# data[].attributes.body
Samia Basravi

sbasravi@tusd.net

209-830-3200 Ext.1366

Direct Line: 209-830-3218

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Nathalie Arias

narias@tusd.net

209-830-3200 Ext.1367

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Crystal Soto

209-830-3200 Ext.1365

csoto@tusd.net

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PIONEERING RESTORATION AND ELEVATING VOICES OF ADVOCACY, IDEALISM AND LEADERSHIP

Serving San Joaquin County, California, PREVAIL advocates and strengthens individuals, families and children through prevention and education driven services and programs delivered with compassion and respect.

The holiday season is upon us. Yet, for many youth experiencing homelessness and families who have fled from family or intimate partner violence, this magical time of year is especially difficult. Through the spirit of giving, you can help bring joy and hope to individuals in our community.

Free and Confidential Services

Testimonials

My experience at Serenity House has been an amazing one. They took me in, in my desperate time of need. All the women who live there helped me through certain experiences and really helped me shape and mold the type of woman I want to be. Although I'm still taking it day by day, I now have an optimistic attitude toward my future. I realize from being here that I need to be content and I want to be happy. Even though I may not know how to get to my destination, I know that I never will stop and will try my hardest to persevere.

Reaching out and asking for help is in itself such a terrifying experience. But going into a shelter is another monster entirely. When I got to DAWN, I had no idea what to expect aside from physical safety and maybe being able to talk about my situation. But not only do I feel safe, but I have also alleviated so much stress and pain from talking with others. I hope everyone who passes through DAWN is able to find peace and safety.

Website Contents © PREVAIL
Unauthorized duplication or reposting of the contents of this site in any form is strictly prohibited.

Stockton Website Design by Brentwood Visual

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PREVAIL | Pioneering Restoration and Elevating Voices of Advocacy, Idealism and Leadership

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Serving San Joaquin County, California, PREVAIL advocates and strengthens individuals, families and children through prevention and education driven services and programs delivered with compassion and respect.

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Since 1987, the McHenry House Tracy Family Shelter has responded to the needs of families in crisis from Tracy and regions surrounding the City. Over 6,439 children have passed through the doors of McHenry House Tracy Family Shelter. Currently we operate in Tracy, California and are able to provide housing and support for up to 7 families.

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Foster and Homeless Youth Services - San Joaquin County Office Of Education

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Foster and Homeless Youth Services - San Joaquin County Office Of Education

# data[].attributes.body
Jane Oliva

209-830-3300 Ext.7050

jaoliva@tusd.net

Mondays 7:30am-4:00pm

Tuesday/Friday Alternating

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Sandra Vasquez

209-830-3303 Ext. 7152 Spanish line Ext 7158

svasquez@tusd.net

Tuesday/Thursday 7:30am-4:30pm

# data[].attributes.body
Gretta Mendez

gmendez@tusd.net

209-830-3309 Ext. 5857

Tuesday/ Wednesdays alternating Mondays

8:00am-4:30pm

# data[].attributes.body
Roxana Rivas

209-830-3390 Ext.5653

rrivas@tusd.net

Tuesday/Thursday

7:30am-4:30pm

# data[].attributes.body
Pablo Pinedo

209-830-3315 Ext.7554

ppinedo@tusd.net

Wednesday/ Friday alternating Mondays

7:45am-4:15pm

# data[].attributes.body
Roxana Rivas

209-830-3200 Ext. 4047

rrivas@tusd.net

Monday/Thursday/Friday

7:30am-4:30pm

# data[].attributes.body
Gretta Mendez

209-830-3319 Ext.7662

gmendez@tusd.net

Thursday/Friday alternating Mondays

8:00am-4:30pm

# data[].attributes.body
Mariza Mora

209-830-3340 Ext.5266

mmora@tusd.net

Monday-Friday

7:30am-4:00pm

# data[].attributes.body
Alejandra Medina

209-830-3350 Ext.7767

amedina@tusd.net

Monday-Friday

7:30am-4:00pm

# data[].attributes.body
TBA

209-830-3335 Ext.8156

@tusd.net

Monday-Friday

8:00am-5:00pm

# data[].attributes.body
Sandra Vasquez

209-830-3395 Ext. 8453

svasquez@tusd.net

Wednesday/Friday

7:30am-4:30pm

# data[].attributes.body
Nelly Beteta

209-830-3360 Ext.2003

nbeteta@tusd.net

Monday-Friday

8:00am-4:30pm

# data[].attributes.body
Aline Trueba Fregoso

atrueba@tusd.net

209-830-3331 Ext. 8057

Tuesday/Thursday alternating Mondays

8:00am-4:30pm

# data[].attributes.body
Imelda Navarro

209-830-3370 Ext.3803

inavarro@tusd.net

Monday- Friday 7:30am-4:00pm

# data[].attributes.body
Pablo Pinedo

209-830-3312 Ext.7452

ppinedo@tusd.net

Tuesday/Thursday alternating Mondays

7:45am-4:15pm

# data[].attributes.body
Jane Oliva

209-830-3345 Ext.5469 spanish ext.5468

jaoliva@tusd.net

Tuesday & Wednesday room 10

7:30am-4:00pm

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Tracy Chiropractic - Dr. Timothy Brown - Sports Physicals for High School students

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Tracy Chiropractic - Dr. Timothy Brown - Sports Physicals for High School students

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Address: 1458 Bessie Ave, Tracy, CA 95376

Phone: 209-835-6625

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Valley Community Counseling Services - Serving the San Joaquin Delta Region

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Valley Community Counseling Services (VCCS) is a private, non-profit corporation providing a variety of counseling, therapy and educational services to county residents. VCCS is committed to improving the caliber of mental health services by offering training, supervision and consultation, as well as employing the most creative and skillful staff.

