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Message 2024 FOCUSGROUPS ONVAPING INSCHOOLS

Table of ContentsPAGE 1VAPING FOCUS GROUP REPORT 2024Background02Participant Demographics03School Leader Summary04School Leader Themes05Youth Summary11Youth Themes12Summary of Key Themes17Appendix A: School Leader Protocol19Appendix B: School Leader Protocol20Next Steps18Limitations16

What is a focus group?Focus groups are interactivediscussions involving small groupsof participants on specific topicsunder the guidance of a facilitator.They are used when you need toexplore a new or specific topic ofwhich little is known or you need togain a range of views (CDCEvaluation Framework ActionGuide).Why did we conduct focus groupson vaping?The purpose of the vaping grantfocus groups is to give youth andschool staff a voice into vapingprevention and interventionincluding non-punitive responses tovaping in schools. We intentionallyfocused on gathering youth andadult feedback on vapingprevention, intervention, cessation,and alternatives to suspension inschools.Vision: Every Child Safe,Healthy, and ConnectedMission: We grow thecapacity of educators topositively impact the well-being and equitableoutcomes of everystudent.PAGE 2VAPING FOCUS GROUP REPORT 2024BackgroundThe WISH Center was created in 2012 to provide statewide training and technicalassistance to Wisconsin schools on topics related to safe and healthy schools.In 2024, we were awarded a grant from the Department of Health Services to addressyouth vaping in schools. For more information on the WISH Center visit our website.

Role#%Social Workers1034%School Counselor931%Student Service310%Mental Health Navigator27%School Psychologist27%Principal13%Special Education/Alternative Teacher13%Other13%School Leader Total29100%Peer Educators10Ages15-17Who participated in the vaping focus groups?School LeadersTwo school leader vaping focus groups were heldvirtually with a variety of school staff who areparticipating in the School SBIRT project led by theWISH Center. One focus group was held onNovember 19, 2024, with 13 participants. Anotherfocus group was held on December 11, 2024, with 16participants for a total of 29. Both were facilitatedby WISH team members. 17 school districts wererepresented from throughout the state ofWisconsin. School locales included city: 4,suburban: 4, rural/town: 9.Youth Peer EducatorsThe youth vaping focus group was held in personon December 11, 2024, with an existing group of 10peer educators that represented five high schoolsin Western Wisconsin. Students ranged from 15-17years old. The WISH Center Director facilitated thefocus group in partnership with a local coalitionleader, both who receive funding from theWisconsin Department of Health Services,Commercial Tobacco Prevention and Control.PAGE 3VAPING FOCUS GROUP REPORT 2024Participant DemographicsThree Vaping Focus Groups:School Leaders, November 20241.School Leaders, December 20242.Youth Peer Educators, December 20243.

SchoolLeadersSummaryUnclear and broad policies make enforcement challenging andlead to inconsistent responses to vaping incidents. Establishingclear, consistent policies and improving communication aboutinterventions and consequences can help address this issue.STRENGTHEN POLICY CLARITY FOR CONSISTENT VAPING ENFORCEMENTEARLY PREVENTION AND INTERVENTIONSchool leaders identified that prevention efforts are minimal, starttoo late, and are constrained by curricular time. Some would like tostart offering vaping prevention lessons at the elementary level. ASPIRATION FOR CHANGE AMID LIMITED CAPACITYA desire exists to move beyond punitive measures to restorativeapproaches, but staff resistance and limited resources hinderprogress.CHALLENGES IN ADDRESSING YOUTH VAPING IN SCHOOLSThere are many challenges to addressing youth vaping in schoolsincluding the prevalence, students have a low perception of harm,vapes are easy to access, and enforcement challenges.PAGE 4VAPING FOCUS GROUP REPORT 2024What Did We Learn?The focus groups highlighted the widespread nature ofvaping in schools and the challenges of addressing iteffectively. While there is interest in shifting towardrestorative practices and preventative measures, schoolsface significant barriers, including cultural norms, resourcelimitations, and inconsistent approaches. Collaborativeefforts with parents, staff, and community partners,alongside age-appropriate prevention programs, are seenas critical steps forward.

Organization of themes provided by ChatGPT and edited by Tracy Herlitzke.Statements in quotation marks are directly from the focus group participants.PAGE 5VAPING FOCUS GROUP REPORT 2024School Leader ThemesWhat did we learn?Vaping Prevalence and Cultural Normalization01Vaping is widespread in schools, withstudents viewing it as culturallyaccepted or inconsequential.Vaping, particularly THC use, ispervasive and normalized amongyouth.Students perceive vaping as a low-riskactivity, integrated into their sociallives, similar to how cigarette smokingwas once perceived.There is significant suspicion butlimited proof of who is vaping, makingit hard to address.Access to vapes is widespread, oftenthrough parents, siblings, or onlineplatforms like TikTok or Amazon.Many students avoid bathrooms dueto the frequency of vaping.“Students say theywon't go to thebathrooms because ofso many studentsvaping.”“[Vaping is] pervasive,normalized for kids.THC use is all over -kids see it as a part oflife style and nothingwrong with it.”“[Vaping has] becomea part of a socialactivity. Like peopleused to stand out andsmoke cigarettes.”“Students [at the middle school level] say it's not a risk- not a big deal.Perception that it is pervasive. Even if data shows it's not students aresaying everyone does it. Not reflective of actual reality.”

Challenges in Enforcement, Policy, and Practices02Difficulty identifying who is vaping due to the ability to hide devices.Vape sensors are unreliable, often triggered by non-vaping activities likeusing body sprays.Staff face capacity issues for supervision, searches, and follow-through.Access Barriers: Policies and resources to address youth vaping are limited,with gaps in staffing, time, and community collaboration.Inconsistencies in enforcement and disciplinary actions, including varyinguse of suspensions and restorative practices.Inconsistent Policies: School policies on vaping enforcement andconsequences vary significantly, often left to individual administrators'discretion.Lack of Deterrence: Traditional punitive measures, such as suspension, areviewed as ineffective in changing behaviors or reducing vaping incidents.PAGE 6VAPING FOCUS GROUP REPORT 2024School Leader Themes“Even when caught, students don't takeownership- excuses and blame others. 90%of students say it wasn’t theirs. Would like toprovide education but it's hard when theydon’t take ownership.”“Our policy is swift, quick and verypunitive. Anyone who is caught- 3 dayssuspension referral to police reentryconference.”“Nicotine - suspension, referral to police;THC- suspension, referral to police, pre-expulsion meeting.”“Our staff would want totake a more punitiveapproach. Staff are prettyresistant to restorativeapproaches and wanthard consequences.”“Sending themhome isn’tchangingbehavior at all.”“Progressive discipline-include interventionand consequences.User discretion.”

Education and Prevention Efforts03Current prevention efforts are minimal and reactive, often starting too late(e.g., high school health classes).Schools struggle to provide effective education on vaping and itsconsequences.Efforts to introduce alternative programs like Everfi or SBIRT have begunbut are not fully implemented.Limited Prevention: Existing prevention programs like “Catch My Breath”are underutilized or inconsistently implemented, often constrained bycurriculum time in schools.PAGE 7VAPING FOCUS GROUP REPORT 2024School Leader Themes“Health teachers -especially at the highschool- indicated thatthe many standardsthey have to cover onlyleaves them with 4lessons to cover AODA.”“Vapingprevention prettymuch doesn’texist.”“[We] use Catch MyBreath curriculum with 6-8 grade students duringhealth class time (in PE).Freshman get HS lessonsin health class.”“Lack of personnel andresources in a smaller district.Counselors spread very thinand we don’t have enoughsocial workers. We are doingwhat we can. Not enoughpeople and not enough timeto get into the classrooms forprevention.”

