Promoting a Tobacco-Free Lifestyle
A 2018 survey by the Ministry of Health and Family Welfare found that over 17% of children between the ages of 13 and 15 in India had used tobacco in some form and that boys were more likely to use tobacco than girls.
Tobacco use remains a significant public health concern in India, with an estimated 1 million deaths per year attributed to tobacco-related illnesses.
Teaching about Promoting a Tobacco-Free Lifestyle at a young age helps children in the Prevention of Addiction, resisting negative peer pressure, making healthy choices and creating Healthy Habits
In our classes on Tobacco-Free Lifestyles, we enable students to
- Avoid using (or experimenting with) any form of tobacco.
- Avoid exposure to second-hand smoke and aerosol.
- Support a tobacco-free environment.
- Support others to be tobacco-free.
- Quit using tobacco, if already using.
Each lesson is designed meticulously with the help of global experts, our classes are not only age-appropriate but also culturally appropriate according to the region and state you are watching the classes in. We also customize the classes to fit the requirements of each school.
We follow eight step learning process to ensure life long positive impact on your children.
We are ZatchUp and we are dedicated to empowering your child to make healthy and safe life choices.
Grade wise learning objective
We follow an 8-step learning process to empower the kids for life. To learn more about our method of teaching, click here.
KG – Grade 2
- Step One: Step one is Understanding the Core Concept : We enable Students to comprehend core concepts related to our all health and safety courses such as consent, violence prevention
- Identify a variety of tobacco products (e.g., cigarettes, cigars, electronic cigarettes (e-cigarettes), vaping products, hookah, heated tobacco products, smokeless tobacco).
- Identify short- and long-term health effects of using tobacco products.
- Describe the benefits of not using tobacco.
- Describe the dangers of experimenting with tobacco.
- Identify family rules about avoiding tobacco use.
- Identify short- and long-term health effects of secondhand smoke and aerosol.
- Identify places where exposure to secondhand smoke and aerosol occurs.
- Describe the environmental impacts of tobacco product waste (e.g., litter).
- Step Three : Third step is to learn to access Information : We enable students to access valid information, products, and services to ensure good health and safety.
- Identify trusted adults at home who can help prevent tobacco use.
- Identify trusted adults and professionals in school (e.g., school nurse, counselor) who can help prevent tobacco use.
- Explain how to locate school health helpers (e.g., school nurse) who can help prevent tobacco use.
- Step Four: Fourth step is to learn Interpersonal Communication : We enable students to use interpersonal communication skills to enhance health and reduce all health risks.
- Demonstrate how to effectively communicate needs, wants, and feelings that help avoid exposure to secondhand smoke.
- Step Five : Fifth step is to learn to make decisions : We enable students to use decision-making skills to enhance healthly behaviour.
- Identify how family, peers, culture, technology, or media influence a decision to not use tobacco.
- Step Eight : Eigth step is learn to Advocate : We enable Students to advocate not only for personal, but also for family, and community health.
- Make requests to others (e.g., family members) to avoid exposure to secondhand smoke.
Grade 3 – Grade 5
- Step One: Step one is Understanding the Core Concept : We enable Students to comprehend core concepts related to our all health and safety courses such as consent, violence prevention
- Identify short- and long-term health effects of using tobacco products, including e-cigarettes or vaping products.
- Describe the benefits of abstaining from or discontinuing tobacco use.
- Explain the dangers of experimenting with tobacco.
- Describe family rules about avoiding tobacco use, including smoke-free rules in the home and vehicles.
- Identify short- and long-term health effects of being exposed to secondhand smoke and aerosol.
- Identify common places where exposure to secondhand smoke and aerosol occurs.
- Identify environmental impacts of tobacco product waste (e.g., litter).
- Identify the effects of tobacco use on social relationships.
- Explain that tobacco use is an addiction that can be treated.
- Describe how to support family and friends who are trying to stop using tobacco.
- Step Two : Second step is to Understand Influences : We enable Students to analyze the influence of family, peers, culture, media, technology, and other factors on their health and Safety.
- Identify how culture influences tobacco-related practices and behaviors.
- Identify how peers influence tobacco-related practices and behaviors.
- Identify how community influences tobacco-related practices and behaviors.
- Describe how family and culture influence tobacco-related practices and behaviors.
