Table 02. Themes and subthemes extracted from participants’ focus group responses.

THEME	SUB-THEME	SUPPORTING EXTRACT
Substance Abuse Prevalence, Onset	Prevalence: More in boys than girls	Participant 1A: “It is more prevalent in Boys than girls ... In girls' school, I didn't encounter any Substance Abuse cases, but definitely, there might be cases of use.” Participant 2A: “I think there’s still an angle of fear and a little bit of control that girls experience more than boys which is why we see the number skewed in terms of Gender” Participant 1B: “It is more prevalent in Boys than girls. It might be that Girls are not reported because they are more cautious to and good to hide things”
Substance Abuse Prevalence, Onset	Age of Onset: 11-15 years	Participant 3A: “The age of onset is different for different substances, for example, alcohol abuse reported cases are from 5 and 6 standards but smoking happens later, around class 8, 9 and 10" Participant 6A: “....in class 8-9 it starts creeping in but by 10th it gets normalised and they become habitual” Participant 3A: “Age of onset is 6-7 grade. They’re new to exploring it…”
		Participant 1C male: “what I noticed was that e-cigarette wasn't found in the bags of 11th-12th students, but in bags of 7th-8th grade students”
	Drug Choice: Tobacco, Hookah, Fluid, Marijuana and Alcohol	Participant 7A: “Alcohol is more easily accessible and is easy to consume anywhere, there are no restrictions. Whereas when we talk about marijuana or any other substance, it is difficult to procure if you aren't with the social group who has the sources, you don't even know how to consume it.” Participant 2C: “Fluid, and Hookah are more prominent….” Participant 3C: “.... Smoking tobacco because it shows swag” Participant 4A: “Mostly the cases are from 10th and 12th related to alcohol use. In between breaks and after the school gets off” Participant 2A: “It was tobacco and Hookah and there is that cultural aspect also, you know our father does it and our grand-father does it. They don't even consider it as something that is wrong or something that they shouldn’t be doing. They told, no no it is better than a cigarette and flavoured hookah whereas it is completely opposite”
Ways to Recognise Usage	Physical Indicators: Discoloration of Teeth, Drowsiness and Red Eyes	Participant 5A: “If the usage is prolonged, it can be seen in one's appearance. There is a student in 6th grade who used to consume nicotine. When PHNO placed in the school health clinic conducted a screening of the teeth, it was revealed that the student was consuming nicotine” Participant 2A: Their eyes are red. Participant 7A: “As I told you, kids who use Gaanja, they look drowsy” Participant 3A sharanya: in my school i've seen children get absent for days and when they come back, they’re wearing layers of clothing and feeling unusually cold which is an indication to the PHNO that it is something more than a normal cold or flu”
	Jugaad (Narrative therapy)	they are coping with stress. From there I have identified many times in classes that they are using it from there.”
	Behavioural patterns: Odd Behaviours as Sniffing Handkerchief, keeping masks on, easily getting into arguments, Low concentration, Absenteeism and Aloofness	Participant 3B: "If a substance is something which gives a high through smell, such as a whitener, they keep on sniffing a handkerchief or a tie, Participant 2B: “I found it very odd that one kid was keeping his mask on all the time. I am talking about when we were well into the time where masks were not necessary" Participant 2C: "They get into arguments easily…. one child was drinking some greenish liquid which was clearly alcohol, in the class, and said that you can go complain to the principal, i dont care. " Participant 5A: “Unusual behaviour like over aggressiveness, rebellious nature is evident. Recently a student was about to hit a teacher when he enquired about his usage.” “They used to bunk my sessions as they knew i would talk to them about their behavioural issues” Participant 3A: in my school i've seen children get absent for days and when they come back, they’re wearing layers of clothing and feeling unusually cold which is an indication to the PHNO that it is something more than a normal cold or flu” Participant 6A: “Prolonged usage leads to memory gaps, low concentration” Participant 2B: “...They like sitting on the back benches and will use the washroom frequently”.
Factors influencing substance use	Social Influence: Peer Influence, Inclusion into groups, Perception among students regarding drug as a relaxant	Participant 7A: “It is a way of socializing., They say 'we went to celebrate and bought a beer and everyone drank it’ From there they started getting used to it” Participant 5A: “a lot of times children don't get food from their home and bring money instead. Senior students snatch that money from them and collect it to consume drugs…” Participant 4A: "Some kids stated- Suppose four or five people from my group are consuming, and I am going out with them or going somewhere else. Although I am not consuming, their discussions are centred around it, which makes me feel excluded”. “So to feel included in the group, they start taking it and initially they aren't aware that it can reduce stress but after listening to their peers they start believing and continue using it as their identity is centred around the group”. Participant 2A: If I’ll talk about class 6-7, at that age the thought process is not developed to the extent which makes them have a perception of drugs being a relaxant. It's just like falling for the words of people”
	Family Environment	Participant 6A: The elders only say, go and refill the hookah…the whole concept is normalised for kids even a class 8 child believes hookah is normal and is a sign of pride A child who is stressed about the way things are in his family, goes on to youtube and surfs it… it shapes his mind in a way that marijuana is cool and can help you relax” Participant 4A: “Parents are into the same profession or they themselves are consuming it” Participant 2B: “Tobacco, maybe, not maybe I am damn sure they see in their family their parents are using. Children mostly learn it from the family. This also gives rise to many other issues like domestic violence, which affects the child” Participant 2A: “It was tobacco and Hookah and there is that cultural aspect also, you know our father does it and our grand-father does it. They don't even consider it as something that is wrong or something that they shouldn’t be doing. They told, no no it is better than a cigarette and flavoured hookah whereas it is completely opposite”

