By Lucy Caulkett-
In classrooms across the country, children are learning multiplication, handwriting, storytelling and basic scientific concepts. But amid the daily rhythm of primary education, a pressing question is emerging amongst educators.
Whether children as young as seven or eight receive expert-led education about the dangers of smoking, vaping and drugs.
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This question was raised during a meeting of ThinkTank members of The Eye Of Media , amongst whom were teachers , psychologists, health care professionals, and social workers. Increasing numbers of healthcare professionals, addiction specialists and teachers argue that the answer must be yes.
Their reasoning is because by the time pupils reach secondary school, many will already have been exposed to smoking or vaping in their neighbourhoods, home, online environments, or even among older peers.
The reality is that schools in the Uk are expected to adequately enlighten their pupils about the dangers of smoking. But the reality is that many teachers themselves smoke, and not many of the none smokers amongst them necessarily sound the warning alarm loud or skilfully enough.
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Ssection 2.5 of the National Curriculum framework document states that: ‘All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice.’ Many schools offer teaching about the dangers of smoking, but a number of professionals believe the quality of the teachings and warnings are not strong enough.
One primary school teacher who insisted on anonymity, told The Eye Of Media.Com:” There are warnings about the harms of smoking in many schools, but they need to be more effective. The fashionable aspect of it in the minds of young people needs to be tackled better. We now have many children vaping as a cool thing by perception, and it is this psychological element that evolves into smoking in later years”.
The issue arises following research that a high percentage of teenagers in the UK under the age of 16 regularly smoke cannabis. This means many teenagers of schooling age already consider themselves regular cannabis users, and despite not being of age to earn an income, find a way to obtain cannabis for recreational purposes.
Drug education has traditionally been viewed as a secondary school issue. But social trends are shifting rapidly. The rise of flavoured vapes marketed with bright colours, the normalisation of smoking among some adults in public spaces, and the ease with which children can access online content about drug use have created an environment where curiosity and risk begins much earlier.
Against this backdrop, schools are facing a crucial challenge. How to equip children with trustworthy, age-appropriate knowledge before misinformation, social pressure or accidental exposure take hold.
Early teaching ensures pupils receive reliable and age-appropriate information
Children are naturally curious, observing, imitating, and ask questions long before adults expect them to fully grasp the consequences of dangerous behaviour. Education on smoking and drugs has been delayed out of fear that discussing such topics too early might frighten children or introduce ideas prematurely.
This assumption is increasingly being challenged by experts who warn that delay can do more harm than good. The reality is that many primary school pupils are already encountering cigarettes, vapes or drug references in their daily lives. They may see family members smoke, walk past discarded vape cartridges on the street, or hear older children talk about substances without any understanding of the risks involved.
When this happens, children attempt to make sense of what they see. Without proper guidance, they may draw false conclusions — that smoking is harmless because a relative does it, that vaping is “just flavoured air,” or that drugs are something only “bad people” use, which oversimplifies the complex realities of addiction.
Expert teaching offers pupils clear, accurate and developmentally appropriate explanations. Rather than dramatic scare tactics, specialists can provide factual information: how nicotine affects the body, why smoking damages lungs, how addiction works, and why some substances can be particularly dangerous even when they appear harmless.
Teaching children early does not make them more likely to experiment; research repeatedly shows the opposite. Young people who receive evidence-based education about substances are more likely to resist peer pressure and recognise risky situations.
Education psychologist, Clare Daly, told The Eye Of Media.Com: ”It is tempting to think that showing disturbing images or telling extreme cautionary tales will discourage harmful behaviour. However, research consistently shows that fear-based messaging is less effective than honest, respectful conversation.
‘Children are capable of understanding risk. What they need is explanation, not intimidation. Before a child says no to a harmful influence, they have to understand why they are saying no.
‘If we want children to make good decisions, we must give them information that is age-appropriate, psychologically digestible, and relevant to their real-world social lives. There is a difference between education and shock. One builds cognition and agency. The other builds anxiety and avoidance.
‘Furthermore, primary-age children are at a pivotal stage for habit formation. They are beginning to develop attitudes towards health, self-esteem and social belonging. If they learn early that smoking and drugs can harm their bodies and minds, they are more likely to carry those attitudes into adolescence, when the risk of experimenting increases dramatically.
