Attending college is often seen as a milestone, offering the promise of independence and opportunity. Students across the nation attend classes, meet friends, and pursue their dreams of a brighter future by attending universities in the modern day. Amidst this pursuit of higher education, there is the looming threat of fentanyl poisoning or overdose, which casts a shadow over this rite of passage. Once an opportunity of hope for the future, these experiences have now become threats to the lives of these bright minds. These institutions where dreams were made now become horrific nightmares where life might cease overnight. This nightmare: fentanyl.
In 2021, fentanyl overdose became the leading cause of death for people 18–45 years old in America. Unfortunately, many of these ‘overdoses’ are misunderstood accidents that can occur from laced drugs, also known as poisonings. As the United States has been dealing with an opioid crisis throughout the 2010s, much of this began when dealers started mixing fentanyl into heroin. Ciccarone et al. (2017) found that people reported trouble with discerning between pure heroin and fentanyl-laced products. If students choose to experiment with drugs and cannot distinguish the difference between the two, they may accidentally ingest an amount that could lead to death. Add to this the impulsivity and underdeveloped decision-making of most college students, and you can see why this crisis is vital for university stakeholders to understand.
In an era where drug experimentation is increasingly common (Welsh et al., 2019), the line between recreational use and lethal overdose has become dangerously blurred. Compounding this issue is the prevalence of laced drugs, where unsuspecting individuals may inadvertently consume fentanyl without realizing the grave risks involved. In addition, Welsh et al. (2019) found factors such as Greek Life, academic stress, and social isolation contributing to heightened drug experimentation.
Beyond the usual recreational suspects, drug use has adapted to include students of all kinds. The allure of drugs like Adderall, OxyContin, and Percocet has permeated various facets of campus life, from late-night study sessions to weekend parties. However, what begins as harmless fun can quickly spiral into tragedy when fentanyl enters the equation.
What can you look for?
To avoid tragedy, colleges and universities should do more to educate their student bodies about the dangers of fentanyl and what to look for. Identifying the signs of fentanyl exposure is a crucial first step. Wilson et al. (2020) identified two forms of illegally made fentanyl (IMF): liquid and powder. The powder version of IMF looks like other powdered forms of drugs. IMF, often disguised as powdered substances and incorporated into counterfeit prescription drugs. Liquid IMF is mixed with more common items because it can be slipped easily into a drink or used to lace an edible. Both versions are tasteless, colorless, and odorless, even at lethal doses.
Beyond this, social isolation and loneliness can lead students to bored exploration and idle curiosity. Schepis et al. (2021) found that since the COVID-19 pandemic, college students have reported increases in days of use by 13% for cannabis and 24% with alcohol, leaving students feeling more depressed and angrier. This is particularly concerning considering the relational gap that students experienced during COVID-19 due to forced isolation. Students were sheltered from the reality of life outside their homes, locked down and alone. This rise of social isolation and loneliness, exacerbated by the COVID-19 pandemic, has left many students vulnerable to substance misuse as a coping mechanism.
Though most will only dabble in drug experimentation, others may become habitual users. Hosseinbor et al. (2014) found that people who used drugs heavily were lonelier than those who did not. They attributed these findings to individuals not feeling a part of the community around them, thereby leading to increased risky behaviors. As students grapple with the challenges of academic pressure, peer dynamics, and personal identity, the allure of drugs may offer temporary relief from their struggles. This toxic cycle of relational malnourishment, stress, and drug use exacerbated the devastating consequences of addiction, leading to further isolation and despair.
What can be done?
To confront the fentanyl crisis, universities must adopt a proactive approach that prioritizes prevention, education, and community support. This can begin with students and college stakeholders destigmatizing drug use and fostering open dialogue where college officials can create a culture of awareness and accountability. In shedding light on the reality of drug use, educators can reduce risky behaviors and produce better outcomes for their students. Additionally, higher education professionals can advocate for action on their campuses by promoting policy changes with the leadership team, planning fentanyl poisoning programming, and applying for more funding to provide life-saving measures on campus.
Additionally, college officials should focus on developing community engagement efforts. Despite their use of drugs, helping every student feel a part of a community that is focused on combating loneliness and social stigma will perpetuate new cycles of dignity. In offering communal support and genuine regard for students’ humanness, college personnel can help guide students away from misusing drugs and decrease risky behavior. Above all, universities must recognize their role as catalysts for change in the fight against fentanyl. Experimenting with drugs will happen on college campuses, so it is important to take basic precautions.
Too, even if this risky behavior seems uncharacteristic of their student, parents cannot afford to be afraid to talk to their children about safe drug use and what they can do to prevent poisoning. Discussing initiatives such as drug testing, Narcan training, and access to mental health resources can provide essential safeguards for their students to be protected from fentanyl poisoning.
By empowering students with knowledge, support, and resources, they can transform campuses into beacons of hope rather than breeding grounds for despair. Together, we can turn the tide against fentanyl and reclaim the promise of higher education for generations to come.
References
Ciccarone, D., Ondocsin, J., & Mars, S. G. (2017). Heroin uncertainties: Exploring users’ perceptions of fentanyl-adulterated and -substituted ‘heroin.’ International Journal of Drug Policy, 46, 146–155. https://doi.org/10.1016/j.drugpo.2017.06.004
Hosseinbor, M., Ardekani, S. M. Y., Bakhshani, S., & Bakhshani, S. (2014). Emotional and social loneliness in individuals with and without substance dependence disorder. International Journal of High Risk Behaviors and Addiction, 3(3). https://doi.org/10.5812/ijhrba.22688
Schepis, T. S., De Nadai, A. S., Bravo, A. J., Looby, A., Villarosa‐Hurlocker, M. C., Earleywine, M., Norms, S., & Team, P. S. (2021). Alcohol use, cannabis use, and psychopathology symptoms among college students before and after COVID-19. Journal of Psychiatric Research, 142, 73–79. https://doi.org/10.1016/j.jpsychires.2021.07.040
Welsh, J. W., Shentu, Y., & Sarvey, D. (2019). Substance use among college students. Focus, 17(2), 117–127. https://doi.org/10.1176/appi.focus.20180037
Wilson, N. O., Kariisa, M., Seth, P., Smith, H. W., & Davis, N. L. (2020). Drug and Opioid-Involved Overdose Deaths — United States, 2017–2018. Morbidity and Mortality Weekly Report, 69(11), 290–297. https://doi.org/10.15585/mmwr.mm6911a4