Participant 7A: I was trained in Motivational Interviewing techniques so I employed the technique with the children whom I identified as users…

Participant 4A: “I conducted a group session with the students who reported substance use in the open circle time. I talked to them around prevention strategies and side effects of the usage”

Participant 8A: “I told one child to cut the cigarettes and even flush them to create a gap between the two…”

Participant 2B: “There is Prahari Club which is formed to bring awareness to kids. We appoint two class monitors as we can’t be there all the time as teachers”

Inculcating Coping strategies

Participant 5A: I used to teach them to cope with that feeling of buying a cigarette… If you pass a ‘paanwala’, for those 10 minutes you will feel the urge to go to him and buy a cigarette. Use those 10 minutes to do something else and divert your mind.….”

Participant 3A: "If we teach them alternatives that are not harmful to coping with stress, then they may not adopt

	Media Influence: Mis-information through online platform, Cinematic Influence, Exposure and Popularity	Partcipant 6A: "Someone came to me and said, 'Ma'am, we had a conversation during the conation, and I said that I won't consume marijuana. But I was reading online that there are many benefits to consuming marijuana." “A child who is stressed about the way things are in his family, goes on to youtube and it shapes his mind in a way that marijuana is cool and can help you relax. He will obviously choose it over therapy or asking for help” Participant 8A: "Cinema has contributed significantly. Advertisements and movies, especially movies like Kabir Singh, have been mentioned by many children during circle time, and it is seen as a sign of masculinity." Participant 3C: “To show off their acting skills through reels… they start using drugs to gain influence on social media”
	Part-Time Jobs	Participant 2C: “6-7th class students used to abuse whiteners. I found a few students who used to sleep all the time in the classroom. When I inquired, I got to know that these kids work in hookah bars at night time. And as they are into that profession they indulge into such practices'' Participant 3C: “We found a Hookah inhaler from the bag and later it was revealed that they work in a hookah bar and that led them to get into addiction. So, the job profile impacts -everything.”
Protective measures	Psycho-Education and Awareness Therapeutic Techniques of Motivational Interviewing, Exposure and Creating a gap between the substance and the child	Participant 5A: "Most of the students have no idea about the consequences of substance abuse, so psycho-education is one of the measures I took with my students. I took help from brain images of people who smoked and also educational animations " "I also do a cost benefit analysis with them- you spend 2 rs. a day on ‘gola’ ‘munaka’, thats 2*30 a month, so analyse what you're spending on.” Participant 4B: “I don't talk to children in this regard in the sense of morality… do this, it is right and leave the wrong…there's a concept called ‘metacognition’ which enables us to observe our own thought patterns and adapt lifestyle choices accordingly” substance abuse as a coping mechanism…. they can channelise their energy into things like sports and other physical activities”
	Family Support	Participant 4B: “Development is happening in all domains of life when they are in grade 6-7 and family is the main component, so sensitization within family is important” “Also, Healthy parental relationships are important as most of the time is spent at home.” Participant 3C: “a child is in the school for 6 hours… After that it's all about the family environment. parents should keep a check on the child’s activity, be aware if he is choosing the wrong path and come to us for help if needed…
Help-seeking attitude	Comorbidity and Stage of Usage	Participant 8A: "I have seen that if someone has other psychological problems like anxiety, in that case, the help-seeking attitude is more compared to when substance abuse is the primary factor’’ Participant 3A: "Help is not sought in the beginning; it happens when they realise that they are becoming dependent, and other domains of life are being affected."
