Substance Use and Vaping

Substance Use and Vaping (Older Students)

What to do when you suspect a student is using substances at school

For paraprofessionals working with middle and high school students

| |

| :-: |

| The frameParas working in middle and high school settings are often close enough to students to notice signs of substance use that teachers in front of a classroom may miss. Vaping in particular has become widespread and discreet. Knowing what to look for, what your role is, and how to act -- without overstepping or under-responding -- is part of being an effective para in an older student setting. |

Your role: observe and report

The para's role when substance use is suspected is clear: observe what you see, document it, and report it to the appropriate adult immediately. The para does not investigate, confront the student, or determine whether the student is under the influence. Those determinations belong to administrators, school counselors, and in some cases school nurses.

Understand your school's specific protocol before you need it. Most schools have a procedure for suspected substance use that specifies who to contact (often an administrator or school resource officer) and how quickly. Know that procedure now, not at the moment of concern.

Recognizing signs of substance use

Behavioral signs

No single sign confirms substance use, and many signs overlap with disability presentations, medication effects, fatigue, anxiety, and other conditions. That said, notable changes from a student's baseline -- especially if sudden -- warrant attention:

Sudden disorientation, confusion, or difficulty tracking conversation that is unusual for the student

Slurred speech or significantly altered motor coordination

Euphoria or unusual silliness that is out of character

Extreme drowsiness or difficulty keeping eyes open in a student who is normally alert

Agitation, paranoia, or anxiety that is unusual for the student

Red or glassy eyes; constricted or dilated pupils

Smell of smoke, alcohol, or chemical substances on breath or clothing

Vaping-specific signs

Vaping devices are small and easily concealed. Students may vape in restrooms, stairwells, or other unsupervised spaces. Signs:

Visible vapor or mist that appears and dissipates quickly

Unusual sweet or flavored scent (vape products often have fruit or candy flavors)

Small device visible briefly -- many look like USB drives, pens, or small rectangles

Student is frequently requesting restroom breaks or leaving the room

Throat clearing, coughing, or increased thirst that is new or increasing

District policy first

Every school district has a substance use policy. Before taking any action, know:

Who do I report to? (administrator, counselor, resource officer)

What documentation is expected of me?

Is the student to be kept in sight while I contact someone, or should I leave to find an adult?

Are there any circumstances where I am expected to handle this independently? (Almost always the answer is no.)

If you are unsure of the protocol, ask the teacher or administrator now -- not in the moment of concern.

What to escalate and how

Report what you observed, not your interpretation. The difference:

Observation: I noticed Marcus's eyes appeared glassy and he was having difficulty tracking the conversation. He also smelled of something sweet that I could not identify. This happened at approximately 10:15 in the hallway near the gym.

Interpretation: I think Marcus is vaping or using drugs.

Your observation is fact. Your interpretation may or may not be correct. Administrators need facts. Document the time, location, specific behaviors observed, and any physical signs noted. Write it down promptly so the details are accurate.

Privacy and reporting considerations

Substance use in schools typically falls under mandatory reporting or administrative reporting obligations -- meaning you are required to report what you observe, and the student's right to privacy does not override your obligation to do so. However, the details of what you observed should be shared only with those who need to know for the student's safety and the investigation.

Do not discuss what you observed with other students, with parents before the administrator is involved, or with other staff who are not part of the response. The student's situation is confidential from everyone except the people directly responsible for responding to it.

FERPA and district policy govern what information can be shared and with whom. When in doubt, ask the administrator who is managing the situation.

Trauma-informed framing

Substance use among adolescents is frequently related to trauma, mental health challenges, family disruption, and social pressure -- not simply poor decision-making. A student who is using substances may be managing pain, anxiety, or difficult home circumstances. This does not change your reporting obligation, but it shapes how you interact with the student before and after the incident.

Avoid punitive, accusatory, or shame-based language in any interaction with the student. A neutral, calm tone communicates that you are not their adversary. If the student discloses substance use to you directly, listen without judgment, express concern for their wellbeing, and let them know you are required to share this information with someone who can help.

After a substance-use incident, the student will return to your setting. How you treat them in the days following the incident matters for the ongoing relationship. See Brief 05.14 (Trauma-Informed Support) for related guidance.

When a student discloses directly

Occasionally a student will tell a para directly that they have been using substances, are planning to, or are struggling with dependency. This is a disclosure that requires the same reporting response as observation -- and it may also require additional mental health or counseling resources.

Respond with: I am glad you told me. I need to share this with someone who can help you. I am not going to get you in trouble, but I do need to make sure you are safe. Then report to the counselor or administrator as soon as possible.

Do not promise confidentiality you cannot keep. If a student asks whether you will tell anyone, be honest: I care about you, and I need to make sure you are safe -- which means I need to talk to someone who can help.

| | |

| :-: | :-: |

| Try this | Watch out for |

| Know your school's substance use protocol before you need it -- who to contact, how quickly, and what to document | Confronting the student yourself or attempting to investigate before reporting to an administrator |

| Report observations, not interpretations -- describe what you saw, heard, or smelled, not your conclusion | Sharing what you observed with people who are not part of the response -- including other students or uninvolved staff |

| Document details promptly: time, location, specific behaviors, any physical signs | Promising a student confidentiality you cannot provide |

| Respond to student disclosures with care and honesty about your reporting obligation | Dismissing subtle signs because you are uncertain -- report what you see and let the administrator determine significance |

| |

| :-: |

| Bottom lineYour job is to be a careful observer and a prompt reporter. You are not expected to determine what is happening or handle the situation yourself -- but you are expected to notice and act. A student whose substance use goes unaddressed because no adult reported what they saw is a student who did not get the help they needed. |

Page