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Most school administrators, teachers and parents agree that drug education is necessary to prepare young people for life in a drug-using world. But just what to tell students about drugs, and how to effectively deal with issues such as drug use on school property, are still questions that many administrators, teachers and parents wrestle with.

The Centre for Addictions Research of BC (CARBC) is committed to helping schools and others find answers to their questions. We believe we are all responsible for helping young people learn how to live a healthy life – we are all in this together – and that schools can do their part by

  • creating healthy physical and social environments for learning, and
  • helping young people develop their health literacy (the knowledge and skills they need to survive and thrive in a world where drug use is common).

While there is no magic formula for achieving this complex goal – each school, classroom and student is unique – we are committed to building practical tools and resources to help schools understand and address the multi-level factors that influence the school environment and the health of students and staff alike.

Healthy individuals will, by and large, make healthy choices and, in turn, contribute to a healthy and positive school and community.

Q & A

A drug is a substance that alters the way your body functions physically and/or psychologically. Drugs that act on your central nervous system (CNS) affect the way you think, feel or behave. Sometimes called “psychoactive substances,” these drugs include caffeine, alcohol, tobacco and cannabis (marijuana), among many others.

Drugs are often grouped as legal versus illegal, or soft versus hard. But these categories can be confusing and misleading. The legal status of substances changes over time and location. And the concepts of "hard” or “soft” are impossible to define because a drug’s effects differ from person to person. A more useful classification relates to the impact drugs have on your CNS:

  • Depressants depress or decrease activity in your CNS (e.g., decrease heart rate and breathing) and can produce a feeling ranging from relaxed to euphoric. Alcohol and heroin are examples of depressants.
  • Stimulants stimulate or increase activity in your CNS (e.g., increase heart rate and breathing) and can produce a feeling ranging from alert to incredibly confident. Caffeine, tobacco, amphetamines and cocaine are stimulants.
  • Hallucinogens affect your CNS by making things look, sound and feel very different from what they normally do. Magic mushrooms and LSD are examples of hallucinogens.

Some drugs, including cannabis, can have multiple effects and do not fit comfortably into any one category.

When people use drugs, they are manipulating the pleasure and reward system in their brain to achieve some benefit, or at least a perceived benefit. (Our brains are wired to associate life-sustaining activities—eating, sleeping, sex—with pleasure or reward. Drugs tap into that wiring and modify our feelings of pleasure, as well as our movement, emotion, thinking and motivation.)

Some drugs can have can have much greater impact on our pleasure and reward centre than natural behaviours. This intense response encourages repeated use of a drug. Unfortunately, repeated use—especially in high doses—is often associated with significant harm.

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All psychoactive drugs have the potential to both help and harm a person. It depends on the type of drug used (e.g., a stimulant such as caffeine or a depressant such as alcohol) and the amount, method, frequency and setting of use.

Some of the most common short-term and long-term harms associated with drug use include

  • relationship problems at home, school or work
  • performance problems at home, school or work
  • money and legal problems
  • injuries (or death) due to falls, accidents or overdose
  • violence and unwanted sexual activity
  • unwanted pregnancy
  • chronic health problems such as cancer
  • physical and/or psychological dependence

While the use of almost any psychoactive substance by children or adolescents may be a cause for concern, there are a number of factors that determine how probable or serious the resulting harm may be. Repeated use of a substance, especially on a daily basis, may pave the way for a strong habit or dependence, which can be hard to break.

Intense patterns of use tend to require significant funds to support the habit and compete with other social demands and expectations from family, school and the wider community. There is also evidence that patterns of intense use temporarily blunt the capability of an individual to experience pleasure in other ways – the reward centres of the brain have become "hijacked" by the need to be repeatedly provided with rewards from the drug of choice, whether it be alcohol, tobacco, cannabis or some other psychoactive substance.

Fortunately, most drug use by young people is experimental or social. However, it cannot be emphasized enough that even occasional use can be hazardous and, at the wrong time and in the wrong dose and wrong place, even fatal. The consequences of occasional heavy use (e.g., alcohol poisoning) are the most frequent causes of serious harm from substance use among young people. Dependence, though serious, is much less common.

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The teen years are a time of experimentation and risk taking. Whether it involves fashion or hairstyles or places to hang out, teens tend to gravitate toward things and people that are new and exciting to them.

