Does cannabis increase the risk of dropping out of school?

Cannabis use can endanger a school or vocational qualification if it impairs memory and concentration. The BIÖG states that the qualification is at risk in the worst case. This article does not cite figures on school dropout, and other stresses may also play a role. It explains how the connection should be understood, which warning signs teachers should take seriously and which help can intervene early.

What the BIÖG says about qualifications

The BIÖG’s specialist page on the dangers for young people names the risk to the school or vocational qualification as a possible consequence. The reasoning given is that memory works much worse. In addition, frequent cannabis use disrupts concentration, which can also lead to problems at school and during training.

These statements describe risks, not a fixed chain of cause and effect. They show the direction in which consumption can have an effect. Anyone who takes the risk seriously therefore follows a young person’s development over months, looking at more than a single incident.

Consumption and other influences

Drug research has disproven a widespread belief. Drugcom writes that the simple thesis that cannabis is a gateway drug is now considered refuted. In almost all cases, tobacco smoking comes before the first use of cannabis. According to drugcom, entry into drug use cannot be reduced to the influence of a single substance.

Drugcom also names friendship groups, motivation, psychological problems and general living conditions as factors on the path to consumption. Anyone who looks only at consumption may therefore overlook other factors. Conversely, consumption should not be played down either, because it can disrupt concentration and thereby reinforce performance problems.

Warning signs schools should take seriously

The BIÖG names, among other typical signs of addiction, suddenly poorer performance, absences and lateness, withdrawal and changes in the circle of friends. These signs are usually changes over a longer period:

• declining grades and frequently forgotten homework,
• repeated absences or arriving late,
• withdrawal from groups and a new circle of friends,
• mood swings, listlessness or restless behaviour in lessons,
• excuses or lies to cover something up.

None of these signs proves consumption. They do show, however, that a conversation makes sense. The article How does a teacher start a conversation with a student about cannabis? describes how such a conversation can begin.

Intervening early

Early action makes sense, before the situation becomes acute. This includes a conversation with the student concerned and contact with the parents. The BIÖG’s page for teachers explains in which situations parents should be contacted. The school can also name a fixed contact person and arrange an appointment at which the course is discussed.

It is important not to wait until the situation becomes acute. A learning plan, an agreement among teachers and counselling are small steps that the school can take itself. It helps to make goals concrete, for example a particular grade in one subject by the next half-year.

The role of school social work

School social work can clarify the situation together with the student. It discusses what has changed and which support would help. It also refers students to services that can help, such as an addiction counselling service or the youth welfare services. The article What role does school social work play in cannabis cases? explains the tasks in more detail.

School social work often works together with the youth welfare services. The article How do schools and youth welfare services cooperate on cannabis? describes how this cooperation works.

Training and work

Protecting the qualification also applies after school. Those starting an apprenticeship encounter different structures there. Consumption can affect concentration and therefore performance there as well. Vocational schools and companies therefore face similar questions. Anyone planning this transition should talk to counselling early.

Helplines and contact points for affected persons and families

The Sucht und Drogen Hotline provides advice on addiction and drugs at 01806 313031. The parents’ phone line of the Nummer gegen Kummer can be reached at 0800 111 0 550. The DHS addiction help directory shows counselling services by federal state and postcode. Drugcom offers a cannabis check and a chat for anonymous questions.

What young people can do themselves

Young people can also act on their own initiative early: with learning support, with a conversation at school social work or with drugcom’s cannabis check, which asks about one’s own consumption over the past twelve months. The test does not replace a conversation. At the end, according to its own description, drugcom gives detailed feedback with recommendations.

It is important not to remain alone. A friend, a family member or a teacher can attend the first appointment.

If the qualification is already at risk

If the qualification is already in danger, a plan with fixed dates helps. The school agrees goals for the next half-year, school social work supports the implementation, and the family is involved. It is important that all those involved know the same goals and exchange information regularly.

A change of school type, a repeated year or a detour via an apprenticeship are paths that may be considered in individual cases. Which options exist at your school can be found out from school management and the responsible school supervisory authority.

Help for families with concerns

Parents worried about their child’s qualification find support at the parents’ phone line of the Nummer gegen Kummer, 0800 111 0 550. The Sucht und Drogen Hotline, 01806 313031, advises on questions about consumption. The DHS addiction help directory shows counselling services by federal state and postcode.

Simple arrangements can help: fixed study times, regular exchange with the school and a shared way of talking about consumption. Conversations are easier when both sides have the same information.

What you can do next

If you are a teacher or a parent and see a risk to the qualification, speak about it early. Note the changes you have noticed and arrange an appointment with the person concerned. Involve school social work.