By Lyndsey Hanson
Substance use on college campuses is often described in broad strokes that do not capture the full picture. As a graduate student in public health and someone who works closely with prevention partners, I see a more layered reality. On my campus, substance use reflects a mix of stress, social expectations, academic pressure, and the desire to belong. Alcohol is still the most visible substance, but students also navigate cannabis, stimulants, and prescription medications. These patterns are shaped by the transitions and challenges that come with college life, and they are influenced by perceptions of what is normal among peers.
What encourages me is the presence of programs that support students in thoughtful and practical ways. Alcohol and other drug prevention services do more than share information. They help shift campus culture by offering students accurate data, opportunities to reflect on their choices, and environments where healthier decisions feel possible. Prevention is often misunderstood as a set of rules or restrictions. It is a way of creating conditions that help students feel confident, informed, and connected.
Collegiate recovery programs also play an essential role. These programs provide community for students who are working toward or maintaining sobriety in settings where alcohol is woven into many traditions. Recovery spaces offer peer support and a sense of belonging that can be difficult to find elsewhere. I have seen how these programs reduce isolation and help students build resilience through relationships and shared experiences. When recovery is visible and supported, stigma decreases. When stigma decreases, more students feel comfortable asking for help.
My own experience with these programs has shaped my understanding of prevention in meaningful ways. I entered my practicum with the Campus and Community Coalition with a strong academic foundation, but working directly with prevention and recovery efforts changed how I view the work. I learned that prevention is not only about data or policy. It is also about listening to students and understanding the context of their lives. It is about building trust and creating spaces where students feel seen long before they reach a point of crisis.
Participating in these efforts has also influenced my development as a leader. I have grown more comfortable stepping into conversations that once felt intimidating. I have learned how to translate public health concepts into language that resonates with students, faculty, and community partners. I have also seen how prevention and recovery programs strengthen one another. When both are supported, campuses become healthier and more compassionate.
Substance use on college campuses will always be a complex issue. Even so, prevention and recovery programs show that meaningful change is possible. My experience has taught me that students do not need perfection from their campus. They need presence, they need options, and they need communities that believe in their ability to thrive. These programs help create that environment, and their impact reaches far beyond individual students. They help shape a campus culture where health and connection are truly valued.
Lyndsey Hanson is a second-year Master of Public Health student at the UNC Gillings School of Global Public Health, where she studies Nutrition, Food Systems, and Health. Her interest in substance use prevention grew through hands-on experience during her MPH training in Chapel Hill. She is especially interested in how nutrition and prevention can work together to support overall health and well-being.