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To empower youth and their families with the education, programs, and resources necessary to overcome social and emotional challenges, enabling them to lead healthy, self-sufficient lives.

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We are upgrading our computer systems to serve you better. Wait times on the phone and in our clinics may be longer than usual.

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Welcome

TO THE

San Joaquin County Family Justice Center

A Family Justice Center is a collaborative model of service delivery that brings together a range of resources and support services under one roof in order to better serve victims of Domestic Violence, Human Trafficking, Sexual Assault, Elder Abuse, Child Abuse and Stalking.
The goal of a Family Justice Center is to provide comprehensive and coordinated support to individuals and families affected by abuse, helping them to feel safe and supported as they navigate the process of seeking help and rebuilding their lives.
You are not required to have a crime report to receive services at the Family Justice Center.

Without Permission

has joined the

Family Justice Center team to help victims find hope and healing.

Click here for more information.

The San Joaquin County Human Trafficking Task Force is looking for high school students to become Human Trafficking Social Media Awareness Presenters.

Enter to win the Human Trafficking Task Force Poster Contest.

Our office is located at

222 East Weber Ave, Stockton, 95201.

​

We are on the first floor of the former courthouse.

The main entrance to our building can be accessed from the walkway on the west side of the building.

​

For driving/walking directions, click "directions" on the map to the left.

​

Parking Options:

Street Parking - use pay stations

Ed Coy Parking Garage

SEB Parking Garage

​

For RTD bus routes, click here.

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Welcome TO THE San Joaquin County Family Justice Center A Family Justice Center is a collaborative model of service delivery that brings together a range of resources and support services under one roof in order to better serve victims of Domestic Violence, Human Trafficking, Sexual Assault, Elder Abuse, Child Abuse and Stalking.

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San Joaquin General Hospital | Providing Exceptional Care

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We provide high-quality, accessible healthcare for all residents of San Joaquin County. As the only county hospital in San Joaquin County, we deliver trusted care 24/7, guided by evidence-based medicine, education, and a commitment to patient trust.

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Free & Confidential Mental Health Support for CA Youth

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Access 1:1 coaching, self-help tools, and care navigation — no insurance, no subscriptions, no waitlists. Available via web or app for ages 13-25, try Soluna today!

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Substance Abuse & Mental Health Treatment in Tracy, CA

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FIND HELP IN TRACY, CA, PUBLIC SERVICES, DRUG REHAB CENTERS, COUNSELING, AND SUPPORT GROUPS

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The City of Tracy is committed to addressing the challenges of homelessness in our community and has devoted significant resources toward this effort, including providing access to essential services and information such as cooling and warming centers.

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Home - Tracy Community Connections Center

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Tracy Community Connections Center Creating solutions and offering hope in our community Get Help Donate Homelessness Assistance in Tracy, CA Offering Hope and Creating Solutions in Tracy, CA At Tracy Community Connections Center (TCCC), we're truly dedicated to providing essential services and resources to those experiencing homelessness in Tracy, CA.

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Resouces Tracy community Connections 23-24

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Comprehensive Health Family Resources 2026

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Comprehensive Health Family Resources 2026

# data[].attributes.attachment_link.title
Comprehensive Health Family Resources 2023

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List of local community agencies that provide support and resources

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List of local community agencies that provide support and resources

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SAMHSA Substance and Mental Health Support

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SAMHSA Substance and Mental Health Support

# data[].attributes.attachment_link.title
National Helpline for Mental Health, Drug, Alcohol Issues

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SAMHSA’s National Helpline is a free, confidential, 24/7, 365-day-a-year treatment referral and information service (in English and Spanish) for individuals and families facing mental and/or substance use disorders.

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2-1-1 San Joaquin

For the individual/families - 211SJ provides a much easier way to find information regarding available services, using an online database or by calling 2‑1‑1 and speaking with a trained Resource and Referral Specialist. It connects people to services 24 hours a day/7 days a week. Language barriers are overcome by the use of the Language Line for translation services in over 200 languages.

For local agencies - 211SJ offers an opportunity to expand outreach and referral efforts. It maintains a comprehensive online database of agencies that offer programs and services in San Joaquin County, accessible to organizations for their own resource and referral activities.

For the community - 211SJ promotes civic engagement and community pride. Website links to all city and county calendars make it easy for anyone to find out what's happening in their community and how to get involved. It also increases the community's disaster response capacity. 211SJ will be prepared to support the county's 9-1-1 system in community-wide emergency situations. 211SJ links San Joaquin County to the 2-1-1 network of California.

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For the individual/families - 211SJ provides a much easier way to find information regarding available services, using an online database or by calling 2‑1‑1 and speaking with a trained Resource and Referral Specialist. It connects people to services 24 hours a day/7 days a week.

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A+ Tutoring is a private tutoring and learning center that offers classes and individual instruction and support to all students.