Experimentation is a normal and necessary part of growing up and developing a sense of independence. Through taking risks, teens learn who they are and what their limits are.

Sometimes, experimentation and taking risks involves trying psychoactive substances, such as tobacco, alcohol, and other drugs. While some teens continue drinking and taking drugs, others lose interest in substance use or find new ways to both entertain themselves and cope with the pressures of teen life.

Some teens turn to alcohol, tobacco and other drugs for environmental reasons. For example, they may start drinking as a way of seeking relief from a difficult family situation, or they begin using substances to assert their independence from a controlling atmosphere at home or school. Some teens smoke, drink, or use other drugs in response to pressure from family or friends to be more mature, while others start and continue to use alcohol and other drugs because they’re acceptable and readily available from the people around them—their parents, adult role models, and friends.

Some teens experiment with tobacco, alcohol, and other drugs for intellectual reasons. They want to satisfy their curiosity about substances they’ve heard or read about. Others experiment because they’re bored and don’t have a reason not to try something risky, such as a goal that would be threatened by substance use. Sometimes young people continue drinking or taking drugs because being tipsy or high lets them experience the world in a new and different way. Many feel drugs help them learn about and connect with their deeper selves.

Young people often use substances for physical reasons. Uptight teens turn to alcohol to relax. Sensation-seeking teens get off on the buzz they get from drinking and taking drugs, while others turn to methamphetamine and other drugs for the extra boost they can provide. For some young people, any substance suffices to dull physical pain.

Some teens take to alcohol and drugs for emotional reasons. Some look for ways to escape from emotional upsets or anxiety. Others drown themselves in substances to avoid having to make tough decisions. For many teens, being a bit drunk or high gives them the confidence and self-esteem they need to cope with their lives and environment. They feel they can connect better with their friends when they’re using certain substances, such as ecstasy.

For many teens, the social reasons for experimenting with alcohol and drugs are the most important. Teens who want to fit in with their friends often have a hard time turning down opportunities to party and be “one of the gang.” Alcohol and other drugs also help some young people, especially those who are shy or lonely, communicate more freely and become more at ease within a group of peers.

It’s important for parents to realize that teens drink or take other drugs because there are real or perceived benefits to using substances. It’s also important for parents to understand that part of their job is to remind their children about the risks or potential harms associated with substance use.

The best way to make sure your teen stays informed about tobacco, alcohol, and other drugs is to maintain an open line of communication. By talking to your teen, you’ll be able to learn about the influences and experiences in their life which cause them to consider using substances. You’ll also pave the way toward truthful and open dialogue in the event their use of substances becomes problematic.

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Like most things involving humans, drug use is complex and involves an interplay of a range of factors: individual (e.g., knowledge, attitudes, skills), social (e.g., family attitudes, cultural values, community norms), and environment (e.g., media, political, economic). Therefore, addressing drug-related harms requires a comprehensive approach that takes into account that same range of factors. The challenge is to determine the most effective and efficient ways to influence the unique mix of individual, social and environmental factors at play in your school or community.

The social ecological model recognizes the complex relationships through which factors operating at several levels contribute to the health and wellness of individuals, schools and communities. The model recognizes that factors at different levels can influence (powerfully or weakly) factors at any other level, and that these relationships are not necessarily mediated through adjacent levels.

For example, community norms might influence individual behaviour directly or indirectly through their impact on school policy. However, the influence from either channel may be mitigated through family values and the strength of the family relationships. On the other hand, social and political factors may create differences in access to resources that either strengthen or weaken other factors.

Outside of the real-world context, it is impossible to know which factors are most powerful or to decide what should be the focus of health promotion in a given context. Nonetheless, what is certainly required is a balanced approach that addresses environmental as well as social and individual factors.

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Drug literacy is a type of health literacy. Health literacy is the knowledge and skills people need to maximize their health within their environment. Promoting “drug literacy” means imparting the knowledge and skills needed to effectively navigate a world in which psychoactive substances are present and commonly used (e.g., 89% of British Columbians over 15 have used alcohol, and just under half have tried cannabis). Appropriate literacy involves a basic understanding of psychoactive substances and their impact on the people who use them as well as the network of personal, social and environmental  factors that  influence use-behaviour and outcomes. Furthermore, appropriate literacy involves possessing the skills to take control as much as possible (e.g., self-reflection, social skills, self-management, helping skills). .