04“Teen court.First time- cango in front of HSjurors- can getsanctionsinstead of fine.Has had apositiveimpact.”“Partner with cityand county publichealth- how to quitvaping workbook.Bathroom stallsigns, handouts forstudents. StudentsAdvocating forExcellence groupgives out materials.SRO talks toclassrooms too.”“[Students who getcaught the firsttime] Do a financialproject with thedean of students.Figure out all of themoney spent andthe cost. Very fewrepeat offenders.[We] try to keepthem at school asmuch as we can.”“Activelycollaborating withthem [County drugpreventioncoalition] toeducate studentsand adults whocan supportprevention effortswith youth.” “Trying to build more layers at school of support.”Intervention Strategies, Support, and Restorative Practices A desire exists to move beyond punitive measures to restorativeapproaches, but staff resistance and limited resources hinder progress.Schools are exploring support structures, such as educational groups,behavioral health referrals, and peer-led interventions.Educational Efforts: Schools use programs like SBIRT, InDepth, NOTcessation, and tailored lessons for specific grade levels, but these efforts aresporadic and resource-dependent.Some educators share community collaboration examples such aspartnerships with public health organizations, coalitions, and city officialsthat aim to educate students and restrict access to vape products.Educators have shared alternative consequences, such as discussing thefinancial cost of vaping, setting goals, and encouraging student-drivenadvocacy, which have shown promise in reducing repeat offenses.PAGE 8VAPING FOCUS GROUP REPORT 2024School Leader Themes

PAGE 9VAPING FOCUS GROUP REPORT 2024School Leader ThemesStudent and Parent Perspectives05Many students do not take ownershipwhen caught, often blaming others.Some parents condone vaping or aredisengaged, while others seeksupport.Conversations about vaping arechallenging when it is accepted athome.“One of our biggestchallenges is kids saytheir parents buy forthem and or knowthey are doing it.”“The only time we haveparents in theconversation is when weare doing a suspensionor reentry meeting...”Youth Engagement06Groups like Pledgemakers advocate for vaping prevention and policychange, focusing on peer education and community involvement.Students have played key roles in identifying sources of vape access andlobbying for changes, such as restricting vape shop proximity to schools.

PAGE 10VAPING FOCUS GROUP REPORT 2024School Leader ThemesBarriers to Success07Lack of resources for addressing addictionand behavioral health concerns.Limited private providers availability foraddiction support.Challenges in engaging parents and thebroader community.Staff shortages impacting supervision andprogram implementation.Resource Constraints: Schools lackadequate personnel, such as counselorsand social workers, to provide consistentprevention and intervention efforts.Policy Ambiguity: Broad and vague policiescomplicate enforcement and createinconsistency in addressing vapingincidents.Motivational Gaps: Many students lackmotivation to quit vaping, and effectivecessation tools for minors are limitedcompared to adults.“[Our] Biggest gap istheir access to vapes.A lot of times they aregetting it from parentsand older siblings.”“Access- just learnedthat when we get ourkids debit cards hopingto let them beindependent- can buyvapes on the TikTokshop $35 each. Beingdelivered to home andget them before parentseven know.”“Motivation forthem to quit is notthere.”

PAGE 11VAPING FOCUS GROUP REPORT 2024What Did We Learn?Youth Summary and RecommendationsStrengthenEducationDevelop comprehensive, engaging,and relatable prevention programsthat highlight the risks of vaping,debunk common myths, andresonate with youth experiences.Replace punitive measures witheducational interventions and supportsystems, such as mandatory classes,access to counselors, and community-based resources.ShiftConsequencesProvideResourcesOffer practical tools for quitting,including small groups, cessationapps, and alternative stress-reliefaids tailored to youth needs.ImproveMessagingDesign bold, creative, and relatablecampaigns featuring direct,impactful messages that captureattention and spark reflection.LimitAccess toProductsAdvocate for stricter regulations onthe purchase and distribution ofvaping products, includingproximity restrictions for vape shopsnear schools.