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Health Plan of San Joaquin/Mountain Valley Health Plan Home - HPSJ/MVHP

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Health Plan is your local Medi-Cal plan, headquartered in the heart of the Central Valley.

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PIONEERING RESTORATION AND ELEVATING VOICES OF ADVOCACY, IDEALISM AND LEADERSHIP

Serving San Joaquin County, California, PREVAIL advocates and strengthens individuals, families and children through prevention and education driven services and programs delivered with compassion and respect.

The holiday season is upon us. Yet, for many youth experiencing homelessness and families who have fled from family or intimate partner violence, this magical time of year is especially difficult. Through the spirit of giving, you can help bring joy and hope to individuals in our community.

Free and Confidential Services

Testimonials

My experience at Serenity House has been an amazing one. They took me in, in my desperate time of need. All the women who live there helped me through certain experiences and really helped me shape and mold the type of woman I want to be. Although I'm still taking it day by day, I now have an optimistic attitude toward my future. I realize from being here that I need to be content and I want to be happy. Even though I may not know how to get to my destination, I know that I never will stop and will try my hardest to persevere.

Reaching out and asking for help is in itself such a terrifying experience. But going into a shelter is another monster entirely. When I got to DAWN, I had no idea what to expect aside from physical safety and maybe being able to talk about my situation. But not only do I feel safe, but I have also alleviated so much stress and pain from talking with others. I hope everyone who passes through DAWN is able to find peace and safety.

Website Contents © PREVAIL
Unauthorized duplication or reposting of the contents of this site in any form is strictly prohibited.

Stockton Website Design by Brentwood Visual

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PREVAIL | Pioneering Restoration and Elevating Voices of Advocacy, Idealism and Leadership

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Serving San Joaquin County, California, PREVAIL advocates and strengthens individuals, families and children through prevention and education driven services and programs delivered with compassion and respect.

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El Concilio | Empowering diverse communities in California’s Central Valley.

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Empowering diverse communities in California’s Central Valley.

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The Parent Project/ Middle & High School Parent/ Guardian Training

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The Parent Project/ Middle & High School Parent/ Guardian Training

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Parent Project Senior

"Changing Destructive Adolescent Behavior" is an award winning intervention model addressing the most destructive of adolescent behaviors. We know of no other program that addresses it all: truancy, drugs, runaways, media, early teen sex, violence, gangs . . . Parent Project Senior promises concrete answers for every parent question asked.

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Parent Project - Help for parents raising difficult children

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"Changing Destructive Adolescent Behavior" is an award winning intervention model addressing the most destructive of adolescent behaviors. We know of no other program that addresses it all: truancy, drugs, runaways, media, early teen sex, violence, gangs . . . Parent Project Senior promises concrete answers for every parent question asked.

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Yellow Ribbon Suicide Prevention Program

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Yellow Ribbon Suicide Prevention Program

# data[].attributes.attachment_link.title
Yellow Ribbon Suicide Prevention Program

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Together, we can create a brighter future and eliminate suicide!

# data[].attributes.attachment_link.title
Professional Development for Parent Engagement with English Learners

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Professional Development for Bilingual Parent Engagement for ESL, Family Reading & Vocabulary Development with English Learners.

# data[].attributes.attachment_link.readable_text
Privacy Policy

1. What Information Do We Collect? When you visit our website you may provide us with two types of information: personal information you knowingly choose to disclose that is collected on an individual basis and website use information collected on an aggregate basis as you and others browse our website.

2. Personal Information You Choose to Provide We may request that you voluntarily supply us with personal information, including your email address, postal address, home or work telephone number and other personal information for such purposes as correspondence, placing an order, requesting an estimate, or participating in online surveys. If you choose to correspond with us through email, we may retain the content of your email messages together with your email address and our responses. We provide the same protections for these electronic communications that we employ in the maintenance of information received by mail and telephone.

3. Website Use Information Similar to other websites, our site may utilize a standard technology called "cookies" (see explanation below, "What Are Cookies?") and web server logs to collect information about how our website is used. Information gathered through cookies and server logs may include the date and time of visits, the pages viewed, time spent at our website, and the sites visited just before and just after ours. This information is collected on an aggregate basis. None of this information is associated with you as an individual.

4. How Do We Use the Information That You Provide to Us? Broadly speaking, we use personal information for purposes of administering our business activities, providing service and support and making available other products and services to our customers and prospective customers. Occasionally, we may also use the information we collect to notify you about important changes to our website, new services and special offers we think you will find valuable. The lists used to send you product and service offers are developed and managed under our traditional standards designed to safeguard the security and privacy of all personal information provided by our users. You may at any time to notify us of your desire not to receive these offers.

5. What Are Cookies? Cookies are a feature of web browser software that allows web servers to recognize the computer used to access a website. Cookies are small pieces of data that are stored by a user's web browser on the user's hard drive. Cookies can remember what information a user accesses on one web page to simplify subsequent interactions with that website by the same user or to use the information to streamline the user's transactions on related web pages. This makes it easier for a user to move from web page to web page and to complete commercial transactions over the Internet. Cookies should make your online experience easier and more personalized.

