How do teachers recognise cannabis use in class?

Teachers usually cannot reliably identify cannabis use in class. What they notice are changes: declining concentration, weaker performance, tiredness or conspicuous health complaints. Such signs can have many causes. They are therefore a reason for a conversation and do not amount to a diagnosis. Those who observe and document factually create the best basis for a solution.

Concentration and performance

The prevention page cannabispraevention.de names disrupted concentration as a consequence of frequent use. This can also lead to problems at school and in training. An article on the consequences for memory and school qualifications explains the connections in more detail: How does cannabis affect memory and school qualifications? Some heavy long-term users have impaired memory and concentration. According to Suchtschweiz, these impairments largely disappear once consumption stops.

Anyone who seems permanently tired and retains material less well may have many reasons. Cannabis is one of them, as are stress, lack of sleep or other burdens. The teacher should therefore not pass premature judgement and should record the change.

Sleep and withdrawal

Anyone who consumes regularly and then stops may experience withdrawal symptoms. According to drugcom, these usually appear 24 to 48 hours after the last consumption. The symptoms named include sleep problems and disturbing dreams. Their severity varies widely. A student who suddenly sleeps badly and seems restless may have consumption as a cause, but does not have to. The teacher should pass on the observation and leave the diagnosis to specialists. This protects both sides, the student and the teacher. Anyone who notes the observation in bullet points has it at hand for the conversation.

Airways and form of consumption

Anyone who smokes cannabis may develop complaints in the airways. According to infodrog, there is a risk of inflammation of the airways, shortness of breath, chronic cough and bronchitis. If cannabis is mixed with tobacco, the risks of tobacco consumption apply, and the risk of nicotine dependence increases. Drugcom, by contrast, states that there is still no clear evidence of more frequent respiratory illnesses caused by smoking cannabis, and that it is unclear whether complaints are due to tobacco smoke. A chronic cough in lessons is therefore a non-specific sign and proves nothing about consumption.

How to observe factually

1. Note concrete observations with date, subject and situation.
2. Distinguish what you have seen from what you assume.
3. Speak first with school social work or the school counsellor.
4. Hold a conversation with the student, without accusations. Helpful wording can be found in the article How does a teacher start a conversation with a student about cannabis?
5. If needed, ask the parents to a joint conversation.

These steps help to keep suspicion and fact apart. They protect the student and the teacher alike.

When a conversation makes sense

A conversation makes sense as soon as performance or behaviour changes over a longer period. According to drugcom, the decisive factor for classification is the negative consequences. The amount plays a secondary part. The question of whether consumption has already had negative consequences is therefore more helpful than any figure. Anyone supporting a student should pay attention to consequences as well as amounts. The Federal Institute for Public Health (Bundesinstitut für Öffentliche Gesundheit, BIÖG) names, among typical signs of addiction, suddenly poorer performance, unexcused absence, arriving late, forgotten homework, restless behaviour, changes in the circle of friends, withdrawal and excuses. According to the BIÖG, bad mood and listlessness do not automatically mean that someone uses cannabis. A reference to support belongs in every conversation, and the article When is professional help for cannabis use sensible? describes when the next step is due.

Before the conversation with parents

Before parents are approached, it should be clear what exactly was observed. A teacher does not pass on assumptions as facts. A short preliminary conversation with school social work helps to agree on wording. The conversation concerns the observation, the child’s wellbeing and the next steps. A calm, concrete language helps to keep to the facts.

After the conversation, a short note helps to record what was agreed. Anyone who records the course can pick up the status at the next appointment.

Prevention in lessons

The BIÖG names an objective and differentiated approach to young people as important. According to cannabispraevention.de, the risks for young people are particularly high. The BIÖG points out that the young brain is in an important phase of development. The article Does cannabis harm the young brain? summarises this point for teaching. School social work and school counsellors can bring such content into conversations and projects.