ALTDAP LaunchPad · facilitator sheet
Track 01: Drug Harm Prevention, Recovery & Advocacy
8 modules. In an emergency call 112.
Allow 30 to 45 minutes for each module, including the quiz.
Before the session
- Read the module yourself first, and do the quiz.
- Know who your school's safeguarding lead is, and how to reach them today.
- Have the emergency page ready. In an emergency the only number to call is 112.
- Decide where a learner can go if they need to step out. Never leave them alone if they are upset.
During the session
- Say at the start: nobody has to share anything personal, and anyone can pass on any question.
- Agree three rules: listen, no shaming or laughing at anyone, and what is said here about real people stays here, except where someone's safety is at risk.
- Use made-up examples. Do not ask learners for their own stories, or about anyone they know.
- The private tasks are the learner's own. Do not collect, mark or read them.
- Watch for a learner who goes quiet, withdraws or looks frightened. Check on them kindly, privately, after the session.
If a learner tells you something serious
- Stay calm and listen. Do not interrupt, and do not show shock.
- Do not promise to keep it secret. Say: "I am glad you told me. I need to get you the right help, so I will have to tell the person whose job is to keep children safe."
- Tell them it is not their fault, and that they were right to tell.
- Do not question them for details, do not ask leading questions, and do not confront anyone.
- Write down what they said, in their own words, as soon as you can, with the date and time. Do not add your opinion.
- Tell your safeguarding lead the same day. If a child is in danger now, call 112 and stay with them.
- If the person who may be harming them is the safeguarding lead, or someone you would normally tell, go to the head or proprietor, or another trusted adult in authority, and keep going until someone acts.
- Do not discuss it with colleagues or learners who do not need to know.
After the session
- Note anything that worried you, and tell your safeguarding lead, even if it seems small.
- Look after yourself. Hearing something serious is hard. Talk to your lead or a trusted colleague, without naming the child.
Never
- Never promise secrecy.
- Never blame a learner, or suggest they did something to cause it.
- Never ask a learner to share personal experiences, in front of the group or alone.
- Never investigate, confront the person, or contact the family yourself before your lead decides.
- Never photograph, audio-record or post anything about a learner's disclosure. Writing down what they said, for your safeguarding lead only, is right.
The modules
Module 1Understanding Drugs, Substances & Their Effects
Covers
- What is a psychoactive substance?
- Medicine, misuse and harm
- Why risk is not the same for everyone
- Names you may hear in Nigeria
- Try it: scenario sort
- Think about it
The one thing to leave them with: A medicine can help one person and harm another. Being common, legal for adults, sold in a shop, natural or popular online does not make something safe.
Module 2Why Young People May Be Vulnerable
Covers
- Risk factors are not destiny
- Protective factors
- Pressures young Nigerians describe
- Try it: map a fictional case
- Think about it
The one thing to leave them with: Prevention works best when it builds protective conditions around people, not only when it asks individuals to try harder.
Module 3Drug Myths, Facts & Critical Thinking
Covers
- Why claims travel faster than facts
- Five quick checks
- Be careful with these
- Try it: evidence check
- Think about it
The one thing to leave them with: It is fine, and responsible, to say "I will verify that." Labelling something unverified is better than guessing, and better than sharing it.
Module 4Peer Pressure, Refusal Skills & Decision-Making
Covers
- Direct and indirect pressure
- A short refusal is enough
- A simple way to decide under pressure
- Try it: practise a refusal and an exit
- Think about it
The one thing to leave them with: If saying no out loud could put you at risk, getting to safety comes first. You do not have to win the argument.
Module 5Emotional Well-being, Stress & Healthy Coping
Covers
- Stress is normal, and it affects everyone differently
- Healthy ways to cope
- Try it: your private coping plan
- Think about it
The one thing to leave them with: If distress lasts, gets worse, or feels overwhelming, asking a trusted adult, counsellor or health worker for support is a sign of strength and self-care.
Module 6Recognising Harm & Getting Help Safely
Sensitive topic: be ready for a learner to tell you something
Covers
- Signs are not proof
- When it is an emergency
- Asking for help, and what confidentiality means
- Try it: respond to a fictional emergency
- Think about it
The one thing to leave them with: You can say: "I care about you and I am worried. I can't keep this secret if you might be in danger, but I will go with you to tell someone who can help."
Module 7Recovery, Dignity & Supporting Others
Covers
- Recovery is a personal process
- Words matter
- How to be a supportive friend, and where your role ends
- Try it: a supportive conversation
- Think about it
The one thing to leave them with: A good supportive sentence: "I care about you. I'm not here to judge. Would you like help speaking with someone qualified?"
Module 8Prevention Advocacy & The Made for More Challenge
Covers
- Good advocacy informs, it does not humiliate
- Your project
- Before you share anything
- Try it: build your project brief
- Think about it
The one thing to leave them with: Views and likes show reach. They do not prove that anyone's knowledge or behaviour changed. Measure learning separately.