Is cannabis prevention already worthwhile in primary school?

Cannabis prevention in primary school should stay age-appropriate. According to cannabispraevention.de, the BIÖG's cannabis offers for schools are aimed at classes from grade 5 (life-skills programme IPSY) or from grade 8. The site does not name any cannabis programmes of its own for primary school. In our view, primary school children therefore do not need drug education with quantity information. They need conversations about feelings, trust, rules and how to handle questions they bring from the media, family or circle of friends. At this age cannabis is a subject for conversation, and work with children should treat it that way.

Why age matters

The BIÖG points out that the young brain is in an important stage of development. Consumption can affect that development. For children of primary school age this means above all that cannabis does not belong in children's hands. Under section 10 of the Consumer Cannabis Act (Konsumcannabisgesetz, KCanG), cannabis and propagation material must be protected at home from access by third parties, in particular children and young people.

The law also sets clear limits. Possession is permitted only for persons who have turned 18 (section 3(1) KCanG). Consumption in the immediate presence of minors is banned (section 5(1) KCanG). Giving away and passing on cannabis is a criminal offence. If a person over 21 passes cannabis on to a child or young person, this usually counts as a particularly serious case (section 34(3) KCanG). These rules provide a reliable basis for adults who work with children or look after them.

Clearing up myths before they take hold

Many children already have ideas about cannabis before they have ever talked about it. Often these come from rumours. A widespread myth is the gateway-drug thesis, according to which cannabis inevitably leads to harder drugs. Drugcom explains that this simple thesis is now regarded as disproved. In almost all cases, tobacco smoking comes before the first cannabis use. Entry into drug use also cannot be traced back to a single substance. This does not mean that early use is harmless: a twin study reported by drugcom found a 7.4-fold higher probability of later party drug use among people who used cannabis early. Whether cannabis is the cause remains open, because peer groups were not included.

Anyone speaking with children does not need to recite a list of dangers. Short, true answers help: adults may have cannabis under certain conditions, children may not. Cannabis does not belong in children's hands. Anyone who feels uneasy may seek help at any time. The answer to the question “Why is it banned?” should always relate to protecting the body and development.

Building blocks for work with primary school children

Age-appropriate prevention builds on strengths and avoids fear. Proven building blocks are:

• learning to name feelings and say what annoys, pleases or saddens you,
• practising saying no, including to older children or adults,
• allowing questions and answering them honestly, even if the answer is: this is a question for adults,
• naming adults whom a child can turn to at any time,
• formulating family rules on media, secrets and visits clearly.

The BIÖG provides background material for specialists on cannabispraevention.de. It is important to adapt the content to the age of the children.

Occasions for conversation in school life

Conversations about cannabis rarely happen according to plan. A child talks about a poster at the bus stop, an older brother mentions a party, or a classmate brings a clip from the internet. Such moments are good occasions, because the child has raised the subject themselves. If you then stay calm and listen, you take the question seriously.

A simple sequence helps: first ask what the child has heard or seen, then give the answer in a few sentences, and finally ask whether anything is still unclear. Long lectures rarely reach primary school children, but short, clear answers do. If you cannot answer a question, say so openly and promise to come back to it. Honest information is more valuable than an invented answer.

In our view, threats and graphic images should be avoided. The specialist site cannabispraevention.de generally recommends a factual and differentiated approach.

Your own behaviour also counts. Children observe how adults deal with recreational substances, such as alcohol, tobacco or medication. Adults should be aware of this and keep to the rules themselves.

Children should not be exposed in front of others. If a child reports that cannabis is used in the family or among acquaintances, the child needs calm and protection. The school management and school social work can help to plan the next step. The child should never feel that they are to blame for a situation.

Involving parents

Prevention works best when school and family pull together. Parents should know which topics are covered in lessons and which questions children may ask about them. A parents' evening with a specialist can help to reduce concerns. The notes in the article Parental involvement at school provide a good basis for this.

Parents who are themselves worried or have a specific question can reach the parents' helpline of the Nummer gegen Kummer on 0800 111 0 550. The page The parents' hotline at a glance explains the service.

Where the limits lie

Prevention in primary school does not replace conversations with parents or help in concrete suspected cases. If a child reports consumption in their surroundings, the teacher should pass the incident on under the rules of their own school and seek advice from the team or school social work. A child must not be left alone with a suspicion.

The school management also needs a clear procedure. This includes who is available to contact and how parents are informed. The article Procedure in the event of an incident at school describes the steps.

What specialists can do now

• Refresh your own knowledge and clear up myths such as the gateway-drug thesis.
• Choose age-appropriate offers, for example conversations about strengths and feelings.
• Inform parents about the topics and questions that come up in lessons.
• Set a clear route for what to do when there is a suspicion.

Prevention starts early, but it does not have to be loud. Children should be allowed to ask their questions and know whom they can turn to. More on school prevention is offered in the article School prevention: approaches and limits.