6. How Do We Use Information Collected From Cookies? We use website browser software tools such as cookies and web server logs to gather information about our website users' browsing activities, in order to constantly improve our website and better serve our users. This information assists us to design and arrange our web pages in the most user-friendly manner and to continually improve our website to better meet the needs of our users and prospective users. Cookies help us collect important business and technical statistics. The information in the cookies lets us trace the paths followed by users to our website as they move from one page to another. Web server logs allow us to count how many people visit our website and evaluate our website's visitor capacity. We do not use these technologies to capture your individual email address or any personally identifying information about you.

7. Notice of New Services and Changes Occasionally, we may use the information we collect to notify you about important changes to our website, new services and special offers we think you will find valuable. As a user of our website, you will be given the opportunity to notify us of your desire not to receive these offers by clicking on a response box when you receive such an offer or by sending us an email request.

8. How Do We Secure Information Transmissions? When you send confidential personal information to us on our website, a secure server software which we have licensed encrypts all information you input before it is sent to us. The information is scrambled en route and decoded once it reaches our website. Other email that you may send to us may not be secure unless we advise you that security measures will be in place prior to your transmitting the information. For that reason, we ask that you do not send confidential information such as Social Security, credit card, or account numbers to us through an unsecured email.

9. How Do We Protect Your Information? Information Security -- We utilize encryption/security software to safeguard the confidentiality of personal information we collect from unauthorized access or disclosure and accidental loss, alteration or destruction. Evaluation of Information Protection Practices -- Periodically, our operations and business practices are reviewed for compliance with organization policies and procedures governing the security, confidentiality and quality of our information. Employee Access, Training and Expectations -- Our organization values, ethical standards, policies and practices are committed to the protection of user information. In general, our business practices limit employee access to confidential information, and limit the use and disclosure of such information to authorized persons, processes and transactions.

10. How Can You Access and Correct Your Information? You may request access to all your personally identifiable information that we collect online and maintain in our database by emailing us using the contact form provided to you within the site structure of our website.

11. Do We Disclose Information to Outside Parties? We may provide aggregate information about our customers, sales, website traffic patterns and related website information to our affiliates or reputable third parties, but this information will not include personally identifying data, except as otherwise provided in this privacy policy.

12. What About Legally Compelled Disclosure of Information? We may disclose information when legally compelled to do so, in other words, when we, in good faith, believe that the law requires it or for the protection of our legal rights.

13. Permission to Use of Materials The right to download and store or output the materials in our website is granted for the user's personal use only, and materials may not be reproduced in any edited form. Any other reproduction, transmission, performance, display or editing of these materials by any means mechanical or electronic without our express written permission is strictly prohibited. Users wishing to obtain permission to reprint or reproduce any materials appearing on this site may contact us directly.

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Yellow Ribbon Suicide Prevention Program : Home

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Privacy Policy What Information Do We Collect? When you visit our website you may provide us with two types of information: personal information you knowingly choose to disclose that is collected on an individual basis and website use information collected on an aggregate basis as you and others browse our website.

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Whether you're looking for a therapist or just someone to talk to right now during some difficult times, 7 Cups is a place where you can be heard. Start for free today.

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Evidence-Based Vaping Prevention Program

CATCH My Breath's peer-led teaching approach empowers students with the knowledge and skills needed to make informed decisions about e-cigarettes and resist social pressures to vape. Informed by tobacco youth prevention researchers and practitioners, years of real world implementation, and a youth advisory board, it is the only school-based vaping prevention program proven to reduce the likelihood of vaping among youth.

Parents & Community

Program Information for Parents

Introduction Letter to Parents

English version / Spanish version This letter is intended for parents whose children are going to participate in the CATCH My Breath program. (Teachers: This is the same letter mentioned in Session 0.)

Parent Information Handout

English version / Spanish version

This handout covers general program information and answers questions like "What will students learn?" and "Why is E-cigarette education needed?" If you would like more information about the program or to bring the program to your child's school, please email [email protected].

Parent Toolkit Grades 5-12

Parent Toolkit Grades 5-12

English version / Spanish version

This toolkit is a way for parents to learn more about the vaping epidemic, gauge their child's risk of trying e-cigarettes, and find the best strategy for them to talk to their child about e-cigarettes.

Parent Toolkit Videos

Video One: The Youth Vaping Epidemic

Youth vaping is on the rise and parents need to be equipped with e-cigarette knowledge. This video covers four facts about youth vaping and how your child might be impacted by the epidemic.

Video Two: Strategies to Support Your Child's Healthy Decisions

Checking in with your child can help them make healthy decisions, including the decision to not use e-cigarettes. In this video, you will learn simple, yet effective ways to check in with your child and support healthy decisions.

Video Three: Could Your Child be Vaping?

E-cigarettes can sometimes be hard to spot, making your job as a parent more challenging. In this video, you will learn how to identify e-cigarette and vaping products. You will also learn of common signs of vaping and nicotine addiction.

Video Four: 4 Reasons to Talk to Your Child about E-Cigarettes Today

Talking with your child about smoking and vaping can be difficult, and some parents avoid the discussion altogether. In this video, you will learn the important reasons why you should talk with your child about vaping.

Video Five: How to Talk to Your Child about E-Cigarettes

Talking to your child about smoking and vaping doesn't have to be overwhelming. In this video, you will learn four tips to effectively talk with your child about vaping.

Parent Toolkit Grades K-4

Parent Toolkit Grades K-4

It's vital to start early when it comes to educating parents and caregivers about the dangers of vaping and the exposure that even elementary students have to vaping and misinformation about it. Our parent education resources for parents of younger children include an informational video, along with a fact sheet and parent-child activity, both of which can be shared digitally or printed and shared as handouts.

