Introduction

In recent years, the rise of vaping in children and young people has emerged as a silent, yet deeply consequential, public health crisis. Unlike the more visible issues facing schools and colleges which include attendance, exclusion or academic attainment, vaping is often concealed, misunderstood and minimised. Its presence in educational settings is not only arguably disruptive for learning environments, but also greatly impacts children and young people’s wellbeing (Lockett et al., 2024).

Schools are on the frontlines of this invisible epidemic, yet many educators and policymakers have not received support to address it effectively (Purdy, 2024). This article calls for a trauma-informed, relational and contextually aware response to vaping, moving beyond behavioural control and toward systemic understanding and compassionate intervention.

Understanding the Landscape of Young People & Vaping

According to the National Institute of Health, the use of e-cigarettes among young people has increased steadily over the past decade (Taylor et al., 2023). The 2024 ASH Smokefree GB Youth Survey shows that while vaping rates among 11–17-year-olds appear to have stabilised, nearly one million children have tried vaping, and a significant portion continue to use vapes weekly. Despite the plateau, these figures highlight a persistent public health concern meaning that schools must remain proactive in addressing vaping through education, support and early intervention (ASH, 2024).

The appeal of vaping to adolescents is not accidental. Modern vape products are often designed with sleek, concealable bodies, sweet flavours, and digital marketing tactics that appeal directly to children and young people. These strategies reflect a continuation of the manipulative branding approaches historically employed by the tobacco industry (Jeong et al., 2024), now turbocharged by social media and peer influence.

Despite being framed as a “healthier” alternative to smoking, vaping carries serious risks. The use of nicotine has implications for brain development, mood regulation and long-term cognitive functioning within developing children and young people (Castro et al., 2023). Emerging data also suggest increasing hospital admissions due to vape-related respiratory and cardiac issues in those under 20.

A Trauma-Informed Lens: Behaviour as Communication

One of the foundational principles of trauma-informed practice is the understanding that all behaviour is communication (Perry & Szalavitz, 2017). When children and young people vape, they are not simply breaking rules; they are expressing needs, discomfort or dysregulation. For many, vaping becomes a coping mechanism for emotional stress, sensory overwhelm, anxiety or a history of trauma. Children and young people who have experienced Adverse Childhood Experiences (ACEs) are more likely to engage in substance use, including nicotine dependency (Broekhof et al., 2023). The stimulant properties of nicotine can temporarily soothe symptoms of hyperarousal or emotional numbness. In this way, the vape device becomes more than a habit; it is a tool for self-regulation in the absence of healthier strategies. Furthermore, in neurodivergent young people or those experiencing mental health challenges, the act of vaping can serve as sensory regulation. The tactile ritual which includes holding the vape, inhaling, exhaling, can bring a sense of control or relief in otherwise dysregulated moments (Dipiazza et al., 2020).

The Biology and Psychology of Addiction

To understand the pull of vaping, we must also consider the biopsychosocial model of addiction, an integration of biological predispositions, psychological processes and social contexts. Nicotine is a powerful psychoactive substance that activates the mesolimbic dopamine system (the brain’s reward pathway). When inhaled, nicotine rapidly stimulates dopamine release, creating a sensation of pleasure and calm (Arya et al., 2025). With repeated use, the brain adapts by downregulating natural dopamine production, leading to a cycle of dependence. Adolescents are particularly vulnerable to this pattern because their brains are still developing, especially in areas related to impulse control, risk assessment, and emotional regulation (Boparai et al., 2025).

Psychologically, addiction is not only about the chemical “hook.” Vaping becomes emotionally tied to routines, stress relief, social bonding, and identity. The positive reinforcement (e.g., a hit of relaxation) and negative reinforcement (e.g., relief from withdrawal or stress) create a dual pathway for dependence (Phipps et al., 2025).

Vaping, Belonging, and Identity

Adolescence is marked by a growing desire for social belonging and identity exploration. In this landscape, vaping is not just a substance, it is also a cultural symbol. It can signify rebellion, maturity, or group membership. Peer influence is a strong predictor of vaping uptake, especially in environments where usage is normalised (Skinner et al., 2024).
Students who experience marginalisation, bullying, or invisibility may use vaping to gain social capital or assert autonomy.

The Hidden Impact in Classrooms

Vaping carries significant implications for classroom functioning and student well-being. Nicotine withdrawal can manifest as restlessness, irritability, poor concentration, or defiance. These behaviours are often misunderstood as disciplinary issues rather than signs of addiction or dysregulation. Therefore, exclusionary responses such as detention or suspension may temporarily reduce vaping incidents but fail to address the underlying need. Or perhaps more concerningly, they may compound feelings of shame, secrecy and disconnection from school adults. In this sense, current behavioural policies may be inadvertently reinforcing the conditions that fuel the addiction cycle (Dorado et al., 2016).

What Schools Must Understand and Do

A trauma-informed school recognises that behaviour is shaped by experience, environment, and unmet need not simply by individual choice. The rise in vaping among students is not a failure of teachers or school staff, but a reflection of the broader social, emotional, and commercial pressures facing young people today.

As TICS Associate Jessica Parker suggests,

“Educators are already navigating a demanding landscape of rising mental health needs, complex safeguarding concerns, and systemic pressures around attendance and attainment. It is essential that the conversation around vaping is framed not as another responsibility to get right but as an opportunity for collective support, shared understanding, and compassionate leadership”.

Rather than punitive responses or blame, schools need access to the tools, training, and time required to build sustainable, whole-school approaches. A trauma-informed response means recognising vaping as a symptom of stress, disconnection or unmet needs—and responding with strategies that are relational, developmentally appropriate and grounded in curiosity, not control. Above all, schools must be supported to embed these changes in a way that does not add to the emotional load of staff, but rather strengthens the culture of care, relational safety, and shared responsibility that already exists within their communities.

Conclusion

Vaping among young people is not just a health concern; it is a signal. A signal that many students are seeking regulation, connection and belonging in ways that reflect the environments around them. Schools are not alone in this. The response to vaping must not rely on individual teachers or school policies alone, but on joined-up systems of support that respect the complexity of addiction and the courage it takes to address it.

At Trauma Informed Consultancy Services, we stand alongside educators, not in judgment, but in partnership. We believe that with the right knowledge, culture and care, schools can become places of protection, possibility, and healing—even in the face of invisible epidemics.

We offer training, consultancy and strategic help that can support you in achieving better outcomes for children in care. If you need any help and support or just a general chat about ‘all things Trauma Informed’, please get in touch with Lyndsay, our Working Together Lead at lyndsay@ticservicesltd.com and our team will support you in your journey.

References

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