The impact of vaping on students with disabilities and their increased vulnerability is a critical topic that school administrators and school resource officers (SROs) must address. Adolescents and young adults with disabilities are more likely to use vaping products compared to their peers without a disability, according to data from the Oregon Healthy Teens survey. The study found that 11th grade students with disabilities used e-cigarettes at a higher rate (18.3%) as opposed with students without a reported disability (12.3%).
When addressing vaping with students with disabilities, it is important to consider both the unique needs of the students and how to effectively communicate the risks of vaping.
Chemicals in Vaping Products Pose Health Risks
Many students with disabilities, such as asthma, cerebral palsy, or other respiratory or neurological conditions, may face heightened health risks from vaping. The chemicals in vape products, especially those produced in China that are dominating the global vaping market, can exacerbate these conditions. Many of these mass-produced vapes contain dangerous chemicals, increasing health risks for users, especially those who may be medically fragile.
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These unknown and potentially dangerous chemicals can have significant impacts on adolescent brain development, including memory, learning and decision making. These effects may compound pre-existing cognitive challenges in students with disabilities.
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Students with sensory sensitivities, such as autism, may find the smells or sensation of vaping overwhelming. Crowded bathrooms, where students traditionally are known to vape, can heighten stress levels and emotional dysregulation. This can lead to increased stress and anxiety.
Students with Sensory-Seeking Needs May Be Drawn to E-Cigarettes
Additionally, these same students with sensory-seeking needs may be drawn to the physical sensations of vaping — physical sensations such as the taste, especially in fruity or sweet flavors that can lead to an increased risk of experimentation and addiction.
Students with intellectual or developmental disabilities (IDD) may have difficulty understanding the dangers of vaping or recognizing the consequences of nicotine addiction. Nicotine can create calming or focusing effects that some students with sensory sensitivities may find appealing. If a device feels “soothing” due to sensory feedback, students might develop a reliance on vaping as a calming mechanism without understanding the harm.
On the other hand, nicotine addiction can worsen pre-existing behavioral challenges in students with disabilities, such as anxiety, impulsivity, or mood regulation difficulties. This can especially be the case with students with ADHD or other behavioral disorders. Addiction and withdrawal symptoms can hinder focus, attendance, and academic performance, which are already areas of concern for some students with disabilities.
This at -risk population may also be confused about these devices and may not fully understand how the devices work. This can lead to incorrect use leading to burns or exposure to higher levels of harmful chemicals.
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The appealing flavors and colors of these Chinese-produced vaping products mask their damages. This is especially true for students who have difficulty distinguishing between safe and unsafe substances.
Students with IDD may struggle to weigh risks or resist coercion, making them easier targets for experimentation or exploitation. Students with disabilities may be more vulnerable to peer pressure as they seek acceptance or inclusion within social groups. This can increase their likelihood of experimenting with vaping.
Social Media Groups that Promote Vaping May Appeal to Students with Social, Emotional Challenges
Vaping has become a significant trend on social media. Social media often markets vaping products as accessible, with ads promoting shops or online purchasing options that make it easier to acquire these products. Vulnerable students may turn to social media to find a sense of connection or belonging. This makes them more likely to engage in activities like vaping if they perceive it as popular or accepted. Some social media groups may promote vaping as a shared activity among friends. Students with disabilities, particularly those with social or emotional challenges, may feel compelled to participate to build that social connection.
Students with disabilities, their families, and educators may not be fully aware of the dangers or prevalence of vaping. Traditional prevention programs may not be accessible to all students, particularly those who require alternative communication methods or tailored learning strategies.
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Students with disabilities may face greater challenges in accessing cessation resources or overcoming addiction. Traditional quitting resources may not be accessible or tailored for students with disabilities, such as sensory accommodations or simplified explanations, leading to prolonged health issues. Students with speech and language challenges may struggle to express the physical symptoms or emotional effects of a vaping addiction. With a lack of this resource, it can lead to a disruption in learning. Addictions and withdrawal symptoms can hinder focus attendance and academic performance. This is already an area of concern for some students with disabilities.
These Strategies Can Hep Schools Address the Problem
There are several strategies to address the vulnerabilities of students with disabilities. School staff should develop and implement prevention and education programs tailored to the cognitive and developmental levels of students with disabilities. In doing so, they are providing families with resources to recognize vaping behaviors and communicate risks effectively. This should include sensory- friendly materials, such as visuals to teach about vaping. Calming tools such as stress balls, fidget items or weighted blankets can replace vaping as a self-regulation mechanism.
Use concrete examples and language, such as how vaping can affect physical health, their ability to focus, or participation in activities. In some cases, peer programs can be effective, where students with disabilities are involved in promoting anti-vaping messages, making it more relatable and accessible.
Schools can also offer counseling, peer support groups, and intervention strategies that address addiction. This should be done in a non-punitive, supportive manner. For students with disabilities, reinforcing positive behavior and providing clear consequences can be helpful.
School administrators must also ensure policies align with IDEA and Section 504 for students with disabilities, Ensuring enforcement policies do not disproportionately target specific student groups is critical to avoid any discrimination.
It’s also critical to equip educators, SROs, and school administrators with the knowledge to recognize signs of vaping and implement appropriate interventions for students with disabilities.
Stefan Bjes is founder and CEO of Flue Line Spectrum Safety LLC, which provides first responders with training on autism and developmental disabilities. He is also currently assistant director of campus safety and North Central College. Previously he was an SRO for the Addison (Illinois) Police Department.
Note: The views expressed by guest bloggers and contributors are those of the authors and do not necessarily represent the views of, and should not be attributed to, Campus Safety.
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