How does a teacher raise cannabis use with a pupil?

It is best for a teacher to raise cannabis use with a pupil early, factually and one to one. The teacher describes what they have observed, names the health risks for young people and offers help. An accusation or a threat usually closes off access. The following sequence shows how such a conversation can be structured and what happens afterwards.

Preparation before the conversation

Before the teacher seeks the conversation, they should clarify three things: what exactly has been observed, when and in what context? Which help is available at the school? And what is their own stance? The specialist page for teachers on cannabispraevention.de recommends reviewing one's own stance in advance, because pupils will ask follow-up questions.

Note observations in your own words and separate facts from assumptions. “You were absent from class twice in the last three weeks without an excuse” is an observation. “You are obviously a stoner” is an assumption. Only the first wording holds up in a conversation.

Choosing the place and time

The conversation takes place one to one, without an audience and without time pressure. A quiet corner or an appointment during a break works well. Avoid the corridor outside the classroom. Pupils should not be exposed in front of classmates.

Announce the conversation briefly. One sentence is enough: “I would like to talk with you briefly about something that has caught my attention.” This way the pupil is not left in the dark and can prepare.

The opening: observation and open question

Begin with the observation and an open question. Sentences such as the following are suitable: “I have noticed that you seem tired lately and find it harder to concentrate in lessons. How are you doing with that?” This form invites the pupil to talk. The teacher does not need to know straight away whether cannabis is involved.

If the pupil mentions cannabis themselves, stay factual. Ask about frequency and consequences without showing outrage. The specialist site describes a factual and differentiated approach as important.

Addressing health and learning concretely

The specialist site cannabispraevention.de points out that young people tend to downplay consumption. The conversation can start with what pupils themselves are concerned about: concentration, memory, grades. The young brain is in an important stage of development. In the worst case, a school or vocational qualification is at risk because memory works less well, as the BIÖG notes.

Short-term risks are also worth mentioning. The BIÖG lists fear and panic feelings as short-term risks. Name such risks factually and without dramatising.

The teacher should also address the question of playing cannabis down. Young people tend to downplay cannabis. A question helps here: “What do you think the biggest risk is, and how do you know?”

Handling excuses and counter-arguments

Pupils often answer with sentences such as “It's legal anyway” or “Alcohol is much worse”. For the argument about legality, one simple sentence helps: legal means permitted for adults. It does not make cannabis safe for young people. According to cannabispraevention.de, possession, acquisition and cultivation remain banned for minors.

In the alcohol comparison it is worth looking at the interaction. Cannabis and alcohol together place a strong strain on the circulation and often lead to nausea and vomiting, as the BIÖG writes on its page on short-term risks. Both substances also have a negative effect on concentration and reaction ability, as a Swiss website for young people notes.

Questions about the teacher's own use are permitted, but they must not become a justification. The specialist site advises being prepared for follow-up questions, including about one's own use. Answer honestly and briefly.

Leading the pupil to a next step

A conversation only succeeds when it has a next step. Arrange a second appointment, for example in two weeks. Offer contact with school social work. Mention drugcom's cannabis check, with which young people can assess their own use over the past twelve months. The test can give a reason to talk about use. It does not replace counselling.

If the pupil declines help, the conversation still ends with an offer: “If you change your mind, just let me know.” Document briefly what was discussed, and inform school social work if the behaviour intensifies. More on the procedure after an incident is described in the article How does a school proceed after an incident?

Typical mistakes in the conversation

Mistakes in conversations often happen unintentionally. A teacher talks too much, asks questions like an interrogation, or threatens consequences that they cannot decide on. Do not promise absolute confidentiality, because you do not know whether you will have to pass information on. Which duties apply is set by state law and the school; if in doubt, ask the school management. Give the pupil honest information about what will happen to what they say.

A further mistake is comparing the pupil with other pupils. It hurts and prevents the conversation. Focus on the person concerned and their situation.

Keeping your own strain in view

Conversations about addiction are stressful, and teachers should seek support for them. An exchange within the staff, counselling or supervision can help to clarify one's own uncertainties. Anyone who feels overwhelmed brings in school social work and does not carry the responsibility alone.

Training courses are also a relief. They give confidence on terms, facts and conversation technique. The article Are there training courses for teachers on cannabis? shows where further training is available.

Points of contact for teachers and pupils

Teachers find material and training through the BIÖG and the specialist pages of cannabispraevention.de. Pupils and families find counselling through the Sucht und Drogen Hotline on 01806 313031. The DHS addiction-help directory (Suchthilfeverzeichnis) lists counselling services by federal state and postcode. In the drugcom chat, young people can ask questions anonymously; according to cannabispraevention.de, counselling is available Monday to Friday between 15:00 and 17:00 (except on public holidays).

If there are signs of a serious situation, such as violence, severe neglect or an acute crisis, the teacher does not act alone. They bring in the school management and school social work, and in an acute danger they call the emergency number straight away.