Handling Difficult Questions

Responding to Challenging Questions

Students will ask questions that challenge you. Some are genuine curiosity, some are testing you, and some come from personal experience. How you handle these moments can determine the success of your entire presentation.

Principles for All Questions

• Don't panic: Pause before answering. A moment of thought shows respect for the question.
• Be honest: If you don't know something, say so. "That's a great question. I don't know the answer, but I can find out."
• Stay calm: Even if a question seems hostile or inappropriate, respond with composure.
• Don't shame: Never make a student feel stupid for asking a question, even an inappropriate one.
• Redirect when needed: Some questions aren't appropriate for the group setting. "That's an important question. Let's talk after class."

Common Challenging Questions

"Have you ever done drugs?"

This is almost guaranteed. Prepare your answer in advance. Options:

• If you haven't: "No, I haven't, and I'm glad I made that choice." Keep it simple.
• If you have: You can choose whether to share this. If you do, focus on what you learned, not on glorifying the experience. "I made some mistakes when I was younger, and I learned the hard way that drugs weren't worth the consequences."
• Either way: "What I did or didn't do isn't the point. I'm here because I care about your futures."

"Isn't marijuana safer than alcohol?"

Don't get into a debate about which is "worse." Instead: "All substances carry risks, especially for young people whose brains are still developing. The question isn't which is safer—it's whether you want to put any of these risks in your path."

"My parents drink/smoke. Are they going to die?"

This requires sensitivity: "Adults make their own choices, and their bodies handle substances differently than young people's bodies. If you're worried about someone in your family, talking to a school counselor can help."

"What's the point? I'm going to do what I want."

Acknowledge their autonomy: "You're right—ultimately, you make your own choices. My job is to make sure you have accurate information so your choices are informed. What you do with that information is up to you."

"Why should I listen to you?"

Don't get defensive: "Fair question. You don't have to agree with everything I say. I'm here because I care about what happens to young people in this community. I hope you'll at least consider what I'm sharing."

Questions That Require Caution

Requests for Specific Information

"How do you make drugs?" "What does X feel like?" These questions may be attempts to learn about drug use. Don't provide information that could enable experimentation: "That's not something I'm going to go into. If you have specific concerns, let's talk after class."

Personal Disclosures

If a student shares personal experience with drugs—their own or a family member's—in front of the class:

• Thank them for sharing: "That took courage to share. Thank you."
• Don't pry for details in front of others
• Offer to talk privately afterward
• Inform the teacher or counselor if disclosure suggests the student needs support

Questions About Specific Peers

"What should I do if my friend is using drugs?" Provide general guidance without getting into specific situations: "Caring about your friends is important. If you're worried about someone, talking to a trusted adult—a parent, counselor, or teacher—is a good first step."

After Concerning Disclosures

If a student reveals concerning information (their own drug use, abuse at home, etc.):

• Do not promise confidentiality—you may have a duty to report
• Thank them for trusting you
• Connect them with the school counselor or another professional
• Inform the classroom teacher of any concerns
• Document what was shared and what actions you took

Your role is not to solve their problems—it's to connect them with people who can help.