- Describe how school and community settings influence tobacco-related practices and behaviors.
- Describe how media and technology influence tobacco-use practices and behaviors.
- Describe how peers influence tobacco-related practices and behaviors.
- Step Three : Third step is to learn to access Information : We enable students to access valid information, products, and services to ensure good health and safety.
- Describe characteristics of valid tobacco-use prevention information.
- Demonstrate how to locate sources of valid tobacco-use prevention information.
- Step Four: Fourth step is to learn Interpersonal Communication : We enable students to use interpersonal communication skills to enhance health and reduce all health risks.
- Demonstrate effective verbal and nonverbal communication skills to avoid exposure to secondhand smoke.
- Explain how to be empathetic and compassionate towards others who are trying to quit using tobacco.
- Demonstrate effective peer resistance skills to prevent tobacco use.
- Demonstrate how to effectively ask for help to avoid exposure to secondhand smoke.
- Step Five : Fifth step is to learn to make decisions : We enable students to use decision-making skills to enhance healthly behaviour.
- Identify situations that need a decision related to tobacco use.
- Decide when help is needed and when it is not needed to make a decision related to tobacco use.
- Explain how family, culture, peers, technology, or media influence a decision related to tobacco use.
- Identify options and their potential outcomes when making a decision related to tobacco use.
- Choose a healthy option when making a decision about tobacco use.
- Describe the final outcome of a decision related to tobacco use.
- Step Eight : Eigth step is learn to Advocate : We enable Students to advocate not only for personal, but also for family, and community health.
- Give factual information about the benefits of being tobacco-free to improve the health of others.
- State personal beliefs about the dangers of tobacco use behaviors to improve the health of others.
- Demonstrate how to persuade others to be tobacco-free.
Grade 6 – Grade 8
- Step One: Step one is Understaning the Core Concept : We enable Students to comprehend core concepts related to our all health and safety courses such as consent, violence prevention
- Describe short- and long-term health effects of using tobacco.
- Describe the harmful chemicals in e-cigarettes or vaping products.
- Summarize the dangers of experimenting with tobacco products.
- Describe situations that could lead to the use of tobacco.
- Describe the relationship between using tobacco and using alcohol or other drugs.
- Summarize the benefits of being tobacco-free.
- Describe the social, economic, and cosmetic consequences of tobacco use.
- Summarize the effects of secondhand smoke and aerosol.
- Describe the difference between air pollutants and emissions from tobacco smoke and aerosol from e-cigarettes or vaping products.
- Analyze environmental impacts of tobacco product waste (e.g., litter).
- Summarize how the tobacco industry has targeted youth and minority populations.
- Explain reasons most individuals do not use tobacco products.
- Explain school policies and community laws related to the sale and use of tobacco products. ,
- Summarize that tobacco use is an addiction that can be treated.
- Summarize how addiction to tobacco use can be treated.
- Summarize how smoking cessation programs can be successful.
- Describe ways to support family and friends who are trying to stop using tobacco.
- Step Two : Second step is to Understand Influences : We enable Students to analyze the influence of family, peers, culture, media, technology, and other factors on their health and Safety.
- Explain how school rules, community norms, and public health policies or laws (e.g., non-smoking policies, tobacco purchase restrictions) influence tobacco-related practices and behaviors.
- Explain how perceptions of norms influence tobacco-related practices and behaviors.
- Explain how social expectations influence tobacco-related practices and behaviors.
- Explain how personal values and beliefs influence tobacco-related practices and behaviors.
- Describe how some health risk behaviors influence the likelihood of engaging in tobacco use (e.g., how alcohol use influences tobacco use).
- Analyze how family and culture influence tobacco-related practices and behaviors.
- Analyze how school and community influence tobacco-related practices and behaviors.
- Analyze how media and technology influence tobacco-related practices and behaviors.
- Analyze how peers influence tobacco-related practices and behaviors.
- Step Three : Third step is to learn to access Information : We enable students to access valid information, products, and services to ensure good health and safety.
- Analyze the validity of tobacco-related prevention information (e.g., differentiate between scientifically or medically accurate content and advertising, including sponsored content).
- Analyze the validity of tobacco-related cessation products.
- Analyze the validity of tobacco cessation services.
- Describe situations that call for professional tobacco cessation services.
