The message to students used to be simple: “Just say no.”
But in today’s schools, that message is not only outdated, it may be part of the problem.
Across Canada, student substance use is a growing concern. According to the most recent national student survey, 15 per cent of students in Grades 7-12 reported vaping in the past month, and 18 per cent identified using multiple substances at the same time. Many Grade 7 students could not identify the health risks of substances they can easily access.
Schools want to respond more effectively. But many are doing so without a clear roadmap.
New standard based on evidence
A new cross-Canada standard, to be officially launched soon, aims to change that. It sets out what evidence-informed substance use prevention, education and intervention should look like from kindergarten through Grade 12 (K-12).
Rather than prescribing a single program, it provides a shared, evidence-informed framework, outlining the principles, practices and structures that are most likely to make a difference. And it’s designed to complement what provinces, territories and districts are already doing.
But the standard on its own won’t change what happens in schools. Without system-level support, even the best guidance risks sitting on a shelf.
Our national survey of more than 200 K–12 administrators highlights the gap. Nearly 90 per cent reported frequent student substance use challenges in schools, with vaping as the top concern. While almost two-thirds said they were willing to change their approach, far fewer felt they had the evidence, resources or support to do so effectively.
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Without clear alternatives, many schools default to familiar responses, particularly zero-tolerance policies that can lead to suspension or expulsion — approaches that can sever the very connections that help buffer young people from substance use harms in the first place.
This isn’t a failing of individual educators. It’s a systems problem.
The new standard responds to the realities young people are navigating today, including the proliferation of vaping, the legalization of cannabis and an increasingly toxic drug supply. Without shared guidance, current approaches vary widely, and many still rely on scare tactics and abstinence-only messaging, which decades of research show don’t have a lasting impact.
The challenge extends beyond the classroom. Our analysis of nearly a decade of Canadian news coverage found that youth substance use is often framed as an individual problem, with young people portrayed as a threat to themselves.
Missing from these narratives are the broader social and structural factors that shape their substance use. This framing makes it harder for schools to adopt approaches that are more supportive, and ultimately, more effective.
How the new standard is different
The new standard was developed through a national partnership between Wellstream: The Canadian Centre for Innovation in Child and Youth Mental Health and Substance Use at the University of British Columbia, the Canadian Centre on Substance Use and Addiction and the Canadian Association of School System Administrators.
Physical Health and Education Canada and the Students Commission of Canada joined to support a robust implementation strategy. Educators, researchers, health professionals and Indigenous interest holders all contributed.
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Young people also helped shape this work from the beginning. Youth were part of the technical committee and student voices are embedded as a guiding principle. Research shows that youth-partnered approaches are more relevant, more effective and better aligned with real-world experiences.
Different ages, different strategies
At its core, the standard recognizes a simple but often overlooked reality: What works for a 10-year-old will not work for a 17-year-old.
The new standard is organized around developmental stages and tiers of support. Rather than offering a one-size-fits-all program, it outlines what effective practice looks like in terms of prevention, education and intervention — from building foundational social-emotional skills in early grades to providing targeted supports for older students who are already using substances.
The evidence is clear that effective approaches must evolve with development. Younger children benefit most from building personal competencies. Early adolescents respond to social norms approaches. Older adolescents require strategies focused on social influence and navigating life transitions.
Our own overview of systematic reviews and meta-analysis confirmed that existing programs tend to produce only modest effects, partly because success is often defined too narrowly as abstinence. The new standard broadens this lens, emphasizing outcomes such as well-being, school connectedness and help-seeking.
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It also calls for a shift away from punitive responses. When a student is found vaping, suspension may remove the behaviour temporarily, but it doesn’t address the underlying issue and can push them further away from help. In fact, long-term research shows that practices such as exclusionary discipline and increased police presence in schools are associated with higher rates of substance use over time.
Instead, the new standard emphasizes restorative approaches and support plans that prioritize health, safety and continued engagement in school.
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What schools need to make this work
Even the strongest standard cannot succeed without the right conditions for implementation.
Educators are already stretched thin. Without dedicated time, resources and training, this risks becoming another well-intentioned but underused initiative.
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To support implementation, the standard is accompanied by a self-assessment tool that helps schools identify where their existing practices align with the evidence and where there are opportunities to grow. Rather than functioning as an audit, it’s designed to support continuous improvement, allowing schools to set priorities based on their own context.
But meaningful change will require new tools and investment: time for professional learning, dedicated staff roles and stronger partnerships between education and health systems.
Supporting materials are in development to help bridge this gap. They include training resources, informational materials for school boards, families and students, a network of experienced practitioners and briefs showing how the standard connects to existing international, national and provincial frameworks.
The message to students can no longer be reduced to “just say no.”
Supporting young people today requires approaches that reflect the complexity of their lives — grounded in evidence, connection and care. Schools are ready to move beyond outdated responses. Now education systems must support them in doing so.
Reg Klassen, executive director at Canadian Association of School System Administrators and Ryan Fahey, manager, programs and education, at Physical and Health Education Canada co-authored this story.
