How does cannabis prevention at schools work?

Cannabis prevention at schools usually runs in several steps: first the need is clarified, then a concept is developed, which is put into practice in lessons, counselling and everyday school life. Who is responsible depends on the federal state and on the school. The basic structure is similar in many cases.

Step 1: Clarify the need at the school

At the start is an honest assessment of the current situation. What questions do students have? Are there incidents that need a response? How well do teachers know the topic? These questions can be answered through conversations, surveys or the evaluation of existing experience.

It is important that the need is not inferred from rumours alone. An objective view prevents measures from missing the reality of the class.

Step 2: Develop a prevention concept

A concept describes the goals the school pursues, who is involved and which offers are used. It should set out who the contact persons are and how incidents are handled. Without this clarity, uncertainty and contradictory reactions arise in an emergency.

• Name goals and target groups clearly.
• Set responsibilities for lessons, counselling and crisis cases.
• Select offers that suit the age group and the need.
• Agree on rules for dealing with incidents.

Step 3: Implement lessons and offers

Lessons are about information, but also about strengthening young people. Students should learn to make decisions, recognise pressure from the group and find help. There are programmes and materials that schools can use. On the BIÖG’s page for teachers you will find programmes such as „Cannabis Kompakt“ (three 90-minute units), „Escape Cannabis“ (a digital escape game) and „Rebound 2.0“ (a 16-part course with short films). According to the BIÖG, the funded programmes are quality-tested, evaluated and generally free of charge.

Some BIÖG programmes are designed as multi-part units that build on each other. This article makes no claim about the effectiveness of individual programmes.

Step 4: Link counselling and support

Schools work with school social work, school counsellors and addiction counselling services on cannabis questions. A fixed contact person makes it possible to accept help without being exposed in front of the class. The networking should be arranged in advance so that action can be taken quickly in an emergency.

The Federal Government’s Drug Commissioner (Beauftragter der Bundesregierung für Sucht- und Drogenfragen) reports on his website on a meeting about addiction and cannabis prevention in schools.

Step 5: Involve parents

Parents are important partners in prevention. Parent evenings, information letters and offers of conversation reach them best when they are concrete. The BIÖG recommends its (digital) cannabis parent evenings for school years 8 to 10.

Step 6: Review the effect

Prevention needs feedback. Ask what students have taken away, and use the experience for the next school year. A simple evaluation after each offer is often enough to identify adjustments.

What you should keep in mind as a specialist

• Prevention begins before the first incident.
• Incidents need a clear procedure, so that no one decides alone.
• Individual students should not be exposed.
• Health facts should be correct and comprehensible.

Prevention: start early and stay on course

The BIÖG describes young people as far more at risk from cannabis than adults, because the young brain is in an important phase of development. In the worst case, the school or vocational qualification is at risk because memory works much worse. Drugcom cites convincing evidence that an early start has lasting effects on cognitive performance. The article How does cannabis affect memory and school qualifications? provides a basis for this.

Clarifying roles: who does what

Prevention work only functions if it is clear who has which task. School management sets the framework, teachers implement the lessons, and school counsellors or school social work are the contact persons for students. External specialists contribute expertise. This division should be recorded in writing, so that no one feels overwhelmed.

A clear list relieves everyone involved.

Classifying crisis cases and passing them on

Some incidents are emergencies that require immediate action, while others can be resolved through talks with school management and counselling. In cases of acute danger to life or health, the emergency number is the first step. In less urgent cases, an exchange with school management and counselling helps. It is important that teachers do not decide alone and pass information only to the designated bodies.

When parents are informed is governed by the school law of the federal state and by school management. The BIÖG explains on its page for teachers in which situations contact with parents is essential.

Age-appropriate offers for different school stages

What concerns young people in upper secondary school does not automatically suit students in primary school. The BIÖG programmes differ by year group: the life skills programme „IPSY 8 CAN“ is aimed at grades 5 to 8, while the other programmes mentioned are aimed at young people from grade 8 or grade 9 onwards.

When you consider offers, ask which age group they are intended for, and choose modules that build on each other.

Next steps

• Clarify the need at your school with a short survey.
• Set responsibilities for lessons, counselling and crisis cases.
• Look for offers that suit age and need, and check them in advance.

Suitable training courses are described in Are there training courses for teachers on cannabis?. For dealing with incidents in lessons, read How does a school proceed after an incident?.