	Reluctance	Participant 3B: “I have seen them maintaining the distance from the people” “The fear of being rusticated makes them more hesitant and if they are provided the safe environment they can come out” Participant 2C: “help seeking attitude is there if we reach out to the child, they don't come up to counsellors on their own…”
	Existing support and rapport with authority figures in school	Participant 5A: “It depends upon the rapport building with authority figures in school. If that connect is built, that plays a big role in help-seeking” Participant 6A: “I’ve done ‘circle time’ with children due to identifiable reasons where they came forward and shared that due to peer influence, they have started using substances and are afraid that they might become habitual. There are also students who have become habitual and still came forward to get help from me”.
Life skills	Communication Skills: Assertiveness	Participant 8A: “How to be assertive is also important” “To teach the skill of saying ‘no’ is very important because most of the times they dont know how to say no as they are apprehensive of the fact that whether the group will accept them” Participant 5A: “If they don't know how to convey their problems, people won't be able to reach out easily.”
	Self-Esteem And Self Regulation	Participant 2B: “If we are secure in ourselves then the insecurity of not being able to become a part of group” Participant 3C: “Expression and self-regulation are really important”
	Responsible Decision making	Participant 3B: “Responsible decision making is very important for children, early on, if they need to get out the cycle of substance abuse”
	Boundary Setting	Participant 6A: “Boundary setting is important because kids who are generally into substance use and abuse have a lot of difficulties saying no.”
	Building healthy interpersonal relationships	Participant 2B: “If you are able to make healthy relationships, the sense of belongingness and security will be there and you won't channelise it elsewhere by adopting behaviours that don't align with your values”
	Adaptive Coping skills: Healthy Sublimation	Participant 4B: “.... if you feel claustrophobic, you step out of the crowded room. So, in the same way is a social setting is making them feel like they're not doing the right thing, a child should be made aware to engage themselves in a better manner” “. we need to find their potential, something they are good at, to change their course of action” Participant 2C: “.... exercise and sports can be a means to channelise their energy in a good way”

Findings suggest that adolescent drug use and abuse in the national capital, including tobacco, alcohol, opioids, cannabis, and marijuana, is a concerning problem that needs to be thoroughly understood. This crucial stage between infancy and adulthood is marked by a rise in experimentation, peer pressure, and a vulnerability to a number of dangerous behaviours which requires assessment from a number of parameters aforementioned.

Substance Use, Prevalence and Onset

From the thematic analysis of the data, it became evident that substance abuse is a complex issue deeply rooted in various social, cultural, and individual factors.

Prevalence:

One prominent trend was the higher prevalence of substance abuse among boys compared to girls. Research suggests that higher rates of substance abuse were observed in rural communities, especially among males. Men are more likely than women to consume illegal drugs and become dependent on alcohol throughout the majority of age groups. Nonetheless, the likelihood of developing a substance use disorder is equal for men and women. Women might also be more prone to cravings and relapses, which are crucial stages in the addiction cycle. (Jasani et al.,2019 ; Narain et. al., 2020 ; Treatment Episode Data Set (TEDS): 2014, National Discharges From Substance Abuse Treatment Services; Substance Use in Women Research Report, NIDA. 2021, Sarangi et. al., 2008) .

One possible explanation as presented by the participants was that girls tend to be socialised differently from boys, with greater emphasis placed on interpersonal relationships and communication skills. Additionally, girls may face greater stigma and social disapproval for engaging in substance abuse, which may discourage them from using drugs or alcohol. This social pressure may be particularly strong in certain cultural or religious contexts where female behaviour is tightly regulated.

