It’s not always easy to know what to say or how to react when a young person is using drugs. Find clear and nuanced answers to situations that may arise within the family, at school, during leisure activities, or in social work.
Parents
Refusing to talk is common during adolescence: teens are trying to assert themselves and may hide certain habits from their parents to maintain their independence. It is still possible to communicate with your child by adjusting the way you talk to them.
- Show that you’re available and interested in their hobbies and relationships.
- Opt for a natural, relaxed moment rather than a formal conversation: during a movie, when you see a tobacco ad, or based on a real-life situation.
- Ask open-ended questions to understand how he or she feels, what he or she thinks, or what he or she knows, and express your concerns by talking about yourself: “I’m worried about you because …,” rather than focusing on his or her behavior.
- Avoid dramatizing, lecturing, judging, or making the other person feel guilty, because that will only shut down the conversation even more.
If communication remains difficult, you are not alone: professionals, online resources, and specialist services are available to support you through this process.
Supporting Young People – ParentsThis comment is typical during adolescence and reflects a need to belong to a group. Before responding, start by listening to understand what your child is actually thinking, feeling, and experiencing.
Ask open-ended questions to encourage them to think: “What makes you feel that way?” “How do you feel in this situation?” Then, express your concerns—without lecturing—by using “I” statements: “I’m worried about you because ….” If possible, make sure both parents are consistent in what they say and in their own behavior.
Finally, highlight their strengths: their ability to say no, to resist peer pressure, and to analyze what they’re presented with. You can also remind them of the facts: in Switzerland, most young people don’t smoke every day.
This concern is understandable: parties and outings are indeed situations where peer pressure can be felt. Rather than imposing restrictions, it’s more important to give your child the tools to act with trust in such situations.
To do this, it’s a good idea to start a conversation. Ask your child how they handle—or would handle—these kinds of situations, rather than just warning them. Talk to them about your concerns and help them develop the ability to say “no,” resist peer pressure, and question the suggestions they’re given.
Finally, addressing the issue of smoking before it becomes a problem allows for a discussion of health risks, marketing issues, and peer pressure.
As parents, it’s not easy to find out that your child is smoking, and you may feel helpless. First of all, avoid overreacting, making your child feel guilty, or lecturing them—this can cause them to become defensive. Instead, try to have an open and nonjudgmental conversation.
To do this, choose a relaxed moment and ask open-ended questions: “How do you feel when you smoke a cigarette (take a puff, etc.)?” Listen before giving advice: understanding what your child really thinks, feels, and knows allows you to take their reality and experiences into account. Rather than imposing your will, acknowledge their abilities and independence: “What can I do for you / to help you?” Remind them of the risks of smoking in a factual manner.
Finally, ask your child if he or she is considering quitting and, if so, how. If the desire to quit comes from within, the change is more likely to succeed than if it is imposed from the outside. If your child isn’t ready to quit, it’s important to maintain a connection and keep the lines of communication open. Quitting is a process that can take time. Professionals and specialist services can facilitate this dialogue or provide support if you encounter difficulties.
Supporting Young People – ParentsYoung people are often exposed to peer pressure and social norms. However, because their brains are still developing, their sensitivity to nicotine and their risk of nicotine dependence are higher.
That’s why parents can play a role in helping them develop a critical mindset when faced with outside influences, while providing them with guidance and reliable information. To do this, there’s no need to overreact or lecture your child—that may just lead to resistance. Instead, you can bring up the topic during a relaxed moment and ask open-ended questions: “How do you feel when you smoke a cigarette (or vape, etc.)?” Listen before giving advice: understanding what your teen really thinks, feels, and knows allows you to take their reality and experiences into account. You can also remind them of the risks of substance use in a factual manner.
Finally, as a parent, it is essential to make yourself available and be there for your child to foster regular communication in an atmosphere of openness and respect.
The influence of peer groups or siblings in this situation exposes young people to peer pressure and social norms. Parents can play a role in helping their children develop critical thinking skills while providing them with guidance, boundaries, and reliable information.
