Abstract
Purpose: This qualitative phenomenological study explored perceived changes in student substance use on high school campuses before and after the COVID-19 school shutdowns through the perspectives of Substance Abuse Specialists (SAS). In the context of increased student need and rising overdose risk, the study moved beyond anecdotal observations to examine how psychological, social, and environmental conditions shaped student coping behaviors and substance use patterns following disruptions to in-person schooling. It also highlights the critical role of school-based intervention professionals in supporting student recovery post-COVID.Theoretical Framework: The study was guided by an integrated framework combining Social Learning Theory, Ecological Systems Theory, and General Strain Theory. Together, these perspectives supported analysis of how behavioral modeling, environmental disruption, and sustained stress influenced adolescent coping and substance use in the post-pandemic school context.
Methodology: A qualitative phenomenological design was used to examine SAS lived professional experiences (Creswell & Poth, 2018). Using purposive sampling, six SAS from a large California public secondary school district participated in semi-structured interviews (Patton, 2015). Interviews were recorded, transcribed, and de-identified prior to analysis. Data were analyzed through an iterative phenomenological process to identify significant statements, develop meaning units, and generate themes (Creswell & Poth, 2018; Moustakas, 1994). Reflexivity was maintained throughout (Berger, 2015), and trustworthiness was supported through memo-writing, peer debriefing, member checking, and systematic documentation (Lincoln & Guba, 1985; Tracy, 2010).
Findings and Conclusion: Six themes emerged: (1) a shift toward coping-motivated substance use, (2) normalization through digital access, (3) home stressors and basic needs insecurity, (4) increased vulnerability among younger students, (5) heightened lethality and safety concerns, and (6) systemic intervention barriers. Students returned with increased anxiety, depression, and emotional dysregulation, with substance use increasingly used as coping. Digital exposure, household instability, and fentanyl risk intensified concerns, while inconsistent systems complicated equitable responses. Findings indicate that post-pandemic substance use reflects intersecting individual and systemic challenges requiring coordinated, multi-level interventions.
Recommendations: Findings support trauma-informed interventions, harm-reduction and overdose prevention strategies, early identification through engagement indicators, and strengthened district infrastructure to support SAS capacity and continuity of care.