Age of onset:

Research indicates that the majority of adolescents begin using drugs while they are between the ages of 12 and 13. The typical age range at which substance use begins is 13 to 16 years old, which corresponds to the transitional period between childhood and adolescent in terms of behaviour. (Qadri et. al., 2013; Jayakrishnan et. al., 2016).

The age of onset for different substances varies and the common pattern which is based on all the FGDs is as such; alcohol abuse cases might surface as early as the 6th grade, while smoking tends to start later, around 8th or 10th grade. E-cigarettes are more common among 7th and 8th graders compared to older students. The use of substances at a young age is concerning because the earlier students experiment with drugs for the first time, the higher the likelihood that they may get addicted and have health issues as adults (Centers for Disease Control and Prevention. HIV Surveillance Report, 2011; vol. 23).

Drug choice:

Tobacco, Hookah, Fluid, Marijuana and Alcohol were reported by the psychologists to be the top drug choices for adolescents and available literature supports the stance. Since tobacco is the most commonly used substance in India, the majority of studies on teenage substance misuse in the country centre on tobacco use. Comparatively, data for other drugs are insufficient. India ranks third globally in terms of both tobacco production and consumption (Bharati et. al.,2023) According to the global youth tobacco study, an alarmingly high proportion of school children between the ages of 13 and 15 have either tried or are currently using tobacco. (Nagarajappa et. al., 2013). Adolescents are also increasingly using inhalants, particularly those from poor socioeconomic backgrounds like street children. It has been historically recorded that the usage of cannabis in India within the framework of local customs and religious beliefs exposes children and adolescents to the drug at a young age. Teenagers who use cannabis frequently also abuse it, even though many of them don't think it poses much of a risk. (Sinha et. al., 2006, Malhotra et. al., 2006). According to population research, 3% of kids and teenagers (12–18 years old) abused cannabis, and just 4% of those users sought help for their issues. (Ray, 2004)

Ways to Recognise Usage:

As pointed out by professionals during the discussions, some teenagers dabble with drugs but do not continue to use them. For some teens, however, it leads to frequent use. Once withdrawal and cravings set in, a teen suffering from addiction and dependency may be unable to stop taking a substance, even if they wish to. Caregivers can help prevent these behaviours by being aware of the warning signals and discussing the implications of substance use with their children. Some of the ways to recognise substance use and its indicators brought to light by the current study were :

Physical Indicators:

Physical indicators like Discoloration of teeth, Drowsiness, Red eyes were observed to be manifested by the children indulging in substance use.

Jugaad (Narrative therapy) and Open Circle Time:

One notable approach for identifying substance use was through narrative therapy, specifically the "Jugaad" module, which allows students to express their struggles through creative outlets like drawings. Open circle time carried out with children in which they openly express their concerns and viewpoints, also proved to be beneficial.

Behavioural Patterns:

Substance misuse can lead to disagreements with friends, family, or relatives, as well as accidents and significant health problems, with some losing their jobs or dropping out of school owing to poor performance. According to one study, 3% of adolescents who used narcotics were also involved in criminal acts such as petty theft, burglary, damage of public and private property, among others. Some Behavioural patterns also aided participants to identify students who indulged in substance use, such as sniffing handkerchiefs, engaging in frequent arguments, increased aggression and rebelliousness, absenteeism and aloofness etc.

Factors influencing Substance abuse:

Factors responsible for substance abuse include social media influence, family and peer influence, fear of exclusion, socialisation, substance use as a means to celebrate, success stories, parental occupation, and using substances as a coping mechanism for stress. Perception among students regarding drugs as relaxants further complicates the matter. Family environment, social media, cinematic influences, and part-time jobs all play substantial roles in shaping adolescents' views and behaviours related to substance abuse. Addressing these external factors is crucial in preventing substance abuse.

