Exploring Youths’ Cannabis Health Literacy Post Legalization: A Qualitative Study

Abstract

Legalization of non-medical cannabis in Canada was intended to protect youth health and safety by limiting access and raising awareness of safety and risks. The purpose of this qualitative research was to explore youths’ perceptions of their cannabis health literacy and future educational needs. A convenience sample of youth aged 13 to 18 residing in Newfoundland and Labrador, Canada who may or may not have consumed cannabis were included. A qualitative study using virtual focus groups with semi-structured interview questions was conducted. Ethics approval was obtained. All sessions were audio-recorded and transcribed. Inductive thematic analysis used a social-ecological framework for adolescent health literacy. Six focus groups ( n = 38) were conducted with youth of all ages and from rural and urban areas. Three main themes were identified: (i) micro influences (age, gender, and beliefs), (ii) meso influences, (family, peers, and school enforcement), (iii) macro influences (cannabis legalization and social media), and (iv) evidence informed information (harm reduction and cannabis properties). They desired evidence-informed education using harm-reduction principles, integrated early, and interactive. The findings provide support for a cannabis health literacy framework that will inform youth cannabis education programs. Interactive approaches with real-world application should support their autonomy, share knowledge, and minimize stigma.

A survey of educator perspectives toward teaching harm reduction cannabis education

“…program [ 19 , 34 ]. The concept of abstinence as the desired outcome of substance use education persists despite reports that students consider this approach ineffective [ 12 , 13 , 17 ]. These findings highlight the need to further inform educators of the benefits of offering youth evidence-based, harm reduction substance use education.…”

“…), which is largely unsuccessful at reducing substance use [ 15 , 16 ] and has been described as ineffective by youth [ 12 ]. A harm reduction approach to substance use education is more realistic as it provides strategies to minimize related harms without requiring abstinence as the end goal [ 17 – 19 ].…”

“…Despite the availability of such resources, there are gaps in existing harm reduction cannabis education in Canadian schools [ 17 , 25 , 26 ]. Canadian provinces and territories are individually responsible for developing and providing health education, so there is no standardized cannabis education across the country [ 27 ].…”

“…Canadian provinces and territories are individually responsible for developing and providing health education, so there is no standardized cannabis education across the country [ 27 ]. In a post-cannabis legalization qualitative study exploring youths’ cannabis health literacy, youth expressed dissatisfaction with the scare tactic messaging employed by abstinence-based education and reported learning little about cannabis in school, often obtaining information from social media or peers [ 17 ]. In a recent scoping review and environmental scan that identified Canadian cannabis education resources [ 25 ], many resources were identified but there were issues with accessibility, quality and multicultural considerations.…”

Canadian cannabis education resources to support youth health literacy: A scoping review and environmental scan

“…The Cannabis Health Evaluation and Research Partnership (CHERP) team in Newfoundland and Labrador, Canada, identified a gap in cannabis education for young people within the provincial school system and a desire for interactive, evidence-informed, harm reduction education ( Bishop et al, 2022 ). A scoping review is necessary to identify materials and programming to help inform the future development and inclusion of cannabis content in polysubstance drug education programmes and materials for youth ( Arksey and O’Malley, 2005 ).…”