Fact Sheet

English Version / Spanish Version

Parent-Child Activity

English Version / Spanish Version

Parent / Community Presentations

Help fellow parents or community members stay informed about the youth vaping epidemic and prevention efforts by hosting an educational presentation. This presentation provides basic information about e-cigarettes & vaping products, the extent of the youth vaping epidemic, short- and long-term effects of vaping, and explains how to engage in your community, including how CATCH My Breath can help schools.

Presentation Options

Pre-recorded video presentation (below)

Self-serve, downloadable presentation slides (includes slide-by-slide scripting in the notes section)

Live webinar delivered by a CATCH My Breath staff member (available on a limited basis, please email [email protected] for information)

Parent / Community Presentation Video (English)

Parent / Community Presentation Video (Spanish)

E-Cigarette Background Information

What is an E-cigarette?

E-cigarettes are a type of electronic nicotine delivery system (ENDS) and their appearance can vary from resembling a conventional cigarette to a USB flash drive. They use a nicotine liquid often called e-liquid or e-juice, which is often sweet or candy flavored, to deliver nicotine to the body. While they were developed as a means to help smokers quit, they have rapidly become the new means of nicotine addiction, especially among young people. The following video explains e-cigarettes in detail.

What does an E-cigarette look like?

E-cigarettes can take on many different shapes and forms and they can vary in name. Today, E-cigarettes include brands such as JUUL, Blu,Vapor Fi, PHIX,Suorin Air, My Jet, and PULSE. Below you can see examples of (1) disposable e-cigarettes, (2) reusable "tanks" or "mods" (3) Suorin drops, (4) and JUULs. Although there are a lot of e-cigarette options available, JUUL is currently the most popular e-cigarette in the United States with roughly 75% of the market share.

How common is E-cigarette use?

As of 2020, 19.6% of high school students and 4.7% of middle school students across the U.S. have used E-cigarettes in the past 30 days. This data points to the fact that large numbers of American children will become addicted to nicotine and are at risk for becoming a regular tobacco user.
CDC: 2020 National Youth Tobacco Survey
How harmful are e-cigarettes?

E-cigarettes are a source of extremely high doses of ultrafine particles in the human respiratory system. These particles have been linked to cardiovascular disease.

Nicotine is much more addictive to the immature teen brain compared to the developed adult brain.

Even a little nicotine can lead to ADHD-like symptoms and compulsive behavior, which can contribute to classroom behavior problems.

There is some evidence that nicotine primes the brain for other drug addictions.

Nicotine is extremely harmful to the developing fetus. There is no known safe level of nicotine exposure in utero.

Drinking nicotine in E-juice is harmful and possibly fatal for babies and toddlers.

Nicotine overdose symptoms include rapid heart rate, nausea, elevated blood pressure, vomiting, diarrhea, dizziness, convulsion, and potentially seizure and death.

The process of heating the nicotine solution produces aldehyde, acetaldehyde, formaldehyde, and acrolein, which are known carcinogens.

The glycerin/propylene glycol and 8,000+ flavoring chemicals in e-cigarettes have only been approved for ingestion (eating). It is not recommended by the manufacturers that these chemicals be inhaled, as they have not been widely tested for their potential sensitizing, toxic, or irritating characteristics.

Many E-liquids are custom-mixed by individuals at home, increasing the potential for additional health risks to E-cigarette users. Even commercial E-liquids are produced with unknown manufacturing procedures, packaging materials, and purity standards.

Addicted Early

This 4-minute video follows two friends, Mari and Jake before school as they discuss a class project and Jake's new obsession with his vape.

These resources give more detailed information about e-cigarettes, the youth vaping epidemic, and other related topics.

About the Program

Proven Effective

CATCH My Breath is the only evidence-based youth nicotine vaping prevention program for grades 5-12 that has been proven to substantially reduce students' likelihood of vaping. The vape education program's effectiveness was published in a peer-reviewed journal and the program is listed in SAMHSA's Evidence-Based Resource Guide Series.

Learn More

Robust Program & Resources

Developed by The University of Texas Health Science Center at Houston (UTHealth) School of Public Health, the vape education program includes grade-level specific and health education standards-aligned classroom curriculum alongside a variety of engaging supplemental materials including STEM/Humanities/PE extensions, self-paced modules, and virtual field trips.

Learn More

Training & Support

CATCH Global Foundation provides teacher and health educator trainings that help ensure facilitators are effective in the vape education program delivery. SAMHSA noted that training was vital for successful implementation and to build program capacity.

Learn More

Program Contents

Core Program

CATCH My Breath is the only evidence-based youth nicotine vaping prevention program for grades 5-12 that has been proven to substantially reduce students' likelihood of vaping.

The CATCH My Breath Program (grades 5, 6, 7-8, and 9-12) consists of 4 unique lessons for each grade group, that are approximately 35 minutes each. Each session includes a lesson plan with learner outcomes, a detailed outline of directions, and all materials including corresponding PowerPoint presentations.

Classroom Session Overviews

Grades 5 - 8
Session 1: Consequences of using e-cigarettes

Session 2: Making our own choices

Identify the percentage of e-cigarette users in middle school and high school and describe nonsmokers as the majority.

