When teachers spend hours each day with students, they often notice changes before anyone else — a drop in grades, missed assignments, or a student who suddenly seems tired, withdrawn, or distracted. These changes can have many causes, but sometimes they point to something more serious, like substance use.
Knowing what to say if you suspect a student is using drugs or alcohol — and how to say it — can make a huge difference in whether a student feels supported or shut down. Here’s how teachers can approach these tough conversations with care.
If a teacher suspects a student might be using substances, the goal isn’t to accuse or investigate — it’s to show concern and open the door to help.
Start with care and observation, not accusation.
Instead of just asking, “Are you using drugs?”, try: “I’ve noticed you’ve seemed really tired lately, and your schoolwork has changed. I’m worried about you. How are things going?”
This kind of statement:
If your student opens up, listen without judgment. You can say: “Thank you for trusting me with that. You don’t have to go through this alone. Let’s find someone who can help you.”
If they deny any problems, stay calm and don’t push. You might respond: “Okay, I hear you. I just want you to know I’m here if things ever feel overwhelming or if you need support.”
Sometimes, simply being seen and heard can be a young person’s first step toward change.
After the conversation, it’s important not to handle things alone. Teachers should share their concerns with the school counselor or student support team — even if the student denies using substances. If you’ve noticed a concerning change, seek support.
School counselors are trained to:
When looping in the counselor, a teacher might say: “I spoke with [student’s name] because I’ve noticed some changes in their behavior and performance. I expressed concern, but they denied any issues. I wanted to make sure you were aware and could follow up.”
This kind of communication ensures everyone is working together in the student’s best interest.
If a teacher or counselor decides it’s time to involve the student’s parent(s) or caregiver(s), it’s best to approach the conversation with compassion and partnership.
Start by sharing specific observations, not conclusions: “I wanted to reach out because I’ve noticed your child has seemed more withdrawn lately and their grades have dropped. I’m not sure what’s going on, but I wanted to check in to see if you’ve noticed similar changes at home.”
This opens the door to collaboration rather than confrontation. Avoid labels like “addiction” or “drug problem” — instead, focus on concern and care.
If the parent becomes angry or defensive, stay calm and empathetic. You might say: “I understand this is upsetting to hear. We all want what’s best for your child, and I’m coming to you because I care and want to make sure they’re supported.”
If emotions run high, it’s okay to pause the conversation and involve the school counselor or an administrator to help navigate next steps.
Denial is common — and not necessarily a dead end. Both students and parents may need time to process their emotions or fears before they’re ready to accept help. Parents may be concerned about their child being labeled or having a permanent entry on their school record related to substance use. Students may fear consequences at school and/or at home.
If the student or parent insists everything is fine:
Sometimes, consistent, caring attention from trusted adults helps build the trust needed for a student or family to eventually accept help.
School counselor or psychologist – First line of support within the school
SAMHSA National Helpline: 1-800-662-HELP (4357) – Free, confidential treatment referral
Drugfree.org’s support resources – Guidance for families navigating substance use concerns
Teachers play an important role in recognizing early warning signs and offering care. You don’t have to solve the problem — just being the adult who notices and reaches out can make a life-changing difference.