To open a conversation, you can talk to each sibling individually. Start with the oldest sibling; you can express your concern (“I’m worried about you.”) while trying to understand the situation by asking open-ended questions (“I’d like to understand what’s going on. Why are you offering tobacco to your brothers and sisters?”). It’s important to clearly express your concerns about the health risks. You can also ask your child how they’re feeling and if they need help. Then clarify the boundaries and rules within the family: what is acceptable in the family and what the consequences will be if this happens again. To ensure consistency in your approach, also inform the other adults who care for the children (other parent, family members, babysitter, etc.).
When you talk with your siblings, you can ask them how they’re feeling and take the time to listen. Try to understand what happened and how they experienced that moment. Reassure them and clearly express your concerns about the health risks. Finally, work together to come up with a solution in case this happens again.
Talking about smoking is a sensitive topic, even within the family. However, secondhand smoke poses a real health risk to children and others in the vicinity. Several rules can be established and communicated to family members to prevent passive smoking:
- make the inside of your house or apartment a tobacco-free space;
- set up a smoking area outside the house or apartment;
- make the interior of the car a tobacco-free space;
- If someone smokes indoors: ventilate the room for 10 minutes by opening all the windows all the way;
- Do not smoke in children’s bedrooms or near their toys or stuffed animals, because smoke gets everywhere;
- Let family members and guests know that the house is a tobacco-free space and explain why;
- To minimize the amount of smoke that soaks into your clothes: wear a jacket or shirt specifically for this purpose, which you leave outside once you’ve finished your cigarette;
- Wash your hands and rinse your mouth after smoking.
It is important for both parents to share the same values, especially when it comes to their child’s health. Do not make the other parent feel guilty by implying that he or she is not interested in their child’s health.
If communication with your ex-partner is easy, work together to find a solution; if communication with your ex-partner is difficult, explain the situation to your child, expressing your concerns, your disagreement, and your reasons. Also ask your child how they’re feeling and what their needs are. Finally, be there for them and listen to what they have to say.
Teachers
In principle, yes—tobacco addiction does not justify excluding a young person from a camp. However, this requires preparation. As a professional, engage in a realistic and supportive dialogue with the young person and their parents, working with specialist services as needed.
Before leaving for camp, you can start a conversation by trying to understand their experiences and working together to anticipate the challenges that dependence might pose during the stay. Then, explain the legal framework and the rules in effect. You can talk to them about the health consequences of tobacco use, particularly the effects of nicotine dependence. Inform them of other available options by introducing them to potential resources (for example, nicotine replacement products, helplines, or specialist services) and explaining that it is often difficult to quit smoking or using nicotine on their own. If appropriate, nicotine replacement products can also be a valuable aid. To access these, it is advisable to contact specialist services.
Finally, work together to establish rules about what is and isn’t allowed during camp, as well as the consequences for breaking them.
As a teacher, if a student comes to you to talk about their substance use, it’s important to take their request seriously and respond with respect and compassion. Listen without trivializing or dramatizing the situation, while trying to understand the context of their use. Tailor your response to their needs and what they’re asking for. However, remind them of the legal framework: minors are prohibited from purchasing tobacco products. If they need information, you can explain the health consequences of these products. If your student needs support or help to quit, you can refer them to appropriate resources (school nurse, specialist services) and support them in their efforts.
Bringing up the topic of tobacco with teenagers can sometimes be tricky. Above all, it’s important to take their reality and personal experiences into account in order to establish a realistic and supportive dialogue. If you’d like to discuss this, do so in private, while respecting their trust and confidentiality. Stay calm and adopt a nonjudgmental attitude.
First, open a conversation by trying to understand the context of this behavior: Is it occasional, regular, or influenced by peers? Then tailor your message to the situation:
- If the young person doesn’t usually smoke: challenge common misconceptions, correct false beliefs, and talk with him or her about ways to resist peer pressure.
- If the young person already smokes: open a conversation about the effects and the risks of dependence, and tell them about available resources and specialist services.
In any case, remind the student of the school’s rules in a factual manner, without imposing an automatic penalty unless one is expressly provided for. If the student expresses a need for support or wishes to reduce their use, you can refer them to a specialist service or to an in-house health professional.