Describe the harmful consequences of e-cigarette use.

Identify reasons why teens may begin using e-cigarettes.

Identify positive alternatives to using e-cigarettes.

Develop, practice and demonstrate refusal skills and smart exit strategies.

Interview an adult regarding tough choices and tobacco use.

Session 3: Don't let them lie and win

Recognize situations and places that may be high-risk for being offered an e-cigarette.

Discover the amount of money the tobacco and e-cigarette industry spends on advertising its products.

Describe the role of advertising dollars in e-cigarette use.

Recognize indirect and direct advertising strategies.

Recognize the covert methods that the tobacco and e-cigarette industry uses to attract new e-cigarette users.

Analyze some of the propaganda techniques tobacco and e-cigarette companies use to sell their brand of e-cigarette.

Develop a messaging project (warning label) that addresses misconceptions and promotes the benefits of being e-cigarette-free.

Session 4: Your Life. Your Choice.

Review the covert methods that the tobacco and e-cigarette industry uses to attract new e-cigarette users.

Develop and present a messaging project (warning label) that addresses misconceptions and promotes the benefits of being e-cigarette-free.

Make a personal goal regarding e-cigarette use.

9th - 12th Grades

Session 1: Designed for Addiction

Understand the highly-addictive nature of nicotine.

Describe the health hazards associated with e-cigarette use.

Identify the health and social consequences of e-cigarette use.

Session 2: What could go wrong?

Session 3: Co-create & hack the system

Learn about laws, rules and regulations regarding tobacco and e-cigarettes.

Discuss the reason behind such rules and how it applies to youth.

Understand that they can participate actively in such policy making.

Session 4: Take Control of Your Life

Learn to create laws and rules regarding tobacco and e-cigarette.

Learn to communicate policies to governing agencies.

CATCH Global Foundation provides teacher and health educator trainings that help ensure facilitators are effective in program delivery. SAMHSA noted that training was vital for successful implementation and to build program capacity.
View Training Options

Program Supplements

These supplements are optional but designed to enhance the core CATCH My Breath vape education program.

Available as a paid add-on option, these engaging video lessons include on-screen slides, activity prompts, and companion worksheets.

Designed for synchronous or asynchronous learning environments, we provide two delivery formats to give teachers optimal flexibility.
More Info / Purchase

STEM & Humanities Supplements

Supplementary lesson bundles are designed to be interdisciplinary and can be incorporated into everyday classroom curriculum. These supplements were developed in partnership with Discovery Education as part of the Be Vape Free initiative.

"Risks of E-Cigarettes"
Science, Health * Upper Elementary
In the Supplemental Science Bundle, students will dive into important questions such as, "what parts of the brain and body are affected by e-cigarette use" and "what harmful and toxic chemicals can be found in e-cigarettes."

"E-Cigarette Laws & My Community"
Social Studies, English-Language Arts * Upper Elementary
In the Supplemental Humanities Bundle, students will explore how states are addressing the vaping crisis through legislation around the sale, purchase, and use of e-cigarettes. Students will investigate the evolution of their state's laws & the purposes behind enacting those laws.

"Refuse to Lose: E-Cigarette Realities"
Science, Health * Middle School
In the Supplemental Science Bundle, students will learn that e-cigarettes produce aerosols composed of potentially harmful chemicals, including nicotine, and about the damage that nicotine can do to the brain and body.

"Take Charge of your Health: The Truth About E-Cigarettes"
Social Studies, English-Language Arts * Middle School
In the Supplemental Humanities Bundle, students will investigate credible and non-credible sources of health information to learn how to identify valid sources of information in order to make healthy decisions for themselves.

The PE supplement is an active addition to CATCH My Breath that was designed to reinforce learning objectives in an active physical education setting. The supplement is available in two versions: Grades 5-8 and Grades 9-12.

The Virtual Field Trips (VFTs) are engaging video resources that allow educators to take their students to unique places, meet interesting people, and have immersive and educational experiences - all without leaving the classroom! Developed in partnership with Discovery Education as part of the Be Vape Free initiative, these VFTs are a great way to kickoff Red Ribbon Week (October), Tobacco Awareness Month (November), or the start of the CATCH My Breath program at your campus.

Just The Facts: A Be Vape Free Virtual Field Trip

Get ready for an exciting virtual detective story that lets your students become E-cigarette Sleuths cracking the case of vaping once and for all! Introduce students to an array of amazing special guests, and dive into the science of addiction by tracking vape aerosol on its nefarious journey from the e-cigarette all the way into the lungs, bloodstream, and brain.

Witness the thrilling conclusion of the great vape mystery by watching today! You can get your Vape Investigators excited both before and after watching the Virtual Field Trip with the companion Educator Guide.

Clearing The Air: A Be Vape Free Virtual Field Trip

Join us for a real-world virtual learning opportunity to get the facts on the vaping epidemic. Students will gain powerful insights as several teenagers share their firsthand experiences of successfully avoiding e-cigarettes, learn how to think critically about everyday influences like advertising and social media, pick up effective refusal skills and debunk common myths with a health professional. Be sure to share this important virtual learning experience with your students, as those who use e-cigarettes are at increased risk of complications from respiratory illnesses like COVID-19!

Self-paced modules are designed to be done independently by students, but not as a substitute for the core program. The engaging and interactive content is accessed directly by students via the web. These modules were developed in partnership with Discovery Education as part of the Be Vape Free initiative.

Elementary School Self-Paced Module Video Series

Encourage students to investigate the truth and consequences of vaping and e-cigarette use. Educators may view the videos together with their students using the standards-aligned lesson plans and educator guide or assign it for students to explore independently.

Middle School Self-Paced Module: Vaping Risks Revealed

Can you get addicted to vaping? Does using e-cigarettes affect your brain? Students will have the opportunity to learn about the effects of vaping as well as strategies for making safe choices.

Instructional Details

The overall goal of CATCH My Breath is to prevent the initiation of e-cigarette use among preteen and teen adolescents. The program is designed to help students:

Discover that non-use of e-cigarettes is the norm for adolescents

Identify reasons why young people might start using e-cigarettes

Recognize the subtle, and not so subtle, messages in e-cigarette advertising

Practice skills for resisting peer pressure and advertising pressure to use e-cigarettes

Decide on their personal reasons not to use e-cigarettes and set goals for future non-use

The intended outcomes are to ensure that students will:

Resist their own curiosity, peer and advertising pressure to experiment with e-cigarettes

Understand that e-cigarettes are addictive, unhealthy, and not as popular as they think

Influence friends and peers not to use e-cigarettes

Social & Emotional Learning (SEL)

Peer-facilitated cooperative learning groups*

Large-group discussions

Analysis of mass media

Goal setting

*The use of peer group facilitators ensures cultural appropriateness for students across socioeconomic groups, cultures, ethnicities, and regions in the United States. In addition, same-age peers are more likely than teachers or outsiders to speak the same "peer language" and have the same perspective as the students.
CATCH My Breath activities were designed to influence social and psychological factors related to youth e-cigarette use by:

Standards & Alignments

National Academic Standards

CDC National Academic Standard for Health Education

Standard 1Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2 Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 3 Students will demonstrate the ability to access valid information, products, and services to enhance health.

Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6 Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8 Students will demonstrate the ability to advocate for personal, family, and community health.

English/Language Arts Standards (Grade 6-8)

Listening and Speaking

Viewing Media (Advertising) (Grades 6-8)

Knows that people with special interests and expectations are the target audience for particular messages or products in visual media

Understands techniques used in visual media to influence or appeal to a particular audience

Life Skills (Grades 6-8)

Thinking and Reasoning

Identifies alternative courses of action and predicts likely consequences of each

Examines alternatives for resolving local problems and compares the possible consequences of each

Identifies situations in the community and in one's personal life in which a decision is required

Predicts the consequences of selecting each alternative

Takes action to implement the decision, when appropriate

Working with Others (Grades K-12)

Self-regulation (Grades K-12)

Sets and manages goals

Considers risks

Demonstrates perseverance

Maintains a healthy self-concept

Restrains impulsivity

Common Core Standards
Speaking and Listening: Comprehension and Collaboration (Grade 5)

CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.5.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

CCSS.ELA-LITERACY.SL.5.1.B
Follow agreed-upon rules for discussions and carry out assigned roles.

CCSS.ELA-LITERACY.SL.5.1.C
Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

CCSS.ELA-LITERACY.SL.5.1.D
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

CCSS.ELA-LITERACY.SL.5.2
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-LITERACY.SL.5.3
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Presentation of Knowledge and Ideas

CCSS.ELA-LITERACY.SL.5.4
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

CCSS.ELA-LITERACY.SL.5.5
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

CCSS.ELA-LITERACY.SL.5.6
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 here for specific expectations.)

Speaking and Listening: Comprehension and Collaboration (Grade 6)

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.6.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

CCSS.ELA-LITERACY.SL.6.1.B
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

CCSS.ELA-LITERACY.SL.6.1.C
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

CCSS.ELA-LITERACY.SL.6.1.D
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

CCSS.ELA-LITERACY.SL.6.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

CCSS.ELA-LITERACY.SL.6.3
Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Speaking and Listening: Presentation of Knowledge and Ideas (Grade 6)

CCSS.ELA-LITERACY.SL.6.4
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

CCSS.ELA-LITERACY.SL.6.5
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Speaking and Listening: Comprehension and Collaboration (Grade 7)

CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.7.1.A
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

CCSS.ELA-LITERACY.SL.7.1.B
Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

CCSS.ELA-LITERACY.SL.7.1.C
Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

CCSS.ELA-LITERACY.SL.7.1.D
Acknowledge new information expressed by others and, when warranted, modify their own views.

CCSS.ELA-LITERACY.SL.7.2
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

CCSS.ELA-LITERACY.SL.7.3
Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Speaking and Listening: Presentation of Knowledge and Ideas (Grade 7)

CCSS.ELA-LITERACY.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

CCSS.ELA-LITERACY.SL.7.5
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Speaking and Listening: Comprehension and Collaboration (Grade 8)

CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.8.1.A
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

CCSS.ELA-LITERACY.SL.8.1.B
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

CCSS.ELA-LITERACY.SL.8.1.C
Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.