Social Influence:

Participants shared through their observations that students who adopted the habits of substance use, perceived them as fashionable or as a way to fit in. Available research also points to the fact that Alcohol use was found to be inversely correlated with friends' sharing of alcohol-related content on Facebook and YouTube, and positively correlated with friends' sharing of personal alcohol-related content on Twitter. Peer pressure to drink alcohol and close friends using drugs of any kind were also linked to alcohol usage. (Gupta et al.,2018)

Family Environment:

Current literature suggests that Teenage alcohol consumption has been linked to the use of tobacco or alcohol by parents or guardians, a lack of parental monitoring, and the absence of "understanding" parents. (Rani and Sathiyaskaran, 2013 ; Mohanan et al., 2014; Jayakrishnan et al., 2016; Mandal et al., 2019). Participants gave insights on behaviour displayed by family members in relation to substance use and the foundational idea attached to it in adolescents’ minds. 75 percent of Indian households have at least one addict. The majority of them are fathers who act this way out of boredom, job stress, mental discomfort, family troubles, or marital issues. Children who have been exposed to such unsafe practices may try such intoxicants. (Participatory handbook for youth drug abuse prevention programmes, UNDP, 2002)

Media Influence:

Digital media expands the chances for marketing and social transmission of dangerous items and behaviours. Adolescents and young adults are especially vulnerable to the effects of social media and digital communication in general because they are both early adopters, practically constant users, and highly susceptible to peer influences. Displays of alcohol use on social media, in particular, have been found to be suggestive of personal usage among young people, and they are likely to enhance normative beliefs among those who follow them (Moreno et. al., 2012; Litt and Stock, 2011)

Part-Time Jobs:

Another interesting perspective on factors influencing substance abuse among the adolescents was brought up by participants. The kind of part time jobs the children took, exposed them to hookah and its effects seeped down into their academic life.

Protective measures:

There is a paucity of research on the prevention and treatment of adolescent substance abuse, with particularly little coming from developing countries like India. Research indicates that a mix of early-intervention, harm-reduction, and regulatory strategies can lower rates of teenage illegal drug use, problematic alcohol consumption, and tobacco use. Present study found that protective measures such as psycho-education and awareness programs, Therapeutic Techniques, inculcating healthy coping strategies along with family support and sensitization can significantly influence an adolescent's choices in this regard.

Awareness during school hours:

Literature supports school-based awareness programmes for children to transfer the teachings to them at an early age so that they can make good choices in life when they grow up. In India, school-based programs to raise awareness of the dangers of substance abuse have been carried out on a limited scale. The MYTRI research showed that health promotion among adolescents can help avoid tobacco usage. (Perry et. al., 2009)

Therapeutic Techniques of Motivational Interviewing and advocating a gap between the substance and the child:

Motivational Interviewing includes expressing empathy through reflective listening, identifying discrepancies between patients' aims or beliefs and their existing actions, avoiding disagreement and direct confrontation, dealing with client resistance, and promoting self-efficacy and optimism. This psychotherapeutic approach was used by a trained participant to control the behaviour of substance use. Intentional cutting off from the substance, for example, cutting the cigarettes and flushing them in front of your eyes, was also a technique advocated.

Inculcating Coping strategies:

Research indicates that by replacing unhealthy coping mechanisms with positive ones, individuals can navigate challenging situations without resorting to drugs or alcohol. Effective coping skills promote emotional well-being and provide healthier alternatives to manage stress and difficult emotions. Building a strong support system, practising mindfulness and meditation, and seeking professional help when needed are all essential components of a comprehensive approach to coping with substance abuse, knowledge regarding which schools can slowly inculcate in students through curriculums and relevant activities.

Family Support:

In light of the fact that an adolescent's decisions can be greatly influenced by a strong family foundation, participants indicated that family support and sensitization within families are both crucial elements that determine a child's decision to take the path to substance abuse. Strong parental bonding, involvement in well-resourced communities, psychological well-being, and other factors have all been linked to a lower incidence of substance use disorders. There is widespread agreement that having positive affective experiences, communication, authoritative parenting, strong attachments in early life, and a future orientation promotes emotional development, mental health, and reduces the likelihood of drug use. (World Drug Report, United Nations Office on Drugs and Crime, 2019)

Help-seeking attitude:

Help-seeking attitudes among adolescents are influenced by various factors, including comorbidities and the stage of substance usage. There has been research conducted on the motives for seeking treatment and help in the substance-using community. Ludwig (1985) reports that 'hitting the bottom', alcohol-induced medical difficulties, allergy or physical aversion, change in lifestyle, and spiritual-mystical experiences can stimulate the commencement of sobriety in alcohol addicts. Building rapport and teaching coping strategies, self-regulation, and boundary setting are integral components of developing a strong support network. However, there is initial reluctance among teenagers to open up about their struggles, primarily due to fear and the stigma associated with substance abuse. Creating a safe environment where they feel secure to express their concerns is crucial to breaking this barrier.

