Addressing student substance use in Canadian schools: an exploration of administrators’ perspectives

Le résumé fourni par la source

To support the development of evidence-informed guidance for Canadian Kindergarten through Grade 12 (K-12) school administrators, this study examined their perceptions of the scope of student substance use and the challenges they face in responding within school settings. An online, cross-sectional survey collected data from 204 Canadian school administrators, capturing their experiences and perspectives on student substance use, including the types of challenges encountered, time spent addressing them, perceived capacity to respond, and differences across school levels (elementary, middle, and secondary). Responses from elementary/middle and secondary school administrators were compared in the analysis. Approximately 90% of administrators reported frequent student substance use challenges. The most common challenges were vaping (63.7%) and substance use on school property (41.7%). Secondary school administrators reported significantly more challenges and were more likely to spend in excess of 5 hours weekly addressing substance use. Most administrators reported a willingness to change practices (64.7%), but fewer felt equipped or effective in their current approaches. Student substance use poses a significant challenge for Canadian schools, particularly at the secondary level, increasing administrator workload. Administrators report feeling underprepared and insufficiently supported, despite a willingness to act. Findings highlight an urgent need for developmentally informed, evidence-aligned strategies and resources to support school-based responses to substance use and overall school health promotion.

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