- Determine the availability of valid tobacco cessation products.
- Access valid tobacco-related prevention and cessation information from home, school, or community.
- Locate valid tobacco cessation products when needed or appropriate.
- Locate valid tobacco cessation services when needed or appropriate.
- Step Four: Fourth step is to learn Interpersonal Communication : We enable students to use interpersonal communication skills to enhance health and reduce all health risks.
- Demonstrate the use of effective verbal and nonverbal communication skills to avoid or reduce exposure to secondhand smoke and tobacco use.
- Demonstrate effective peer resistance skills to avoid or reduce exposure to secondhand smoke and tobacco use.
- Demonstrate effective negotiation skills to avoid or reduce exposure to secondhand smoke and tobacco use.
- Demonstrate how to effectively ask for assistance to quit using tobacco.
- Demonstrate how to effectively communicate empathy and support for others who are trying to quit using tobacco.
- Step Five : Fifth step is to learn to make decisions : We enable students to use decision-making skills to enhance healthly behaviour.
- Identify circumstances that help or hinder making a decision related to being tobacco-free.
- Determine when situations require a decision related to tobacco use (e.g., when offered a cigarette by a peer).
- Distinguish when decisions related to tobacco use should be made individually or with help of others.
- Explain how family, culture, technology, media, peers, and personal beliefs affect a decision related to tobacco use.
- Distinguish between healthy and unhealthy alternatives of a decision related to tobacco use.
- Predict the potential outcomes of healthy and unhealthy alternatives to a decision related to tobacco use.
- Choose a healthy alternative when making a decision related to tobacco use.
- Analyze the effectiveness of a final outcome of a decision related to tobacco use.
- Step Six : Sixth step is to learn to Set Goals : We enable Students to set the right goals to enhance their health and keep themselves safe.
- Assess personal tobacco-use practices.
- Set a realistic personal goal to be tobacco-free.
- Assess the barriers to achieving a personal goal to be tobacco-free.
- Apply strategies to overcome barriers to achieving a personal goal to be tobacco-free.
- Use strategies and skills to achieve a personal goal to be tobacco-free.
- Step Seven : Seventh Step is learn Self-Management : We enable students to practice health-enhancing behaviours and reduce health risks.
- Explain the importance of being responsible for being tobacco-free.
- Analyze personal practices and behaviors that prevent tobacco use.
- Demonstrate tobacco prevention practices and behaviors to improve the health of oneself and others.
- Commit to being tobacco-free.
- Step Eight : Eigth step is learn to Advocate : We enable Students to advocate not only for personal, but also for family, and community health.
- State a health-enhancing position about tobacco prevention, supported with accurate information, to improve the health of others.
- Persuade others to be tobacco-free and avoid exposure to second-hand smoke.
- Collaborate with others to advocate for individuals, families, and schools to be tobacco-free.
- Demonstrate how to adapt tobacco-free messages for different audiences.
Grade 9 – Grade 12
- Step One: Step one is Understanding the Core Concept : We enable Students to comprehend core concepts related to our all health and safety courses such as consent, violence prevention
- Examine situations that could lead to tobacco use.
- Analyze short- and long-term physical effects of tobacco use.
- Analyze short- and long-term psychological and social effects of tobacco use.
- Analyze the relationship between using tobacco and using alcohol or other drugs.
- Summarize long-term health benefits of abstaining from or discontinuing tobacco use.
- Describe the effects of tobacco use on the fetus.
- Summarize the effects of secondhand smoke and aerosol.
- Summarize why individuals choose to use or not use tobacco.
- Evaluate community laws and policies related to the sale and use of tobacco products. ,
- Evaluate the financial costs of tobacco use to the individual, society, and environment.
- Summarize the impact of tobacco industry marketing on health disparities.
- Distinguish appropriate ways to support family and friends who are trying to stop using tobacco.
- Analyze how addiction to tobacco use can be treated.
- Analyze how smoking cessation programs can be successful.
- Step Two : Second step is to Understand Influences : We enable Students to analyze the influence of family, peers, culture, media, technology, and other factors on their health and Safety.
- Explain how public health policies influence tobacco-related practices and behaviors.
- Analyze how culture supports and challenges tobacco-related beliefs, practices and behaviors.
- Analyze how peers and perceptions of norms influence tobacco-related practices and behaviors.
