Teach Secondary Issue 14.8

almost certainly meet the criteria for addiction, with research having found links between vaping and higher rates of adolescent anxiety, depression and mood swings. Withdrawal fromnicotine brings about irritability, anxiety, an inability to focus and strong cravings that can impact upon educational performance. There is also some (albeit weaker) evidence to suggest that being addicted to nicotine may increase an individual’s chances of becoming addicted to illicit substances later in life. What schools can do Schools need to employ thoughtful planning and evidence-based approaches to create anti-vaping materials that actually work. Students in turn require resources that will inform them, but also get them involved in making a positive difference (see ‘Resource Recommendations’). PSHE lessons, for one, provide an ideal venue in which to address issues around vaping, enabling students to hear information and develop skills that will help themmake more informed decisions. The learning opportunities in PSHE curriculums mention vaping as early as KS2; broader substance-related learning then continues through KS3-5, enabling students to develop critical thinking skills with which to approach the mixed media messages they’re likely to see regarding vaping. Making resources available goes some way towards tackling the issue, but teachers also need proper support if they’re to deliver learning around vaping with confidence. Ash can provide a range of guidance and resources for DSLs, PSHE coordinators and other staff charged with the responsibility for developing their school’s policies when it comes to vaping. Parental involvement can be another major contributor to the effectiveness of school prevention programs. Schools can connect with more parents, more easily by offering educational materials inmultiple languages, developing vaping guides and information materials specifically targeted at parents. The issue could also be raised at PTAmeetings. Many schools have found that simply making parents more aware of the risks of vaping risks can help to reduce its usage. At the very least, productive collaboration with parents can help your school’s consistent anti-vaping messaging travel further. Behaviour policies Ensure that your school’s behaviour policy specifically cites vaping as an unacceptable behaviour. Explain the consequences of vaping at school in the policy, but try to avoid setting automatic suspension as the only punishment for infraction. Reserve use of suspensions and exclusions for only the most serious or repeated breaches, or instances where vaping is linked withmultiple other instances of serious misconduct. Common signs of vaping habits among students can include the taking of frequent bathroom breaks, sweet or fruity smells, frequent coughing, sudden changes inmood or concentration and repeat instances of truancy. When you have reason to suspect one or more students of vaping, approach the subsequent conversation calmly, and with compassion. The main goal is to listen and understand what vaping gives them, and to not immediately adopt a punitive stance. Demonstrating a supportive, more open approach will help to build trust, and make it easier for students to talk to you and your colleagues honestly. See this conversation first and foremost as an opportunity to help them make better choices, and to support them in quitting. Start by explaining how easy it is to become dependent on nicotine through vaping, and normalise this by pointing out how that’s the case for adults, as well as children. Many young people won’t be aware of just how addictive vaping really is – especially when it’s so oftenmarketed as a ‘safer’ alternative to traditional smoking. Make clear to students that they can always approach you with any concerns theymight have around vaping. You can further encourage these relationships with students and bolster their support network by engaging with your school’s counselling or pastoral support team. Signposting to help There are a range of resources available to children that can provide themwith wellbeing support during the withdrawal phase, while also addressing some of the underlying social and psychological factors as to why they began vaping in the first place. National organisations operating in this space include MIND (mind.org.uk ) and the online counselling community Kooth (kooth. com). Other regional services may also be available in your local area that could be worth signposting students to. UK schools currently face an unprecedented challenge with regards to the youth vaping epidemic. It is, however, possible for schools to tackle the issue by devising anti-vaping programs that combine evidence-based resources, curriculum integration and parental involvement. A combined effort by students, teachers, and parents alike would produce the most effective results and protect our youth from the harm that is vaping. ABOUT THE AUTHOR Dr Marc Picot is a vaping expert, registered GP, author of The Last Puff: A Practical Guide to Quitting Vaping for Good and creator of the Vape Escape mobile app (vapeescape.org.uk ) RESOURCE RECOMMENDATIONS Different resources produced in multiple formats will stand a better chance of reaching students via different channels: Posters for school toilets, classrooms and noticeboards Electronic leaflets that can be shared with parents and carers via newsletters Animated films for PSHE lessons and assemblies Classroom presentations with accompanying teacher notes Interactive digital courses that students can engage with directly Amix of formats like these will enable schools to deploy consistent anti-vaping messages throughout the learning environment. 43 teachwire.net/secondary H E A LT H & W E L L B E I N G