How can you encourage motivation in pupils who use cannabis?

Cannabis can dampen motivation during intoxication. According to Sucht Schweiz, a lasting amotivational syndrome, by contrast, is not confirmed. Anyone who wants to help pupils show effort again should therefore first look for the causes of declining motivation and not take cannabis as the only explanation. Conversations, realistic goals and fixed structures are the tools available in everyday school life.

What is documented about motivation and cannabis?

Sucht Schweiz writes that it has not been confirmed that cannabis use leads to a so-called amotivational syndrome. At the same time, cannabis can have an inhibiting effect on motivation during intoxication. Acute effects and lasting change are therefore two different questions. In some heavy long-term users, memory and concentration are impaired. According to Sucht Schweiz, these losses largely disappear again once use is stopped.

A study on drugcom.de with 88 participants aged 16 to 25 found improved memory as early as the week after the last use. According to the text, however, it is unclear how lasting such changes are. No timetable for individual pupils follows from this. This does not mean that use would be without consequences: according to cannabispraevention.de, the risks for young people are particularly high.

A further study on drugcom.de suggests that sport can support the recovery of brain performance in people who want to stop. It covered 79 participants, 37 of whom used weekly, over three weeks. Because the group was small, the finding is only an indication.

Why does motivation decline?

Declining motivation has many causes, and cannabis is only one of them. Causes can also lie in school, at home or in the circle of friends. If performance falls over a longer period, it is worth looking closely. According to cannabispraevention.de, frequent cannabis use can disrupt concentration, and this can also lead to problems at school and in training. This link is a warning sign that can be raised in conversation. How the circle of friends influences one's own use is explained in the article How does the circle of friends influence one's own use?

How do you raise the subject?

A conversation usually works better when it stays factual and the pupil feels taken seriously. Begin with a concrete observation. A judgement comes later. Say, for example: “You seem more tired than usual in recent weeks.” Then ask how the person sees the situation themselves. Accusations and comparisons with other pupils usually make a conversation harder. Listen, even if the answers are brief. Plan enough time for the conversation.

Which goals are realistic?

In our view (not as a study finding), small, checkable steps are easier to carry out than large promises. Agree on goals that can be reached in two to three weeks: one homework task per day, a fixed appointment with a contact person, a conversation before the next assessment. Write the goals down together and review them together. A fixed structure can help to keep everyday life manageable. Small successes should be named. Schedule the next meeting at the first one, so that the matter does not fizzle out.

What role do leisure time and sport play?

Sport and other fixed activities can be part of a plan. The study on brain performance after stopping suggests that exercise can support recovery, but no more than that. Clubs, music groups or youth groups can offer connection. The best way to find out which offers exist in your region is to ask local youth work. Leisure activities can stabilise everyday life, although they are no substitute for counselling.

When is more than one conversation needed?

If use takes on a life of its own, or the person feels they no longer have it under control, someone with specialist knowledge should join in. The drugcom cannabis check asks, among other things, whether someone had the impression of no longer being in control of their use. A self-test can prompt action, although it does not replace a diagnosis. For questions about use and addiction, you can reach the Sucht und Drogen Hotline on 01806 313031. Warning signs for problematic use are described in the article Which warning signs show that use is becoming too much?

What role can the school play?

The school is often the place where changes are noticed first. Teaching staff see performance, absences and behaviour over weeks. These observations are valuable when they are recorded and discussed with school social work. An exchange within the staff helps, so that not every teacher has to make an assessment alone. A short note after each conversation is helpful, with the date, the reason, the agreed step and the next appointment. Such notes help to trace changes over weeks. Keep them in a way that complies with data protection. School prevention offers are described in the article How does cannabis prevention work at schools?

What to do if motivation falls despite conversations?

If nothing changes after several conversations, it is time for external support. The pupil should not get the feeling of being shunted off. Explain which body is responsible and why. For questions about use and counselling, the Sucht und Drogen Hotline on 01806 313031 can help. Anyone worried that health or safety is at risk brings in a specialist quickly. When to seek support depends on the individual case. Counselling creates a framework in which use can be discussed openly, without pressure from school or family.

What you can do next

• Note what has changed: performance, behaviour, absences.
• Hold a calm conversation before you talk about consequences.
• Agree two to three small goals with a fixed appointment.
• Clarify with school social work who will support the person in everyday school life. Suitable help is also arranged through the article Which help can a school refer pupils to?
• Read the article Does cannabis lead to loss of motivation?