- Analyze how personal attitudes, values, and beliefs influence tobacco-related practices and behaviors.
- Analyze how some health risk behaviors, like alcohol- and other drug-use, influence likelihood of engaging in tobacco use.
- Analyze how laws, rules, and regulations influence behaviors related to tobacco use.
- Analyze how school and community settings influence tobacco-related practices and behaviors.
- Analyze how media and technology influence personal, family, and community behaviors related to tobacco use.
- Differentiate relevant influences, including family, culture, peers, media, technology, school, community and public health policies on personal tobacco-related practices and behaviors.
- Analyze the factors that influence the opportunities to obtain safe, accessible, equitable, and affordable products and services that support tobacco-use prevention and cessation for oneself and others.
- Step Three : Third step is to learn to access Information : We enable students to access valid information, products, and services to ensure good health and safety.
- Evaluate the validity of tobacco-related prevention and cessation information (e.g., differentiate between scientifically or medically accurate content and advertising, including sponsored content).
- Evaluate the validity of tobacco cessation products.
- Evaluate the validity of tobacco cessation services.
- Determine the accessibility of valid tobacco cessation products.
- Determine when professional tobacco cessation services may be required.
- Determine the accessibility of valid tobacco cessation services.
- Use resources that provide valid tobacco-related prevention and cessation information.
- Use valid tobacco cessation products when needed or appropriate.
- Use valid tobacco cessation services when needed or appropriate.
- Step Four: Fourth step is to learn Interpersonal Communication : We enable students to use interpersonal communication skills to enhance health and reduce all health risks.
- Demonstrate effective communication skills to be tobacco-free.
- Demonstrate effective peer resistance, negotiation, and collaboration skills to avoid tobacco use.
- Demonstrate how to effectively ask for assistance to quit using tobacco.
- Demonstrate how to effectively offer assistance to help others quit tobacco use.
- Step Five : Fifth step is to learn to make decisions : We enable students to use decision-making skills to enhance healthly behaviour.
- Examine barriers to making a decision related to being tobacco-free.
- Determine the value of applying thoughtful decision making related to tobacco use.
- Justify when individual or collaborative decision making related to tobacco use is appropriate.
- Analyze how family, culture, technology, media, peers, and personal beliefs affect a decision related to tobacco use.
- Generate alternatives when making a decision related to tobacco use.
- Predict the potential short- and long-term consequences of alternatives to a decision related to tobacco use.
- Choose a healthy alternative when making a decision related to tobacco use.
- Evaluate the effectiveness of decisions related to tobacco use.
- Step Six : Sixth step is to learn to Set Goals : We enable Students to set the right goals to enhance their health and keep themselves safe.
- Assess personal tobacco-related practices and behaviors.
- Set a realistic personal goal to remain tobacco-free or quit using tobacco.
- Assess the barriers to achieving a personal goal to remain tobacco-free or quit using tobacco.
- Develop a plan to attain a person goal to remain tobacco-free or quit using tobacco.
- Implement strategies, including self monitoring, to achieve a goal to remain tobacco-free or quit tobacco.
- Use strategies to overcome barriers to achieving a goal to remain tobacco-free or quit tobacco.
- Formulate a long-term plan to remain tobacco-free or quit tobacco.
- Step Seven : Seventh Step is learn Self-Management : We enable students to practice health-enhancing behaviours and reduce health risks.
- Analyze the role of individual responsibility for being tobacco-free.
- Evaluate personal practices and behaviors that prevent tobacco use.
- Demonstrate tobacco prevention practices and behaviors to improve the health of oneself and others.
- Commit to being tobacco-free.
- Step Eight : Eigth step is learn to Advocate : We enable Students to advocate not only for personal, but also for family, and community health.
- Use peer and societal norms, based on accurate health information, to formulate a message that promotes being tobacco-free.
- Persuade and support others to be tobacco-free and avoid exposure to secondhand smoke.
- Collaborate with others to advocate for personal, family, and community to be tobacco-free.
- Encourage school and community environments to promote tobacco prevention.
- Adapt tobacco-free health messages and communication techniques to reach a specific audience.
- Persuade school and community leaders about the importance of ensuring there are safe, accessible, equitable, and affordable tobacco cessation opportunities, products, and services to improve the health of oneself and others.