Comorbidity:

According to one study, adolescents with bipolar disorder have a higher chance of developing a substance use disorder later in life than adults with bipolar disorder. Similarly, additional evidence indicates that internalising illnesses—such as anxiety and depression—occur in young people before substance use disorders do (Goldstein and Bukstein, 2010). Participants reported that teenagers with a history of depression and anxiety, as well as substance addiction, were more likely to seek assistance. Research suggests that better diagnosis of mental diseases in children may help reduce comorbidity because mental illness may occur before a substance use issue (O'Neil et. al.,2011)

The stage of usage:

Three stages of the addiction process are suggested by well-established research: preoccupation/anticipation, withdrawal/negative affect, and binge/intoxication. As a person uses drugs more frequently, this cycle gets worse and causes significant brain alterations that make it harder for the user to manage their use of drugs. Particularly important "at-risk periods" for drug use and addiction occur during adolescence. The adolescent brain, which is still going through a lot of development and impacts a lot of different functions, including decision making, is particularly vulnerable to the negative effects of all addictive drugs, including alcohol and marijuana. Discussion participants brought up the idea that a child's or stage's level of consumption was a significant determinant of whether or not they sought assistance. (Chapter 2, Facing Addiction in America: The Surgeon General's Report on Alcohol, Drugs, and Health, 2016)

Existing support and rapport with authority figures in school:

High perceived family support was found to be inversely linked with concurrent substance use in a study of opiate-dependents (Lin et. al.,2011). Participants reported that students who shared details about their substance use habits were far more likely to turn around their usage of a substance with the help of their teachers and authority figures. The discussion pertaining to dimensions associated with substance use in adolescents led to the participants lastly expanding upon the need of the hour for these young minds - Life skills. As an important instrument in coping with varied and stressful situations, the participants shared some necessary life skills for adolescents associated with substance abuse.

Life skills:

Life skills are the abilities required to lay the framework for effective stress management and the demonstration of positive behaviours. These abilities allow a person to accept his social role duties and effectively deal with the demands and expectations of others, as well as daily interpersonal problems, without causing harm to himself or others. (Aslinejhad et. al., 2008). Researchers have proven that Life Skills Training (LST) has a positive impact on drug usage decrease, effective intellect utilization, self-confidence and ego enhancement, aggressive behavior prevention, and suicide and AIDS prevention.

Many other studies have been undertaken on other individual and social problems and their solutions using LST. Zollinger et al. investigated the effect of LST on middle school students' knowledge, understanding, and ability to lead a healthy lifestyle. The findings showed that individuals who attended the program smoked less than those who did not attend. Discussions with the psychologists stressed the fact that teaching adolescents how to assert boundaries and say ‘no’ when faced with peer pressure can empower children to resist negative influences.

Moreover, enhancing their self-esteem and self-regulation abilities enables them to navigate social situations with confidence, reducing the likelihood of succumbing to substance abuse. Additionally, developing adaptive coping skills, redirecting their energy into positive activities like sports, and providing them with healthy outlets for stress can further support their journey toward recovery and resilience. Communication Skills, Self-Esteem and Self Regulation, Responsible Decision making, Boundary Setting, Building healthy interpersonal relationships and Building Adaptive Coping skills are some crucial life skills which participant psychologists suggested should be inculcated in the children to help them act effectively against substance use.

LIMITATIONS:

While qualitative research can bring valuable insights into intricate phenomena, it has its potential limitations. As a result, the current study's findings may be more exploratory in character, making them difficult to generalise to larger groups. The findings, based on a small sample size of 20 psychologists, may not be representative of the whole population of psychologists working in government schools in Delhi. Furthermore, the use of purposive sampling may have created bias, as the chosen participants may not be completely representative of all psychologists.

