and cough remedies, antihistamines) and is found in coffee, tea, cola drinks, cocoa, and chocolate.

Cannabis (also Marijuana/Hashish) - the name that covers marijuana, hashish, hash oil- all of them come from Cannabis sativa, a plant that grows in many parts of the world. All three forms contain THC, a chemical that changes the way the user/person thinks, acts and feels. Cannabis is a hallucinogen smoked in "joints" or eaten in cooked or baked foods, and is the most commonly used illegal drug in Canada.

Cocaine (crack, coke, C, flake, snow) - a powerful central nervous system stimulant, and an anaesthetic that numbs whatever tissue it touches, such as the inside of the nose. Cocaine overworks the body and brain, boosting the heart rate, blood pressure and body temperature.

Depressant - a drug which acts on the central nervous system to suppress neural activity in the brain. Alcohol, benzodiazepines, barbiturates and opioids are depressants.

Derivative - substance derived from another substance by chemical manipulation, e.g., heroin is derived from morphine by reaction of morphine with acetic anhydride.

(What is a) Drug (psychoactive) - any substance that affects perceptions, thoughts, emotions or behaviour.

Drug Misuse/Abuse - any use of a drug that results in a physical, mental, emotional, legal or social problem.

Ecstasy - is sold in tablet or gelatin capsule form and is both a stimulant and a hallucinogen which has many adverse effects. It is produced through chemical synthesis, mostly in illicit laboratories, and is often called a "Designer Drug". Ecstasy's use has been associated with young people who attend "Raves" but recently, it has also gained popularity among urban professionals. There is no approved medical use.

Fetal Alcohol Syndrome (FAS) - a specific pattern of permanent physical and mental characteristics seen in some children whose mothers consumed large amounts of alcohol during pregnancy.

Fetal Alcohol Effects (FAE) - a less clearly defined pattern of permanent physical and mental characteristics seen in some children whose mothers consumed alcohol during pregnancy.

Hallucinogens (also LSD/PCP/Magic Mushrooms) - drugs that induce hallucinations or distort reality. Hallucinogens such as LSD ["acid"], PCP ["angel dust," "hog"] are made synthetically or are found in plants: mushrooms (psilocybin), cactus (mescaline), and from morning glory seeds, nutmeg, jimson weed. Large doses of cannabis, amphetamines and solvents can also produce hallucinations.

Harm Reduction - a public health approach that aims to minimize the harms cased by certain conditions that pose serious risks to individuals, groups and society. Harm reduction is not about stopping people from doing something risky. It is about showing people how to more safely do whatever they
choose to do.

Hypnotic - a drug that induces sleep, e.g., benzodiazepines such as triazolam (Halcion®), barbiturates.

Narcotics - commonly used to mean any drug listed in the Narcotic Control Act (including opioids, cannabis and cocaine). This Act has now been replaced by the Controlled Drugs & Substance Act. Some people still refer to opioids as narcotics.

Needle Exchange - A needle exchange program collects used needles and distributes clean needles and other material. The service is intended to promote safe needle use by users of both legal and illegal drugs. A needle exchange also provides referrals or access to testing for HIV, Hepatitis, other Sexually Transmitted Diseases or Tuberculosis as well as referrals to other services.

Nicotine - a stimulant drug and a main component in tobacco. Nicotine is highly addictive and reaches the brain seconds after puffing a cigarette, immediately causing an increase in blood pressure and pulse in some people. Depending on the dose and circumstances of present use, nicotine may produce a range of behavioural effects, from mild stimulation and euphoria to relaxation, anxiety reduction and sedation.

Opioids - include both natural opiates (drugs from the opium poppy) such as morphine, codeine, semi-synthetic heroin, and opiate-related synthetic drugs, such as meperidine (Demerol) and methadone. Opioids are strong painkillers.

Sedative - is a depressant which acts on the central nervous system to relieve anxiety and induce calmness/sleep, e.g., barbiturates, benzodiazepines.

Side effect - drug-induced effect that accompanies the intended effects of a drug. Side effects are often undesirable, but may occasionally be beneficial.

Solvents and aerosols (also Glue/Paint Stripper/Varnish/Gasoline) - can be used as inhalant drugs. They are very easy to obtain. They are made by the chemical industry to be used as gasoline, shoe polish, paint removers, model airplane glue, nail polish remover, spray deodorants, hairsprays and insecticides. Regular use may lead to a physical and/or psychological dependence. Sniffing any of these substances can be extremely harmful to health and can cause death.

Steroids - anabolic steroids are chemically manufactured substances similar in action to the male sex hormone, testosterone. Some athletes use these drugs trying to build muscle strength and endurance. Steroid use can have dangerous short-term and long-term effects on health.

Stimulants - drugs such as caffeine, amphetamines, nicotine and beverages containing caffeine (coffee, tea, cola), that stimulate the central nervous system, giving a feeling of alertness and energy. Their effects may wear off quickly. Powerful stimulants such as cocaine can overwork the body, causing harmful effects.

Substance Abuse - any use of a substance that causes a physical, mental, emotional, legal or social problem.

Tobacco - a plant substance that is smoked and can cause physical and psychological dependence. Tobacco smoke has many components including nicotine, tar and carbon monoxide. Health problems resulting from the use of tobacco are the leading cause of preventable death in Canada.

Tolerance - reduced sensitivity to a drug resulting from the body adapting to repeated exposure to that drug, thus requiring higher doses to maintain the body's original response to the drug.

