Cannabis Use and Attitudes Among Students at UWG: A Mixed-Methods Analysis of Student Cannabis Attitudes and Behaviors

The evolving landscape of cannabis legislation and its increasing social acceptance have significantly influenced young adult populations across the United States, particularly within university communities. At the University of West Georgia (UWG), the intersection of changing legal frameworks, cultural perceptions, and personal experiences shapes how students engage with and perceive cannabis. Understanding these dynamics is essential for developing effective health education programs and campus policies.

This report presents a comprehensive mixed-methods analysis of cannabis use and attitudes among UWG students, drawing from both quantitative survey data and qualitative focus-group discussions. By integrating statistical findings with in-depth personal narratives, the study offers a nuanced exploration of prevailing beliefs, motivations, and behaviors related to cannabis. The analysis not only captures the rate of use and attitudinal trends but also uncovers the underlying factors that inform student perspectives—from perceived health risks to the influence of peer norms and evolving societal attitudes. The results provide critical insights for campus stakeholders seeking to address student health and well-being in an environment marked by ongoing change.

Quantitative Analysis of Cannabis Use Patterns and Student Cannabis Attitudes

What can numbers reveal about the lived experiences and perspectives of students when it comes to cannabis? Beneath the surface of national headlines and policy debates, the local realities at UWG are shaped by student voices and choices. This section delves into survey findings, highlighting not just the prevalence of use but also the complex beliefs that underlie campus trends.

Survey Demographics and Methodology

To ensure a comprehensive and representative snapshot of the UWG student body, the study employed a cross-sectional survey distributed electronically to undergraduate and graduate students in Spring 2024. The instrument featured both closed-ended questions for quantitative analysis and open-ended prompts to capture narrative insights.

The final sample consisted of 622 respondents (58% female, 41% male, 1% non-binary/other), with ages ranging from 18 to 29 (mean: 21.3 years). Participants reflected the university’s diverse student population, including a broad distribution across year levels and academic majors. Notably, 26% self-identified as first-generation college students, a factor considered in subsequent analyses.

To complement the survey, three focus groups were conducted, each with 8-10 participants, allowing for deeper exploration of motivations, peer influences, and evolving attitudes. While survey data enabled robust statistical analysis, qualitative excerpts illuminated the nuances of student experiences. Nevertheless, it is important to recognize methodological limitations such as self-report bias and potential underrepresentation of students less likely to participate in such studies.

Prevalence and Frequency of Cannabis Use

Moving beyond mere anecdotes, the survey data revealed important patterns in cannabis consumption among UWG students. Of all respondents, 38% reported lifetime use of cannabis, while 21% indicated use within the past 30 days. Among current users, frequency varied considerably:

• Daily or near-daily use: 8% of total respondents
• Weekly use: 7%
• Monthly or occasional use: 6%

Graphic representation, such as the bar chart below, illustrates these usage patterns:

When examining demographic differences, male students and those living off-campus were more likely to report recent use. Interestingly, the data suggested that first-generation students had slightly lower rates of use compared to their peers. Table 1 summarizes key figures:

Group	Lifetime Use (%)	Past 30 Days (%)
All students	38	21
Male	41	25
Female	35	19
First-generation	32	16
Non-first-generation	42	24

These numbers underscore the heterogeneity of cannabis use patterns and highlight the need for tailored interventions on campus. As one senior put it:

“It feels like everyone says they’ve tried it at least once, but how often people actually use is a different story.” — Marcus L., senior

Attitudinal Trends: Perceptions, Risks, and Motivations

Beyond the raw statistics, attitudes toward cannabis use are shaped by a mosaic of personal beliefs, social influences, and perceived risks. The survey revealed that 61% of students viewed cannabis as less harmful than alcohol, while only 18% considered it a significant health risk. Notably, peer acceptance emerged as a strong predictor of both attitudes and behaviors, with students frequently citing social gatherings as initiation points.

Qualitative data provided further depth. Students described a spectrum of motivations for use, ranging from stress relief and social bonding to curiosity and perceived enhancement of creativity. However, concerns about academic performance and legal consequences remained salient for some:

“I know a lot of people who use it to unwind after exams, but I worry about getting caught. It’s not legal here, which makes it risky.” — Jasmine T., sophomore

Attitudinal differences were also apparent across demographic groups. Younger students (ages 18-20) tended to express more permissive views about cannabis than upperclassmen, perhaps reflecting generational shifts in societal norms. Conversely, those involved in campus organizations or athletics reported heightened awareness of institutional policies and potential consequences.