‘In this way, early education functions as a protective shield — not by frightening children, but by empowering them with understanding.
Rise In Youth Vaping
There is also a growing recognition that the rise in youth vaping requires a re-calibration of educational timelines. Vapes come in bright colours, sweet flavours and slick packaging designed to appeal to a young audience. Even when illegal for minors, they are frequently glamorised on social media platforms that children use.
Many primary school teachers have reported children discussing flavours, shapes or brand names with a familiarity that would have been unthinkable even five years ago. This cultural shift means schools cannot wait until Year 7 to begin serious conversations.
Teachers themselves often feel they lack the specialist knowledge to address these topics thoroughly, which is why expert involvement is crucial. Healthcare professionals, addiction counsellors and trained educators bring credibility and precision.
They understand not only the science but also the psychology of early prevention, ensuring that lessons are effective rather than fear-based. With the right support, schools can integrate these lessons into broader health and well-being education without overwhelming pupils.
Offering early, expert-led education is not about expecting primary children to make adult decisions. It is about creating a confident foundation from which they can navigate the increasingly complex world around them. When harmful myths are addressed early, children grow up better equipped to make safer choices and reject behaviours that put them at risk.
Expert-led teaching helps protect vulnerable children and prevent future addiction
While all children benefit from learning about the dangers of smoking and drugs, vulnerable children benefit the most. Those who grow up in households where smoking or substance misuse is present are particularly at risk.
These children may be more exposed to secondhand smoke, may see drug use normalised in their environment or may experience stress and instability that increase the chances of future substance dependency.
Early education is not simply informative for these children, it is potentially life-changing. When lessons are delivered by experts ,rather than solely by teachers, children receive accurate information that may counteract what they see at home.
They also learn that addiction is a health issue, not a moral failing, and that support is available for those affected by substance misuse. This knowledge can plant seeds of resilience and self-protection, even in challenging circumstances.
Moreover, early intervention can play a significant role in reducing future addiction rates. Many adults who struggle with smoking or drug use trace their first encounter back to adolescence or even late primary school. Building awareness and resistance skills early enables schools to help reduce the likelihood of experimentation later.
This is not speculation; decades of public health research show that prevention is most effective when it begins before behaviours are established. Waiting until secondary school is often too late, especially now that exposure begins younger and the social environment is saturated with pro-vaping or pro-smoking imagery.
Expert-led education also supports the broader culture of the school. When pupils understand the reasons behind health advice, they are more likely to engage in positive behaviours — not because they fear punishment, but because they appreciate the consequences. This approach shifts the tone from control to empowerment, encouraging pupils to reflect critically on what they see online or hear from peers.
Schools also benefit indirectly because when children understand the dangers of smoking and drugs, they are more likely to report unsafe situations or express concern about friends. They may feel more confident challenging misinformation or resisting pressures that could escalate into safeguarding concerns. This creates a safer school environment where well-being is prioritised and pupils support one another.
Another powerful argument for early education is the changing nature of childhood. Children today grow up in a digital world where trends, misinformation and harmful content can spread rapidly. They have access to platforms that older generations did not encounter until adulthood. This accelerated exposure means that schools must adapt.
Pretending that primary pupils are too young to learn about these dangers ignores the reality of modern childhood. The aim is not to burden them but to equip them — gently, responsibly and thoughtfully.
Importantly, expert teaching in primary schools sends a clear societal message. Children’s health matters, prevention matters, and honesty matters. When authorities speak openly with children, they model transparency and trustworthiness. Young people learn that adults are willing to guide them through difficult topics rather than shield them with silence.
This trust becomes the foundation for healthier behaviours in adolescence and adulthood.
The case for expert-led teaching on smoking and drugs in primary schools is no longer a matter of debate but of urgency. With rising youth exposure to vaping, persistent smoking rates in some communities and the influence of online content, children deserve accurate, supportive and proactive education long before they encounter real-world pressures.
Primary schools are not just academic institutions; they are environments where habits, attitudes and identities begin to form. By introducing expert teaching early, we give children the tools they need to protect themselves, support their peers and make informed decisions as they grow.
Preventing harm starts with awareness — and the earlier that awareness begins, the stronger and safer the next generation will be.
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