Severity of the Problem01On a scale of 0-10, Youth rate vaping at 8.125Not a ProblemVery Severe ProblemPAGE 12VAPING FOCUS GROUP REPORT 2024Youth Focus Group ThemesWhat did we learn?Perceived Severity: Participants rated the severity of the vaping issue on ascale from 0 to 10, with responses ranging from 4 to 10 and an average score of8.125. Most students considered vaping a serious problem, emphasizing itsnormalization and visibility within schools, especially in shared spaces likebathrooms. They also highlighted the impact of vaping on friendships, overallhealth, and the school environment.“My brother started vaping in high school and is still addicted tonicotine now, kids don’t think it’s a problem now but it will followthem - they are addicted.”Personal Connections: Many participants expressed deep concern due topersonal experiences with friends or family members struggling with nicotineaddiction. These stories underscored vaping’s addictive nature and its long-term health consequences, further illustrating the problem's prevalence andemotional toll on youth.“10 - I feel strong because friends have done it and are strugglingto quit and there’s conflict between friends, attached to nicotineand [it] becomes an important part of life and ruins friendships.”

PAGE 13VAPING FOCUS GROUP REPORT 2024Youth Focus Group ThemesWhat did we learn?Drivers of Youth Vaping02Stress and Mental Health: Many participants identified stress and mentalhealth struggles as significant factors driving vaping among youth. Vaping isoften used as a coping mechanism or escape from challenges.Social Influence: Peer pressure and normalization by family, friends, andadvertising were cited as major contributors to the appeal of vaping.Participants noted that social influence perpetuates a culture where vaping isseen as acceptable or even trendy.Accessibility: Youth highlighted the ease of obtaining vaping productsthrough local stores, online platforms, and even parents. This accessibilityfurther normalizes vaping as a common activity.Prevention and Education03Insufficient Education: Students noted a lack of effective prevention efforts inschools, which are often limited to outdated methods such as health classlectures, posters, or assemblies. These initiatives were widely perceived asunengaging and ineffective.Misinformation and Normalization: Participants observed that vaping risksare poorly communicated, leading to misconceptions like vaping being "saferthan smoking." They called for relatable, research-backed education andimpactful messaging to address these misconceptions.Engaging Methods Needed: To improve prevention efforts, studentssuggested using interactive methods, bold imagery, and relatable facts. Theyemphasized avoiding overreliance on punitive messaging, which oftenalienates rather than engages youth.

PAGE 14VAPING FOCUS GROUP REPORT 2024Youth Focus Group ThemesWhat did we learn?Enforcement and Consequences04Education Over Punishment: Many participants favor an educationalapproach rather than harsh punitive measures. Suggestions include requiringstudents to take a class about the risks of vaping instead of receiving in-schoolsuspension. A dedicated counselor (not a regular school counselor) wasmentioned as a resource to provide specialized support. Some acknowledgedthat even with education, students might not want to quit immediately.Balanced Consequences: Participants express that consequences should bereal but not criminal, suggesting a need for accountability without over-punishment. Some schools expel students for vaping, which was viewed as tooextreme and not constructive.Parental Involvement: There is frustration that parents often know but don’tintervene. Some suggest calling parents first before escalating consequences.Accessibility & Availability Issues: Participants emphasize that vapes are tooeasy to obtain, with some stating that stores will sell to anyone.They argue that making vapes harder to access should be a priority for schoolsand communities.Need for Support Systems: Beyond education, students mention the need forsomeone to talk to—a mentor, counselor, or support group. Simply givingstudents more information isn’t enough; ongoing support is needed.The responses reveal a mix of perspectives on how schools and communitiesshould handle youth caught vaping. The key themes emerging from thediscussion include:“Talked to about vaping and given more informationAND providing someone for them to talk to.”“They still might not want to quit - even if they areeducated or given punitive consequences.”What do you thinkshould happen atyour school ifsomeone iscaught vaping?