The study was limited to psychologists working in government schools in Delhi, and the findings may not be applicable to teenagers in other regions or educational systems. The study used self-reported data from psychologists, which could be biased and insufficient. The study primarily focused on psychologists' viewpoints and restricted input from other stakeholders such as parents, instructors, and students. The confined scope may exclude some perspectives and insights on the problem of substance abuse among teenagers.

CONCLUSION:

The adolescent brain is a dynamic and developing organ, second only to the infant brain in terms of synaptic development (Arain et. al., 2013). It is optimised for survival in the natural environment because of its sensation-seeking and risk-taking tendencies, but it is unprepared for the modern world, where addictive drugs are readily available. For starters, it is predisposed to drug usage. It is also particularly susceptible to the detrimental consequences of drug usage. Adolescents should be primary targets for drug use prevention because of their double vulnerabilities. The rising prevalence of substance use among students is a threat to society and Introducing substance use prevention policies in schools to educate students about various adverse effects and refusal skills may help curb this menace. (Narain et al., 2020).

The present study elucidates through the focused group discussion that adolescents with tools like good communication skills, stress management, decision-making skills, and coping strategies are better able to handle the obstacles and demands that could otherwise result in substance abuse. Teens with strong communication skills, for instance, are better able to articulate their needs and feelings, which lowers the risk that they may use drugs as a coping method for unresolved problems as reported by participants.

Delaying the onset of substance use and reducing the pravelnce of youngsters who use drugs are significant objectives that must be met. In the Indian context, therapeutic self-help groups that are effective for kids with drug use disorders in the West can be started. Schools, emergency rooms, primary care facilities, and specialised treatment facilities can serve as pass-through locations and sites for early screening and intervention for children and adolescents. Early screening and intervention are especially crucial for young people who are at a high risk of substance use, such as kids whose peers use drugs or who have a positive family history of substance use (Jiloha, 2017).

Age-appropriate psychosocial treatment has produced promising benefits among teenagers, but study evidence is sparse. Adolescents and children rarely appear with substance use problems to health care institutions, and consultations are typically delayed and followed up on infrequently. There is a significant treatment gap between those who suffer and those who can receive sufficient therapy, which is particularly obvious among underprivileged groups.

RECOMMENDATIONS:

The study emphasises the importance of preventive measures and early intervention to prevent substance abuse among adolescents. The findings can be used by policymakers to develop appropriate interventions and strategies to address substance abuse among adolescents. The study also highlights the importance of life skills education, which can help students develop the necessary skills to avoid engaging in substance abuse. Therefore, it is crucial to incorporate life skills education into school curriculums to equip adolescents with the necessary skills to make healthy choices.

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APPENDIX:

Primary question

We are here to discuss your experience of group sessions with 6th-12th(9th-12th) grade students.

Opening question

Q1. Do you consider substance abuse as one of the concerns, what are your thoughts about it?

Key questions

Q2. In your opinion, which substances are commonly being abused?

Q3. How have you recognized the students struggling with Substance Abuse?

Q4. Which is the population with the highest prevalence (boys or girls)? What according to you is the age of onset?

Q5. What reason (s) have you found leading to the prevalence of Substance Abuse?

Q6. Have you referred students from your school to rehabilitation centres or MHEs, if yes, how many?

Q7. What mechanism did you use to help children who are dependent on various substances and those who you feel are prone to?

Q8. What factors do you think can protect a child from falling prey to substance abuse?

Q9. Have you noticed a help seeking attitude in children struggling from substance abuse?

Q10. Do you think prevention from substance abuse should be considered as an important life skill tool to be included in the school system?

Q11. What do you think are some of the life skills that help students not fall prey to substance abuse?

Closing question

Q12. Now that we’re closing the discussion, would you like to point out any topics which we might have missed catching upon?

Received on 13.02.2025 Revised on 18.03.2025

Accepted on 12.04.2025 Published on 02.06.2025

Available online from June 05, 2025

Res. J. of Humanities and Social Sciences. 2025;16(2):55-65.

DOI: 10.52711/2321-5828.2025.00010

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Creative Commons License.

OBJECTIVES:

Table 01: Objective and sample questions or prompts for focused group discussion

RESULT AND FINDINGS: