Endocrine System and Endocrine Disruptors

Understanding hormones, chemicals and everyday choices

In-person workshop · 80 min · English · ages 12–14

Why we're here today

  • Your body uses hormones to grow, develop and feel like yourself
  • Some chemicals in everyday products can interfere with how hormones work
  • You can learn to spot these chemicals and make smarter swaps
  • Small changes add up, and you're in control

What we'll cover today

  • What the endocrine system is and why it matters
  • What endocrine disruptors are and where they hide
  • A hands-on hunt through your favourite products
  • What the science actually shows (and what it doesn't)
  • Simple, affordable swaps you can try
  • How to cope if worry creeps in

Meet your endocrine system

  • A network of glands that make hormones — chemical messengers
  • Main glands: hypothalamus, pituitary, thyroid, adrenal, pancreas, ovaries and testes
  • Hormones control growth, mood, energy, metabolism and reproduction
  • They work 24/7, even when you're not thinking about them

What are endocrine disruptors?

  • Chemicals that mimic, block or interfere with how hormones work
  • Common examples: phthalates, parabens, BPA, synthetic fragrances
  • They slip into products because they're cheap and do a job
  • The problem: they can confuse your body's chemical messaging system

Where do we find them?

  • Personal care: shampoo, deodorant, moisturiser, makeup, sunscreen
  • Food packaging: plastic containers, cling film, takeaway boxes
  • Everyday items: toys, electronics, textiles, clothing
  • Fragrances: "fragrance" or "parfum" on labels often hides multiple chemicals

What does the evidence show?

  • Studies show switching to lower-chemical products for just 3 days reduced phthalate and paraben levels by 25–45% in teens
  • Small changes can make a measurable difference
  • But we don't need to be perfect — or throw everything away
  • Some online claims are exaggerated; learn to spot weak evidence

Practical swaps you can try

  • Fragrance-free cleanser instead of scented body wash
  • Basic moisturiser (fewer ingredients = fewer disruptors)
  • Mineral sunscreen (SPF 30+) instead of chemical sunscreen
  • Stainless steel or glass food containers instead of plastic
  • Choose one swap that feels easiest for you

If worry creeps in

  • Some chemicals in the environment may affect health, but most everyday anxiety is multi-factorial
  • You can reduce avoidable exposures and check reliable sources
  • If worry becomes overwhelming, talk to a trusted adult
  • School counsellor, parent, GP or trusted teacher are all good first steps

Where to get help in Geneva

  • School counsellor — your first stop for any worry or questions
  • SOS Amitié — confidential support line: 143 (call or text)
  • Aide Suisse contre le Sida — sexual health and wellbeing information
  • Pharmacist — can answer questions about product ingredients and safer alternatives
  • Parents or trusted adult — they want to help, even if conversations feel awkward

One small swap, one thing you learned

  • Write or share: one product swap you could try this week
  • Write or share: one thing you learned today that surprised you
  • Optional: create a short video or poster to share with friends or family

Thank you

You now know how to read labels, spot disruptors and make smarter choices. That's real power.

_note: This session helps Year 8 students understand the endocrine system, identify endocrine disruptors in everyday products, and make informed choices about personal care without fear or overwhelm.

image_brief: {"subject":"human body silhouette","mood":"calm","elements":["glowing glands","flowing energy lines","soft light"]}

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_note: Frame this as empowerment, not alarm. Hormones are relevant to Year 8 because they're experiencing rapid hormonal change. The goal is to build confidence in reading labels and making choices, not to create anxiety.

image_brief: {"subject":"teenager choosing products","mood":"curious","elements":["product labels","question marks","light bulb"]}

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_note: This agenda mirrors the synthesis modules. Keep it concrete and activity-focused so students know they'll be doing, not just listening.

image_brief: {"subject":"agenda checklist","mood":"organised","elements":["checkmarks","glands diagram","product bottles","swap arrows"]}