The ability to choose healthy behaviours requires, among other things, the ability to apply knowledge in real world contexts to achieve:

  • self‐preservation (how do I survive?)
  • self enhancement (how do I thrive?)
  • meaning‐making activity (how do I fulfil my purpose?)

As health education (of which substance use education is a part) evolves, increased emphasis is being placed on health literacy. In this context, educating students about substance use has as its goal developing the understanding, skills and confidence needed for making choices related to psychoactive substances that maximize individual and community well-being.

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Partying can be fun. On the other hand, you know things can get out of control when people are drunk or high. If you choose to use alcohol or other drugs with your friends, be smart about it. Making a plan before you go out (and sticking to it) can help you and your friends stay safe.

Before you go out

  • Set your limits. Decide how much alcohol you’re going to drink, or how high you want to get, before you leave your house. Talk with a friend about how you’re going to help each other stick to the limits you set.
  • Make an exit strategy. Decide how long you want to stay out, and which circumstances will lead to an early departure (e.g., if the party gets out of hand, or if one of you is having a bad time or drinks too much and feels sick).
  • Have a bite to eat for the road. Eat solid foods before you start drinking. While eating doesn’t stop you from getting drunk, it can help slow down the absorption of alcohol, and may fill you up so you drink less.
  • Plan your ride. Think about how you’re getting home. If you’re taking a vehicle, choose a designated driver. If not, find out if a parent is willing to pick you up. Whatever you do, always have bus or cab fare handy, just in case.

Staying safe when you’re out

  • Take it slow
    • Take your time, especially if you’re new to alcohol or other drugs. You don’t know how your body’s going to react.
    • Drink in small sips, rather than in large gulps. This helps you drink more slowly.
    • Avoid having more than two alcoholic drinks in any 3-hour period. If you don’t like being empty-handed, alternate between alcoholic drinks and non-alcoholic drinks.
    • Don’t get involved in drinking games or activities that lead to quick drinking. Your body metabolizes alcohol at a set rate, so the effects of fast consumption can continue long after the drinking stops. You may not realize how drunk you are until it’s too late.
  • Get the mix right
    • Be careful of sweet drinks. It’s harder to gauge how much alcohol you’re drinking when you’re consuming liqueur or sweet cocktails.
    • Don’t mix substances. Each drug (including alcohol) has a unique impact on your body, and when you mix substances, you can’t predict how they’ll interact with one another.
  • Be aware
    • Watch your glass. Limit the chances of someone messing with your drinks by making them yourself or getting them directly from the bartender.
    • Keep your drink with you at all times, even when you go to the bathroom.
    • Illegal drugs like ecstasy or meth can vary widely in purity and strength, so you can never be sure exactly what you’ve got. The safest thing is not to take them. But if you do, take small doses and monitor the effects.
  • Stick to your partying plan
    • Don’t drink or take drugs if you’re going to drive. Getting behind the wheel when you’re under the influence can lead to accidents, injuries, and death. You could lose your licence, your friends, and your life.
    • Call your parents or take a bus or cab home rather than ride with someone who’s been drinking. Don’t believe them if they tell you they’re fine to drive.

If something goes wrong

  • If your friend has a bad reaction to a drug, they may become tense and panicky. If this happens, try to calm them by talking softly and moving them to a quiet, dimly-lit area. If they begin breathing quickly, help them slow down by breathing along with them at a slower rate. Ask them to follow your lead and tell them the panicky feelings will pass.

If something goes really wrong

  • Call 911 and get help if your friend:
    • becomes unconscious after drinking alcohol, especially if five or more drinks were consumed in a short period of time
    • loses consciousness after taking drugs
    • has been drinking and is seriously considering suicide
    • has a seizure
  • If your friend becomes unconscious, roll them onto their side and place a pillow in the small of the back, so they don’t roll back over (this way they won’t choke if they throw up). Stick around so you can monitor the condition until emergency help arrives. Keep in mind that your friend could still be metabolizing alcohol for another 90 minutes after passing out.
  • Tell the emergency responders as accurately as you can how much alcohol or other substances your friend consumed. Contact your friend’s parents as soon as possible.

