When we introduced a zero-tolerance vaping policy across our schools last year, we did so with careful consideration.

Like many school leaders across the United Arab Emirates, we were becoming increasingly aware of broader trends in youth vaping, gathered from public health data, professional discussions and visible shifts in adolescent culture.

Early warning signs were apparent: there were changing attitudes, there was heightened curiosity among younger students, and vaping was becoming increasingly normalised for teenagers. These factors highlighted the urgency of the issue.

At the time, few were confronting the problem directly, and we were determined to address it head-on.

Rather than waiting for matters to worsen, we decided to be proactive. We recognised that assemblies and awareness sessions alone would not suffice.

What we needed was a comprehensive, whole-school approach that focused on educating students about the risks of vaping, while reinforcing the importance of clear boundaries and consistent enforcement.

Zero tolerance on vaping

In practical terms, this meant combining clear behavioural expectations with monitoring systems, vape alarms, increased targeted supervision in identified hotspot areas and structured educational programmes for students.

However, the most critical element was consistency in how our zero-tolerance approach is applied.

Every student in every school is held to the same standard. Staff applied the policy uniformly, and parents were informed of the process from the outset. This clarity proved essential in building confidence among teachers enforcing boundaries and in helping families to navigate challenging conversations.

When a student was found vaping, consequences were applied proportionately, always keeping safeguarding at the centre of our response. Alongside sanctions, students received structured support aimed at preventing repeat behaviour and addressing any underlying dependency.

As with any major policy change, the early stages of implementation required refinement. We clarified our processes, strengthened supervision and ensured that staff were well supported to confidently uphold expectations.

In the initial phase, leaders introduced amnesty boxes to allow students to hand in vapes before entering school, empowering them to take responsibility for their choices.

This approach was welcomed by parents, staff and students, reflecting our collective commitment to student health and wellbeing.

What impact have we seen?

One year into implementation, we have recorded a clear reduction in vaping-related incidents across our schools.

There has also been a noticeable cultural shift. We are seeing fewer repeat incidents, earlier reporting by students and more proactive contact from parents.

Expectations are now well understood. Students recognise that vaping is not negotiable, and staff feel confident applying the policy consistently.

Reviewing the policy

One of the most important lessons we have learned has been the value of continual review.

Monitoring systems highlighted areas we had not initially anticipated - what we came to describe as “cold spots”. In response, we adjusted supervision patterns and physical environments to ensure preventative measures evolved alongside student behaviour.

This experience reinforced a broader point: policies do not succeed because they are written. They succeed because they are lived - observed, adapted and led visibly.

Working with parents

Working closely with parents has been central to sustaining the approach.

Families are kept informed through regular communication, and when incidents occur, conversations are direct and structured. While these discussions can be challenging, clarity and consistency have helped to maintain trust.

Our experience suggests that when schools lead firmly but fairly, most parents welcome decisive action that prioritises student wellbeing.

Lessons for other schools

Looking back, the biggest lesson is that clear boundaries only work when they are applied consistently.

Technology helps. Consequences matter. But culture is built through daily reinforcement, staff confidence and leadership visibility.

If another school leader were considering a similar approach, my advice would be simple: be absolutely consistent from day one. A policy only works if it is applied uniformly, without exception. Once students and parents understand that expectations are non-negotiable, behaviour shifts.

We still have work to do. But this past year has reinforced for me how much impact consistent leadership can have on young people’s choices - and how schools can play a powerful role in protecting students and supporting healthier decisions that extend far beyond the classroom.

Lisa Crausby OBE is group chief education officer at GEMS Education, which runs more than 90 schools across eight countries