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Overview
Overview
Nicotine is highly addictive. Many of today’s nicotine products contain extremely high levels of nicotine, and because the adolescent brain is still developing, addiction can happen very quickly, sometimes within just a week of occasional use.
The good news is that interest in quitting is high among young people who use nicotine.
56% of Colorado high school students and more than 60% of youth nationally report that they want to quit or try quitting within the year.
At the same time, quitting nicotine is difficult. Data from the 2020 Monitoring the Future study showed that successfully quitting e-cigarettes is twice as hard for adolescents as quitting traditional cigarettes.
When students are ready to quit, having supportive systems in place can make a meaningful difference. Schools, with support from local public health agencies (LPHAs) and community partners, can help increase the likelihood of successful quitting by:
Establishing clear systems to identify students and refer them to appropriate, accessible cut-back and quit programs, information, and resources. These supports can also be shared with family members or staff who want to quit.
Implementing research-based quit programs and tools during school hours that focus on immediate, relevant consequences of tobacco use, set specific and attainable goals, and use incentive- or contract-based approaches.
Connecting students and families with community organizations that provide nicotine cessation services and additional supports to address underlying reasons for use.
Identify Quit Supports and Resources
Identify Quit Supports and Resources
Most administrators, educators, and school health professionals recognize that student nicotine use is more than a disciplinary issue. It is a health concern that can negatively impact students’ physical health, mental health, and academic success.
LPHAs can help schools demonstrate their commitment to student health and well-being—which in turn supports a positive school climate and stronger academic outcomes—by helping them:
Identify and promote school- and community-based nicotine cessation resources that are developmentally appropriate and accessible to students.
Offer practical, low-barrier supports that help students manage cravings and stress, such as:
Hard candy or gum to keep mouths busy.
Fidgets to keep hands busy.
Opportunities for mindfulness, meditation, or deep breathing.
These small, supportive strategies can complement formal quit programs and help students build healthier coping skills.
Tools You Can Use
Many evidence-based resources exist to support cut-back and quit efforts, mental health needs, and other underlying factors that may contribute to nicotine use. LPHAs can help schools understand, promote, and share these resources with students, families, and staff.
My Life, My Quit: A free, confidential, text-based quit program for youth ages 12-17 who want to stop smoking or vaping.
IMATTER Colorado: Connects youth age 18 and younger with a licensed therapist for up to six free counseling sessions.
Not On Tobacco: A 10-week teen cessation program that helps teens identify reasons for use, explore healthy alternatives, and build support.
CDPHE Youth Cessation Resource Guide: Includes youth-focused quit curricula, flyers, and implementation resources.
Smokefree Teen: Evidence-based information and free mobile tools designed to help teens quit tobacco and nicotine products.
Colorado QuitLine: Support referrals to the Colorado QuitLine (1-800-QUIT NOW) or coquitline.org for school staff who want to quit using tobacco products.
Colorado Crisis Services: Provides hotline & walk-in services for youth & adults experiencing a mental health crisis.
Share Best Practices
Share Best Practices
Screening plays an important role in identifying students who may benefit from additional support to cut back or quit nicotine. When used appropriately, it helps schools understand what level of support a student may need and connect them to relevant quit resources, not to punish or label students.
SBIRT is an evidence-based framework designed to:
Screen for substance use or other risk behaviors.
Provide Brief Intervention to reduce use.
Refer to Treatment when higher levels of support are needed.
Individual student screening is commonly recommended when:
A student is referred for behavioral or mental health support.
A student has a substance use–related infraction.
A student self-refers or a family member requests support.
Other criteria identified by the district or school.
LPHAs can support schools by helping them understand screening options, training requirements, and policy considerations, and by reinforcing that screening is a supportive tool to guide quitting and referral, not a disciplinary response.
Before implementing any screening process, schools should follow district policy. In most districts, screening and testing policies are outlined under JLDAC.
Tools You Can Use
Two commonly used, evidence-based tools designed to assess alcohol and drug use, including nicotine, and help inform appropriate next steps for student support are:
Schools should select the screening tool that best aligns with their capacity, staffing, and student needs. Both tools can be administered by trained school staff such as a school nurse, counselor, other health professionals on campus, or another trusted adult. Whoever administers the screening should be thoroughly trained on:
How to use the tool.
How to talk with students about results.
How to make appropriate referrals and follow-up plans.
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