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Discovering your child has been drinking or using illegal drugs can be a nightmare. But remember that what your teen needs most is YOU. And know that the best thing you can do for your child is to respond responsibly:

Stay calm. Yelling and making threats won’t help the situation. If anything, ‘freaking out’ will give your teen another reason to hide away and get drunk or high.

Talk to your child. When your teen is no longer intoxicated, take time to sit down and tell them how you feel. Say, “I’m worried because…” or “I’m afraid because… ” Then give your teen an opportunity to express their own feelings. Make sure they know you’re really listening. Don’t try to fill silences, as your teen might need time to think things through before speaking. And avoid turning the conversation toward your own experiences as a young person. They’ll only tune out and be turned off future talks.

Learn what your teen is taking, and why. Ask what kind of substances your teen is taking, and find out what led them to try them in the first place. Was it because their friends were drinking or taking drugs and they wanted to fit in? Was it for the “buzz” that comes from having an altered state of consciousness? Was it because they wanted a way to escape? You should also try to find out if your teen’s use was a one-time event, or if they plan to continue. If they’re not planning on giving up their use, find out why.

Understand the difference between a kid who takes drugs and a kid with a drug problem. Typically, there are three kinds of people who take drugs:

  • the curious type who wants to know what being high feels like

  • the person who occasionally takes drugs to fit in at parties or to have fun

  • the person who needs to be in an altered state to feel okay about themselves and their world

Keep in mind that sustained substance use problems are most common among people who feel isolated or marginalized. Kids without connections or meaningful relationships in their lives tend to seek solace in “feel-good” drugs. On the other hand, even well connected kids can get into serious trouble from using too much or in the wrong place.

Discuss alternative choices. If your teen is using drugs because they like the buzz, suggest activities that will naturally boost their adrenaline levels, such as rock climbing or mountain biking or discuss guidelines for safer use. Having a cool goal that conflicts with substance use, such as a skateboarding competition, may make substance use less attractive to your teen.

Give it time. You probably won’t understand your teen’s drug use after one conversation. But you might discover your teen has less of a problem than you thought. That is, your teen could very well be experimenting with substances the way many young people do without ever becoming hooked. In this case, you will want to make sure they understand how to stay safe if they do choose to use. If a harmful pattern is emerging, you’ll need to be even more patient. But it may help to consider this: the path to your child’s drug use took time to build, so don’t expect a quick fix. In all likelihood, any harmful pattern of drug use is related to life challenges—feelings of failure or a lack of connection with loved ones—that sometimes take a great deal of work to resolve. It might even be related to physical and mental health issues.

Seek help. Not every parent is equipped to handle drug use issues on their own. If you need help understanding or communicating with your teen, look for local resources and organizations that can assist you. You could try talking to a school counsellor or your family doctor. You could also contact your regional Health Authority for assistance, or call the toll-free Alcohol & Drug Information & Referral Service at 1-800-663-1441.

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Educational outcomes are related to more than just what happens in the classroom.The term "comprehensive school health" is an internationally recognized framework that involves a whole school approach. Some people may use "health promoting school" or some similar expression to refer to this approach.

As developed by the Joint Consortium for School Health, comprehensive school health encompasses the whole-school environment with actions addressing four distinct but inter-related pillars that provide a strong foundation for this framework:

  • social and physical environment
  • teaching and learning
  • healthy school policy
  • partnerships and services

When actions in all four pillars are harmonized, students are supported to realize their full potential as both learners and healthy, productive members of the school and larger community.

Students in a comprehensive school health setting are exposed to learning opportunities that help them gain the knowledge and skills required to maximize their health and well-being.They develop quality relationships with peers, teachers and other school staff in a healthy environment.

Comprehensive school health requires attention to policies, procedures, management practices and decision-making processes that promote health and healthy environments. Services provided in the school should be part of a continuum of services within the community that supports and promotes student and staff health and well-being, as well as a culture of partnership between schools, families and the community.

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Resources for Schools

iMinds is a health education resource for grades 6-10 that aims to help students maximize their health literacy – the knowledge and skills they need to survive and thrive in a world where drug use is common.

The Art of Motivation resource offers a way for school professionals to help students explore making positive changes to their behaviour, including their use of alcohol and other drugs. Grounded in a motivational approach, the aim is to support students in examining their situations and deciding if and what they would like to change.

The Drug Education Blog provides an opportunity for CARBC staff and others to share thoughts ad ideas related to promoting health literacy for students.