Teachers – Let's Talk About ItIf you catch a group of students smoking during breaks, the most important thing is to remain calm and adopt a caring, nonjudgmental attitude. You can intervene by reminding them of the school’s policies and rules. If the situation isn’t explicitly covered by these rules, avoid automatically imposing disciplinary action. To open a conversation, ask to speak with the students separately and in private to respect their privacy and build their trust. You can then try to understand the context behind their smoking: curiosity, peer pressure, habit, or concern for a loved one who smokes (a friend or family member). Tailor your message to each student individually:
- If the young person doesn’t usually smoke: challenge common misconceptions, correct false beliefs, and talk with him or her about ways to resist peer pressure.
- If the young person already smokes: open a conversation about the effects and the risks of dependence, and tell them about available support and specialist services.
If a student expresses a need, refer them to an in-house healthcare professional or a specialized facility, while discussing with the student whether it would be appropriate to involve their parents. Finally, if you believe it is necessary, you can organize an intervention with specialized external professionals, in consultation with the administration.
In this situation, remind the student of the current rules regarding the use of electronic devices in class, and then, at the end of class, take the time to speak privately with the student in question. Open a conversation by remaining calm and adopting a supportive attitude. Try to understand the context of their device use, and then remind them of the legal framework and the school’s current policies. You can inform them about the effects and health risks and discuss available support options and specialist services. If the student expresses a need, refer them to an on-campus health professional or a specialist service in your area.
In the event of a repeat offense or concerning situations, consult with management, who may, if necessary, propose interventions in collaboration with specialist external services.
If the rules explicitly provide for disciplinary consequences in this situation, apply them consistently. If necessary, involve the parents.
Youth professionals
First, acknowledge that they’ve chosen to talk to you and welcome their decision with kindness and without judgment. Ask open-ended questions to understand their experience and identify what they need: someone to listen, information, or support to quit. If they ask for an explanation, you can tell them that nicotine creates a short-term sense of calm but does not resolve stress. In the long term, it creates dependence that sets in quickly, especially among adolescents. Refer the adolescent to a specialized program if necessary and if they wish.
This situation calls for an institutional response. It is essential to remind staff members of their role as role models and influencers, as well as the rules in effect at the facility. This can also be an opportunity to clarify or reinforce internal policies regarding substance use, including tobacco and other nicotine products. The guidelines clearly outline where consumption is permitted and which behaviors are allowed or prohibited. The institution can also offer continuing education for staff members.
Respond to the comment with kindness and take what the child says seriously, without overreacting or judging their family. Reassure the child briefly and simply, for example: “It’s unpleasant when it smells like that.” “ With a child this young, it’s not the information that matters most, but the child’s well-being.
If the child keeps bringing it up or seems upset, try to talk to the parents. Address your observation objectively and without blame, for example: “Your child told me there was a smell of smoke in the house, and it seems to be worrying him or her.” ” This discussion can also be an opportunity to inform the parents about secondhand smoke and simple measures they can take, such as smoking outside the home.
If you have any other concerns or if the situation is unclear, discuss it with your supervisors and coworkers. If necessary, seek help from a healthcare professional.
The fact that the young person is confiding in you is a precious sign of trust. Respond to this confidence with respect and compassion. Listen without judging or overreacting, and tailor your response to their needs: do they need someone to listen, information, or support in quitting? Provide reliable information about the health risks, particularly the increased risk of dependence among young people.
Avoid promising absolute confidentiality. If the situation seems concerning to you (heavy use, signs of dependence, particular vulnerability), discuss it with your supervisor before making any decisions regarding the parents. Together, you can determine the best approach to protect the young person while maintaining the bond of trust.
Youth Professionals – Let's Talk About ItFirst and foremost, consult your organization’s internal policies: if they specify a disciplinary action, it must be applied consistently. However, always accompany it with a supportive and nonjudgmental conversation.
Stay calm and remind them of the guidelines and rules in place. Try to understand the context: curiosity, peer pressure, habit. Tailor your message to the situation. If this is a first-time occurrence, challenge common misconceptions about these products: they are not risk-free, despite their discreet nature. If it’s a case of regular use, open a conversation about the risks of dependence and the resources available. If the situation recurs or seems concerning to you, seek support from your management and colleagues, especially in complex situations.