Topical - (pertaining to drugs) applied locally to the area being treated, e.g., to the skin, eye, etc.

Toxicity - state of being poisoned. Also, adverse effects created by a drug.

Tranquilizers/Sleeping Pills/Pain Killers - drugs that can be obtained legally with a prescription. These substances may be found in many households. These drugs can become both physically and psychologically addictive when used inappropriately.

Withdrawal - the body's reaction to the absence or sudden large decrease in the amount of a psychoactive drug to which it has adapted. 

Educating Students about Drug Use and Mental Health - Grade 1 to 8: Acknowledgements

This educational resource has benefited from the contributions of many dedicated people, representing a wide range of expertise, across the province of Ontario. We are grateful and indebted to all of them for the time they have devoted to creating this resource and for their commitment throughout all phases of development. We also gratefully acknowledge the contribution of those listed below as well as many others who contributed through informal consultations.

Original Project Team

Centre for Addiction and Mental Health, (CAMH) Staff

  • Jody Hamilton, Project Leader
  • Suzanne Witt-Foley, Project Leader
  • Andrea Stevens Lavigne, Youth Program Leader
  • Margaret Andras
  • Jennifer Barr
  • Donna Beatty
  • Lynne Birnie
  • Eileen Jadd
  • Marty McLeod
  • Helene Philbin-Wilkinson
  • Susan Rosenstein
  • Barbara Steep

Community Members

  • Pat Sanagan, Project Editor, Pat Sanagan Consulting, Toronto
  • Ana Almeida, Ontario Public Health Association (OPHA), Alcohol Policy Network (APN)
  • Darlene Baker, Hamilton-Wentworth District School Board
  • Aldo Barovier, Grenoble Public School, Toronto District School Board
  • Carmen Bazinet, Conseil Scolaire Catholique Franco-Nord
  • Mike Bethune, St. Basil's School, Bruce Grey Catholic District School Board
  • Mac Bury, Instruction Department - Health and Physical Education, Toronto District School Board
  • Yvonne Cheung, Toronto Public Health, South Region
  • Tammy Clark, Portage Trail Junior School, Toronto District School Board
  • Wayne Croxall, Near North District School Board
  • Marilyn Dyck, Peterborough County-City Health Unit
  • Earl Farrell, Bluewater District School Board
  • Beth Fraser, Toronto Public Health, North Region, (Liaison with Toronto District School Board)
  • Anne Gallant, Peterborough County-City Health Unit
  •  Jennifer Graham, Ontario Physical Health Education Association (OPHEA)
  • Helen Kearney, York Region Health Services, Public Health
  • John Murdoch, Hillcrest Elementary School, Bluewater District School Board
  • Lawrence Murphy, Hamilton-Wentworth Social & Public Health Services Division
  • Marg Seguin, Nipissing Parry Sound Catholic District School Board
  • Susan Orchard, J.W. Singleton Education Centre
  • Kelly Weaver, Fisherville Junior High School, Toronto

Additional Reviewers

  • Alice Chambers, Retired Teacher, Port Dover
  • Linda Lowery, Durham District School Board
  • Gail Stewart, York Region District School Board 

References:

Silverman, G., Coston, N. & Hershfield, L. (1991). Teacher Training in Prevention: Meeting the Challenge of Alcohol and Other Drugs. Toronto, ON, Addiction Research Foundation.

Centre for Addiction and Mental Health. (1999). Alcohol and Drug Prevention Programs for Youth: What Works? (Best Advice). Toronto, ON, Centre for Addiction and Mental Health.

Centre for Addiction and Mental Health. (2001). Youth Scoop #1. Programs that Work with Youth: Is there a secret formula? Toronto, ON, Centre for Addiction and Mental Health.

Centre for Addiction and Mental Health. (2002). Youth Scoop #4. Substance Use and Mental Health Concerns in Youth. Toronto, ON, Centre for Addiction and Mental Health. 

Follow us
  • Patient and Family Care
  • Health Info
  • Science and Research
  • Education
  • Professionals
  • Get Involved
  • Driving Change
  • About CAMH
  • Job Openings
  • Purchase Publications
  • Referral Form
  • For Reporters
  • Donor Services
  • Events

CAMH Switchboard

From the GTA: 416 535-8501


Toll-free: 1 800 463-2338

To Access CAMH Clinical Services

416 535-8501, press 2

We have multiple locations. Find directions.

Map of CAMH's Queen Street Site
  • Staff Tools

Copyright 2025 CAMH

  • Terms of Use
  • Accessibility
  • Site Map
  • Language : EN FR

Keep in touch with CAMH

Keep your finger on our pulse – latest CAMH news, discoveries and ways to get involved delivered to your inbox.

Please select a newsletter

Please complete the following:

    Required Fields

    Please select a newsletter option

    Please input a first name

    Please input a last name

    Please input an email address

    By clicking Sign Up below, I consent to receive electronic communications (as selected above) from CAMH and CAMH Foundation. To unsubscribe at any time click the link in our mailing or email: unsubscribe@camh.ca

    Please agree to the Terms of Use

     

    Thanks for Subscribing.

    We look forward to keeping you informed, inspired and involved in all things CAMH.

    Help us change mental health care forever.

    Every donation moves us closer to a future where no one is left behind.

    $
    Other Ways to Give
    Join our team