type

  • Feature Article
  • Podcast
  • Research

theme

  • Instant Activity
  • Food Literacy
  • Outdoor Learning
  • Physically Active Learning
  • Social Emotional Learning
  • Cross-Curricular Learning
  • Models-Based Approach
  • PHE Community
  • Healthy School Communities
  • Fundamental Movement Skills
  • Dance Education
  • Digital Literacy
  • Health Education
  • Financial Literacy
  • Physical Education
  • Sex Education
  • Educational Leadership
  • Equity, Diversity and Inclusion
  • Teacher Education
  • Mental Health
  • Substance Use
  • Truth & Reconciliation

Search Results

SORT BY:

Vape Talk

December 1, 2019
vaping products on the table. There is 5 different vapes.

Previously published in volume 85, Issue 3

Abstract
The recent news led me to realize that it is important to be able to have impactful conversations with the youth in our lives about e-cigarettes. Read on for some simple information to get you started.

Not too long ago, conversation at my dinner table took an interesting turn. My 13-yr-old announced, "vaping is not what people are claiming it to be." When he went on to explain the health risks he had studied in school, my younger son, 11, chimed in with sincere questions. At some points, there was both shock and disbelief. Is vaping really that dangerous? What do we know so far? Who is being affected? What about related news headlines proclaiming a teen needed a double-lung transplant? Or the story of another teen who developed an illness similar to "popcorn lung?"

It led me to realize that it is important to be able to have impactful conversations with the youth in our lives about e-cigarettes. Read on for some simple information to get you started.

Numbers to Note

Vaping was originally touted to be a safer alternative for cigarette-smoking adults. But, due to attractive packaging, the discreet nature of many vaping devices, flavoured vape "juices" boasting names like Rocket Popsicle, Blue Slushee, and Bubblegum, it is not too surprising that vaping has captured a lot of attention from the younger crowd.

Fifteen percent of Canadians have tried vaping. Data from the Canadian Student Tobacco, Alcohol and Drugs Survey shows that 23 percent of students in Grades 7-12 had tried a vaping product. Fifty-three percent of all students surveyed thought it would be "fairly easy" or "very easy" to get a vaping product.

Vaping-related illnesses are on the rise. The federal government has confirmed four cases of vaping-related lung disease and a small number of probable, but yet-to-be-confirmed, related deaths.

As of November, United States health authorities put the number of vaping-related deaths at 39. The number of lung injuries connected to vaping was a whopping 2,051.

The Current Situation

In the United States, the president has voiced his support for raising the minimum purchase age from 18 to 21. Some states have banned e-cigarettes altogether. There is also a movement to block the sales of flavoured products due to their attractiveness to the younger population.

Closer to home, Canada (on both the federal and provincial levels) is continuing to adopt legislation centered around advertising restrictions, minimum age, and sales bans.

Engaging in Conversation

Scientists and health professionals have yet to get a full picture of both short-term and the long-term health effects of vaping, and government policy is shifting. But, there is a growing body of evidence showing that there are real risks. As the issue unfolds there are things that we, as parents and educators, can do:

  • Talk with other teachers and school administrators about vaping prevention strategies or presentations.
  • Have open, honest conversations with kids about what is known so far. Asking them what they know about vaping is a good start. Be receptive to their thoughts.
  • Have access to a list of resources that can help those who want to quit.
  • Be prepared with solid stats and facts that you can share, as kids will be more responsive.​
  • Don't forget to talk about social issues like bad breath and financial cost.​
  • Help them to practice saying "NO" or other things they can say if they are offered vaping products.

Recent Posts

One teacher in front of 4 students. The teacher is high-fiving the left sudent. The 4 students looks happy and are smiling. / Un professeur devant 4 élèves. Le professeur applaudit l'élève de gauche. Les 4 élèves ont l'air heureux et sourient.
Nervous System Regulation in the Classroom
[ Feature Article ] "In order to make better choices, we need to be calm." Nervous system regulation plays a vital role in creating a supportive classroom environment. Educator Keri Albert shares practical techniques like breathing exercises, movement, and mindfulness to help PHE teachers manage stress and guide students toward emotional balance. By fostering calmness, educators can enhance decision-making and promote a healthier learning experience for everyone.
Authored by: Keri Albert, Martha Gumprich
A teacher holding a net with balls in it in a room that seems to allow physical activity for pupils. She has 5 pupils in front of her, 3 girls and 2 boys. 3 of them raise their hands to get a ball from the teacher. / Une enseignante qui tient un filet avec des ballons dedans dans une salle qui semble permettre de l’activité physique à des élèves. Elle a en face d’elle 5 élèves, 3 filles et 2 garçons. 3 d’entres eux lèvent la main pour avoir une balle de la part de l’enseignante.
Embracing the Unpredictable: Tips for Building your PE Supply Teacher Toolkit
[ Feature Article ] Looking for tips and tricks to keep in your PE supply teacher kit? Check out this article to access a variety of necessary K-8 “grab-and-go” style materials and TIPS to not just help you survive, but THRIVE as a PE supply teacher. Whether you are a seasoned supply teacher or just starting out, this article is a must read as you enter the upcoming school year!
Authored by: Caleb Poulin
A female teacher talking and smiling with 5 students in front of her / Une enseignante parle et sourit avec cinq élèves devant elle.
Amplifying Student Voice in Physical Education
[ Feature Article ] Amplifying student voice in physical education actively involves students in decisions that shape their learning. Through concrete examples and creative activities, teachers can better understand student perceptions and adapt their practices to foster an inclusive and meaningful learning environment. Learn how active listening and co-creation can transform physical education.
Authored by: Carla Nascimento Luguetti , Laura Alfrey
The photo is showing three young people talking and looking relaxed.
“The Peer Mentorship Network Helped Me Flourish”: A Whole School Approach to Peer Mentorship
[ Research ] This paper describes the practices of Health Promoters working for Mental Health and Addictions at Nova Scotia Health and their experience supporting a whole school approach to peer mentorship at a high school with a population of 800+ students.
Authored by: Dr. Laura Kennedy, Emily Berrigan, Alyce Casey, Liane Khoury, Sara Brushett, MA, BSc, Dan Steeves BEd, D.A.U.S, MAEd
The photo shows a festive event taking place on snow-covered ground, celebrated by people dressed in traditional indigenous clothing.
A Conversation with Spirit North: Celebrating Indigenous Youth and Unleashing Potential in Sport, School, and Life
[ Feature Article ] The PHE Journal had the pleasure of interviewing Jennifer MacPherson, Regional Director of Western Canada, and Taz Colbourne, Community Program Leader from an incredible organization, Spirit North, who are empowering Indigenous youth to become unstoppable in sport, school, and life.
Authored by: Jennifer MacPherson, Taz Colbourne, Caleb Poulin
Brittany Giles and Dr. Nathan Hall
Brittany Giles, EDI Scholarship Recipient: Redefining Physical Education Through Indigenous Perspectives
[ Feature Article ] Brittany Giles, one of the inaugural recipients of the PHE Canada EDI Scholarship, is driving change in Physical Education curriculum by centering student voices, especially those from equity-deserving communities. Her research, focused on Indigenous perspectives in Physical Education, aims to promote a decolonial and holistic approach to teaching. As a Master’s student at Brock University, Brittany's personal journey, including reconnecting with her Métis heritage, continues to inspire her work in developing culturally relevant pedagogy.
Authored by: PHE Canada