Resources for Quitting05External Support Systems: Students suggested non-school-based resources,such as therapy groups, peer support, and apps like "quit vaping" trackers.Positive Reinforcement: Ideas included incentive programs, access to sportsor jobs as motivators, and providing alternatives like stress-relief tools (e.g.,fidget toys, gum).Accessible Messaging: Resources should be easy to find, such as QR codes orvisible posters with bold, simple messages.“Sports or jobs are the reasons that people quit, there has to besomething/reason for them to quit and have to help them [have] thereason to quit.”“Student’s need to have someone they can go to that aren’t mandatedreporters, [someone] outside of school staff.”PAGE 15VAPING FOCUS GROUP REPORT 2024Youth Focus Group ThemesWhat did we learn?Messaging and Awareness Campaigns06Effective Messaging: Students recommended short, visually engagingmessages featuring bold text, striking imagery, and interactive elements likequizzes. Examples included warnings such as "This could kill you," comparisonsbetween vaping and smoking, and hard-hitting statistics on health impacts.Ineffective Messaging: Participants advised against using inspirational quotes,overly wordy posters, or campaigns that try too hard to appear trendy. Theseapproaches often fail to connect with youth effectively.Youth ideas for vaping messages - “‘You can stop vaping’ - Big bold,resources below - pop quiz, above water fountain and in bathrooms.”

07PAGE 16VAPING FOCUS GROUP REPORT 2024Youth Focus Group ThemesWhat did we learn?Additional InsightsMental Health Link: The focus group highlighteda strong connection between vaping and mentalhealth struggles, underscoring the importance ofaddressing underlying issues alongsideprevention efforts.Addiction Awareness: Participants noted asignificant lack of understanding about theaddictive nature of vaping, particularly amongyounger users. They emphasized the need formore education about how addiction impactsbrain development.Social Perception: Many students suggestedreshaping social norms through campaignspromoting the message that “cool kids don’tvape” to reduce the appeal of vaping amongpeers.“Talk about howquickly addictionhappens - just hitting itonce and that’s all ittakes.”“People don’tunderstand addictionchanges your brain somuch especially sinceyou’re young.”“Addiction section in[health] class didn’tcover vape, [it] wasn’ttalked about.”Focus Group LimitationsWhile focus group studies provide valuable insights, they have limitations. Asmall sample size restricts the diversity of perspectives, making it difficult todraw broad conclusions. Findings may not be fully generalizable to largerpopulations, as participants may not represent all relevant viewpoints.Additionally, group dynamics can influence responses, with some individualssteering the discussion while others hesitate to share their true opinions. Thesefactors should be considered when interpreting results and applying them tobroader policy or program decisions.

School leaders and youth share several common perspectives on addressing youthvaping (green column), including concerns about its prevalence, issues with schoolbathrooms, and the importance of limiting youth access to vapes. Both groups agreedon the need to strengthen prevention education and provide resources for youth whowant to quit.School leaders identified the biggest challenge as the lack of staff capacity toeffectively intervene. Many schools reported that their policies are too vague and fail tooffer guidance on implementing non-punitive interventions or alternatives tosuspension.Youth expressed deep concern based on personal experiences with friends or familymembers struggling with nicotine addiction and its connection to mental health. Theyemphasized the need to replace punitive measures with education and more effectivemessaging. Overall, both school leaders and youth recognize the urgency ofaddressing youth vaping and the need for more effective solutions. Moving forward, collaboration between schools, students, and communitystakeholders will be essential to developing comprehensive, supportive approachesthat prioritize prevention, intervention, and long-term well-being.PAGE 17VAPING FOCUS GROUP REPORT 2024Summary of Key ThemesSchool Leader & Youth Vaping Shared Perspectives, Challenges, and SolutionsSCHOOL LEADERS YOUTHSTAFF CAPACITYISSUESSCHOOL POLICYAMBIGUITYPERSONALCONNECTIONMENTAL HEALTH LINKSOME SCHOOLS AREUSING NON-PUNITIVEINTERVENTIONSREPLACE PUNITIVEMEASURES WITHEDUCATIONSEEKING NON-SCHOOL BASEDRESOURCESIMPROVEMESSAGINGYOUTH & CAREGIVERENGAGEMENT ISMINIMALSOME SCHOOLS ARECOLLABORATING WITHCOMMUNITY STAKEHOLDERSSHARED IDEASPREVALENCE &CULTURALNORMALIZATIONSCHOOL BATHROOMCONCERNSLIMIT YOUTH ACCESSIBILITYTO VAPESINCONSISITENT ANDINEFFECTIVEPUNISHMENTSTRENGTHENPREVENTIONEDUCATIONPROVIDE RESOURCESFOR SUPPORTPARENTS/CAREGIVERSCONTRIBUTE TO THEPROBLEM BY LACK OFENGAGEMENT ORSUPPLYING