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_note: Use a simple diagram showing the main glands and their locations. Emphasise that hormones are normal, necessary and always working. This is not scary — it's how bodies function. Students at this age are experiencing hormone changes firsthand, so make it relatable: "Your hormones are why you're growing, why your mood shifts, why you need more sleep."

image_brief: {"subject":"endocrine glands in body","mood":"educational","elements":["gland locations","hormone symbols","growth indicators"]}

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_note: Keep the explanation simple and concrete. Use the analogy of a radio signal: hormones are messages, and disruptors are static that scrambles the signal. Avoid jargon. Emphasise that these are real chemicals with real effects — not imaginary — but also that exposure is manageable and reducible.

image_brief: {"subject":"chemical molecules","mood":"neutral","elements":["molecular structures","interference waves","product ingredients"]}

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_note: This is where the "hormone-disruptor hunt" activity happens. Bring in real product labels or ask students to bring their own. Show them how to read ingredient lists and spot red flags. Use a simple checklist: avoid "fragrance/parfum", parabens, phthalates, BPA. Introduce tools like EWG's Skin Deep or SkinSAFE if you have internet access. Make it interactive and fun — this is detective work, not doom-scrolling.

image_brief: {"subject":"product labels and ingredients","mood":"investigative","elements":["magnifying glass","ingredient lists","warning symbols"]}

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_note: This is the reassurance slide. Emphasise that the evidence is real but not catastrophic. A 25–45% reduction in 3 days shows that exposure is reversible and that choices matter. Teach critical thinking: "Is this based on animal studies, cell studies, or actual human evidence?" Myth-bust gently: "Some claims online are real, but many are exaggerated or misleading. We can learn to tell the difference."

image_brief: {"subject":"research data visualization","mood":"balanced","elements":["bar charts","percentage symbols","evidence scales"]}

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_note: Emphasise affordability and accessibility. These swaps don't have to be expensive or trendy. A basic moisturiser from a supermarket is fine. Stainless steel water bottles are often cheaper than branded alternatives. Partner talk: ask students to choose one swap they could try this week and why it feels doable. This builds self-efficacy and prevents overwhelm.

image_brief: {"subject":"everyday product alternatives","mood":"practical","elements":["swap arrows","simple products","checkmark"]}

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_note: This is the safeguarding slide. Acknowledge that worry about chemicals is valid, but frame it as manageable. Pair EDC education with mental health support. Make it clear that anxiety about health can have many causes — not just chemicals — and that support is available. Normalise seeking help: "If you feel worried, that's okay. Here's what you can do."

image_brief: {"subject":"supportive conversation","mood":"reassuring","elements":["two people talking","heart symbol","support network"]}

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_note: These are evidence-based local resources for Geneva, Switzerland. The school counsellor is the universal first step. SOS Amitié is a well-established Swiss helpline. Pharmacists are accessible and knowledgeable about product safety. Encourage students to talk to parents or carers — frame it as a conversation, not a crisis. If the school has specific local resources (e.g., a school nurse, local health centre), add those here.

image_brief: {"subject":"support resources network","mood":"connected","elements":["phone symbol","helping hands","information signs"]}

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_note: This is the reflection and consolidation slide. Keep it low-pressure. Students can write privately or share aloud in pairs. The goal is to cement learning and build agency. Emphasise that they now know what endocrine disruptors are, where they're found, which changes are reasonable, what the evidence does and does not show, and how to get help if they need it. End on a note of empowerment: "You're in control of these choices."

image_brief: {"subject":"student reflection moment","mood":"thoughtful","elements":["notebook","lightbulb","growth arrow"]}

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_note: Close warmly and confidently. Reinforce that they have learned practical, usable skills. Leave space for questions. If you have a QR code linking to a resource sheet or video, place it here.

image_brief: {"subject":"empowered young person","mood":"confident","elements":["forward motion","knowledge symbol","choice"]}

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