CCSS.ELA-LITERACY.SL.8.1.D
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

CCSS.ELA-LITERACY.SL.8.2
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

CCSS.ELA-LITERACY.SL.8.3
Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Speaking and Listening: Presentation of Knowledge and Ideas (Grade 8)

CCSS.ELA-LITERACY.SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

CCSS.ELA-LITERACY.SL.8.5
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Speaking and Listening: Comprehension and Collaboration (Grades 9-10)

CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

CCSS.ELA-LITERACY.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

CCSS.ELA-LITERACY.SL.9-10.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Speaking and Listening: Presentation of Knowledge and Ideas (Grades 9-10)

CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

CCSS.ELA-LITERACY.SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for specific expectations.)

Speaking and Listening: Comprehension and Collaboration (Grades 11-12)

CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.SL.11-12.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

CCSS.ELA-LITERACY.SL.11-12.1.D
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

CCSS.ELA-LITERACY.SL.11-12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

CCSS.ELA-LITERACY.SL.11-12.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Speaking and Listening: Presentation of Knowledge and Ideas (Grades 11-12)

CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-LITERACY.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 here for specific expectations.)

Self-Awareness

The ability to accurately recognize one's own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one's strengths and limitations, with a well-grounded sense of confidence, optimism, and a "growth mindset."

Identifying emotions

Accurate self-perception

Recognizing strengths

Self-confidence

Self-efficacy

Self-Management

The ability to successfully regulate one's emotions, thoughts, and behaviors in different situations - effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.

Impulse control

Stress management

Self-discipline

Self-motivation

Goal-setting

Organizational skills

Social Awareness

The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports.

Relationship Skills

The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.

Responsible Decision-Making

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others.

Identifying problems

Analyzing situations

Solving problems

Evaluating

Reflecting

Ethical responsibility

Proven Effectiveness

Evidence-Based

A peer-reviewed study of CATCH My Breath found that students in schools that implemented the program were half as likely to experiment with e-cigarettes over the following 16 months, compared with those in schools that did not receive the program. The publication of the findings in Public Health Reports - the official journal of the U.S. Surgeon General - makes CATCH My Breath the first evidence-based vaping prevention program. The study also found the program increased student knowledge of vaping dangers and positive perceptions about choosing a vape-free lifestyle.

Program impact on an average middle school's 7th grade class (192 students):

No Intervention

17 will try e-cigarettes if we do nothing.

Intervention: CATCH My Breath

8 would be prevented with CATCH My Breath.

SAMHSA-Recognized

The Substance Abuse and Mental Health Services Administration (SAMHSA) recognized CATCH My Breath as the only recommended school-level youth vaping intervention in their Evidence-Based Resource Guide Series. SAMHSA noted that receiving training on CATCH My Breath was "vital" for successful implementation of the program and to build program capacity.

Want help developing a plan to use SAMHSA grant funds to implement tobacco youth prevention by CATCH My Breath in your community? Contact our program experts.

Community Tested

Chicago Public Schools

Chicago, IL

CATCH My Breath kicked off in Chicago Public Schools (CPS) during the 2017-2018 school year thanks to the grant from CVS Health Foundation. Starting with five schools reaching just over 1,000 students, the program diffused throughout the district by word [...]

View Spotlight

Texas

Statewide

CATCH My Breath was created in 2016 at The University of Texas School of Public Health (UTHealth) in Austin. Dr. Steven H. Kelder developed the curriculum as a response to the 900% spike in youth e-cigarette use from 2011-2015. The [...]

View Spotlight

See All CATCH My Breath Spotlights

Get Started Schools & Organizations

Program Options

CATCH My Breath vaping prevention curriculum (FREE to U.S. SCHOOLS)
- Includes -
Pre-Recorded Training

Free Program Supplements

Access Now

Optional Add-Ons

Video Lessons ($49 / school)
Purchase

Live In-Service Training ($99 / seat)
Purchase

Live Train-the-Trainer Training ($425 / seat)
Purchase

Training Options

In-Service

Participants who complete this training will be trained to implement the CATCH My Breath program within their community.

Access Now
To access the training, users must be logged-in and enrolled in CATCH My Breath.

In-Service

Participants who complete this training will be trained to implement the CATCH My Breath program within their community.

Train-the-Trainer

Participants who complete this training and pass the open-book exam will be certified to facilitate the teacher in-service training within the community they serve.

Support Creates Impact

CATCH My Breath is the most-used youth nicotine vaping prevention program in the United States. The curriculum is offered free of cost to U.S. middle schools and high schools and has served over 1.8 million students across all 50 states in over 5,500+ schools.

To effectively scale our work and reach millions of children, CATCH My Breath relies on the generous support of our funding partners and donors, who help us bring full vape education program implementation and local capacity building services to the underserved communities who need it most.

To learn more about our sponsorship opportunities or how your company or foundation can help youth across the globe access vaping prevention education, please contact Sarah Andrews, Sr. Director of Philanthropy & Development, at [email protected] .
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Stay informed about the important issue of youth vaping prevention and stand with other parents, teachers, public health professionals, and concerned citizens working to combat the youth e-cigarette epidemic.

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Catch My Breath - Vape Education - Tobacco Youth Prevention

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CATCH My Breath is our evidence-based vaping prevention program to help educate our children in order to make informed decisions about e-cigarettes and resist social pressure!

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We believe every child has the right to adequate nutrition, shelter, education, and medical services. Our mission is to support and enhance children's scholarly, technological, economic, health, social, and artistic skills, and experiences in an environment that centers around their cultural and social lives.

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Stockton-San Joaquin County Public Library (SSJCPL) Homepage

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