PAGE 18VAPING FOCUS GROUP REPORT 2024By addressing these themes and implementing the recommended actions, schoolsand communities can better support youth in resisting vaping and fosteringhealthier lifestyles.WISH CenterSupport schools and build their capacityto respond to youth vaping:Identify and share options forschools to provide effective vapingprevention education.Explore and share effective vapingintervention options for schools,including alternatives to suspension.Encourage school policy changesthat incorporate supportivediscipline practices.Provide tools to support bestpractices for communication withparents or caregivers.Next StepsSchoolsRespond to youth vaping and supportstudents:Strengthen prevention curriculum andoffer vaping lessons at younger ages.Update policy and procedures toreplace punitive measures witheducational interventions.Recognize vaping as an addiction andprovide resources for supporting youthcessation.Implement Restorative Practices tocreate a supportive school culturewhere students are held accountablewhile receiving the help they need toquit vaping.Community CoalitionsThere are opportunities to collaborate inorder to:Limit access to vaping products.Assist schools with accessingcommunity resources forprevention, intervention andcessation efforts, includingalternatives to suspension.Support schools with educatingcaregivers and students.Caregivers and YouthParents & Caregivers play a role:Have open conversations with youthabout the risks associated with vaping.Educate yourself on vaping productsand recognize signs of use.Provide support if a child is trying toquit vaping.Youth play a role:Advocate for school and communitypolicies that support youth and limitaccess to vapes.Educate peers about the harms ofvaping, and reshape social norms.

Appendix A Vaping Focus Group Protocol for AdministratorsWelcome: (1-2 minutes) Introduce the facilitator and notetaker-note we will be transcribing themeeting. Using the chat: invite participants to introduce themselves using their name, role andschool/district.Purpose: (1-2 minutes) The purpose of the vaping focus group is to give school staff a voice invaping prevention and intervention including non-punitive responses to vaping in schools.Funding is provided by Wisconsin Department of Health Services, Commercial TobaccoPrevention and Control.Your perspectives are important and will be used to guide the efforts of the WISH Team to bettersupport schools in vaping prevention and intervention. All the information we collect will beconfidential. Your name will never be linked to your responses. Please do not share what is beingsaid in this group with others, so that everything can be confidential. We will combine today'sthemes and insights with 2 additional focus groups and create a report that will be shared withyou.Your facilitators today will offer questions and guide the discussion. We invite your activeparticipation and we want to hear from each school. There are no wrong answers! We ask thatyou have your cameras on to encourage engagement between all participants. To support you inparticipating, please use the raise your hand feature. To do this, click on the REACT menu andclick RAISE HAND. An image of a hand will appear on your screen. (Facilitator demos raisinghand.) Remember to lower your hand when you finish your comment and your profile will moveback into the crowd. You may also use the chat to add your comments as the conversationprogresses. Do you have any questions before we begin?Questions (50 minutes) Take turns asking questions-about 5 minutes per question; Questions willbe shared in the chat.From a school leader's perspective, what are your greatest struggles around vaping? 1.Tell us what vaping prevention looks like at your school.2.What are the primary gaps/needs school/district staff have shared with you about vapingprevention in your school/district?3.What is included in your school/district's tobacco-free policy? [prompt for any policy languagerelated to ATS] 4.What happens in your school or district if a student is caught vaping or with vape products?[prompt procedures and consequences]5.What are the primary gaps/needs school/district staff have shared with you about vapingpolicy and intervention in your school/district?6.What resources and supports are available to students to address their vaping?7.How do you incorporate student and family voices into vaping prevention and intervention inyour school/district? 8.What support or resources does your school or district need to move forward with options foralternatives to suspension? 9.What next steps do you see your school/district taking to move forward?10.What else would you like to tell us to help support you in vaping prevention? 11.Closing Thank you: Thank you for your time today. A reminder that we agree to hold the specifics fromyour comments confidential, while we will share the overall learning. If you have questions afterthis focus group, please feel free to reach out to the WISH Center.PAGE 19VAPING FOCUS GROUP REPORT 2024

Appendix B Vaping Focus Group Protocol for YouthWelcome: (1-2 minutes) Introduce the facilitator(s) and notetaker. Introduce yourself using yourname, age, and school, optional share your pronouns if you want to. Purpose: (1-2 minutes) The purpose of the vaping focus group is to give youth a voice in vapingprevention, intervention, and discipline. Our funding is provided by the Wisconsin Department ofHealth Services, Commercial Tobacco Prevention and Control. Your perspectives are importantand will be used to guide the efforts of the WISH Team and Better Together to better supportschools and our community in vaping prevention and intervention.Confidentiality: All the information we collect will be confidential. Your name will never be linkedto your responses. Please do not share what is being said in this group with others, so thateverything can be confidential. We will combine today's themes and insights with 2 additionalfocus groups and create a report that will be shared with you.Process: Your facilitator(s) today will offer questions and guide the discussion. We invite youractive participation and we want to hear from each person. There are no wrong answers! Do youhave any questions before we begin?Questions (50 minutes) Take turns asking questions-about 5 minutes per question.On a scale of 0-10, with 0 being “not a problem at all” and 10 meaning “very severe problem”,how would you rate the severity of youth vaping in your school or community?1.Tell us what vaping prevention looks like at your school. Where have you learned about therisks of vaping?2.Why do you think youth your age vape?3.From your perspective, how are mental health and vaping related?4.What happens at your school if someone is caught vaping or with a vape product?5.What do you think should happen at your school if someone is caught vaping? Or Whatwould you like to see your school or community do to support youth who get caught vaping? 6.According to the Wisconsin YRBS survey, about half of high school youth who vape want toquit. What resources or help can schools or the community provide to help youth quit? 7.What would you like to see your school do to prevent vaping? 8.If you could design a message to encourage youth not to vape, what would your mainmessage be? 9.What messages do not work (youth do not pay attention to, or think are lame or annoying)? 10.What else do you think we should know to address youth vaping?11.Closing Thank you: Thank you for your time today. A reminder that we agree to hold the specifics fromyour comments confidential, while we will share the overall learning. If you have questions afterthis focus group, please feel free to reach out to your advisor.PAGE 20VAPING FOCUS GROUP REPORT 2024

A sincere thank you to all ofthe educators and youth whoparticipated in the vapingfocus groups and continue toaddress youth vaping.We extend our appreciation to the following individuals for theircontributions to the design, coordination, and facilitation of this project:Alissa Darin, WISH Center, Regional CoordinatorJenny Holle, WISH Center, Regional CoordinatorKalli Rasmussen, WISH Center, Communication CoordinatorKatharine Reid, WISH Center, Statewide Project CoordinatorDiana DiazGranados, Great Rivers United Way, Better Together DirectorAubry Stetter-Hesselberg, La Crosse PATCH, Site CoordinatorThis report was funded by the Wisconsin Commercial Tobacco Preventionand Control Program (CTPCP), Wisconsin Department of Health Services.AcknowledgementsTracy HerlitzkeWisconsin Safe & Healthy Schools Centerwww.wishschools.org