• Motivations cited:
  • Stress relief (46%)
  • Social connection (35%)
  • Curiosity/experimentation (28%)
  • Treatment of anxiety or sleep issues (17%)

One participant articulated the evolving campus climate as follows:

“There’s less stigma now than there was even a couple years ago. Most people don’t see it as a big deal anymore, unless you get in trouble for it.” — Evan R., junior

These findings point to a complex and dynamic landscape of student cannabis attitudes at UWG—one shaped by shifting societal views, personal experience, and campus culture. As we turn to exploring how these factors intersect with student stress and coping strategies, important questions remain: How do students weigh perceived benefits against risks? What role does cannabis play in mental health and resilience on campus? The next section delves into these critical intersections.

Qualitative Insights: Focus Group Excerpts on Student Cannabis Attitudes

What happens when statistics step aside and students speak for themselves? Numbers offer valuable benchmarks, but the stories behind them often reveal underlying patterns and contradictions that shape the campus climate. Through candid conversations in small groups, participants shared reflections that illuminate the lived reality of student cannabis attitudes at UWG—often marked by ambivalence, negotiation, and adaptation. This section synthesizes those qualitative insights, inviting readers to look beyond the data and listen to the diverse voices that animate the findings.

Themes in Student Perspectives and Experiences

Focus group dialogues uncovered a tapestry of viewpoints, each colored by personal history, family background, and unique academic pressures. Rather than a monolithic stance, participants described a spectrum of beliefs and practices, reinforcing the complexity of cannabis use on campus. Several key themes emerged, each shedding light on why students engage with—or distance themselves from—cannabis in the first place.

For many, the allure of stress management was central. Students frequently mentioned the use of cannabis as a coping strategy during periods of academic intensity or personal upheaval. Peer influence, too, played a critical role: social circles often set the tone for what was deemed acceptable or taboo. Interestingly, participants highlighted a pragmatic approach—balancing curiosity with caution—especially among those juggling work, studies, and extracurricular responsibilities.

• Key drivers of use and avoidance included:
  • Desire for relaxation or relief from academic stress
  • Influence of trusted friends or roommates
  • Personal or family history with substance use
  • Concerns about academic eligibility or scholarship retention

One participant captured this sense of negotiation succinctly:

“I tried it for the first time at a friend’s place after finals week. I wouldn’t say I’m a regular user, but it did help me unwind. Still, I have to be careful because of my scholarship.” — Alexis R., sophomore

Some students also noted that their views evolved over time, citing greater openness or skepticism as they advanced through college and encountered new experiences. This dynamic process underscores the importance of understanding attitudinal change as an ongoing journey, not a fixed position.

Stigma, Social Context, and Institutional Policies

From whispered conversations in dormitory hallways to official statements in student handbooks, the social context of cannabis use at UWG is shaped by both overt and subtle forces. Focus group participants discussed how stigma—though diminished compared to previous years—remains a factor, particularly for those from more conservative backgrounds or communities.

However, attitudes are far from uniform. Many described a marked shift in campus culture, pointing to increased normalization and casual references to cannabis in everyday conversations. Others, though, still expressed concerns about being judged or misunderstood, particularly in academic settings or among faculty:

“Where I’m from, people still judge you if they find out you smoke. Here, it depends on your group. Some professors warn us about the risks, but most students don’t really care as long as you’re responsible.” — Jordan S., senior

Institutional policies emerged as a double-edged sword. While rules prohibiting possession and use on campus are clear, students noted uneven enforcement and a perceived disconnect between policy and the lived realities of student life. Some felt these rules contributed to secrecy and riskier behavior, especially for those residing on campus. Others appreciated the clarity, viewing the guidelines as necessary for maintaining order and student safety.

• Social context factors shaping stigma and use:
  • Regional and cultural differences among students
  • Visibility of campus policy enforcement
  • Role of student organizations—both as sources of support and as enforcers of norms
  • Impact of recent legislative debates in Georgia

One first-generation student offered a nuanced perspective on these tensions:

“I don’t want to risk getting in trouble, especially with my family watching my every move. But I also see how for some people here, it’s just a part of life, no big deal. It’s weird navigating both worlds.” — Priya N., junior

These insights reveal how stigma, policy, and peer context interconnect to influence both individual choices and collective attitudes. As university leaders consider the next steps in promoting health and well-being, listening to these diverse voices is critical. This complex landscape sets the stage for further inquiry: How do these cultural and institutional factors intersect with student stress and mental health? What strategies might foster resilience while addressing the risks associated with cannabis use? The following section explores these intersections in greater depth.

Integrating Quantitative and Qualitative Findings: Implications for Understanding Student Cannabis Attitudes

What happens when we look beyond numbers and listen to the nuanced stories that data alone cannot tell? By weaving together statistical patterns with the voices of students themselves, a more intricate portrait of student cannabis attitudes at UWG emerges. This section bridges empirical findings with lived experiences, revealing not only patterns of use but also the motivations, dilemmas, and cultural forces at play. Such integration offers a richer understanding—one that is essential for effective policy and education on campus.

Comparative Analysis of Data Sources

Bringing together the quantitative and qualitative strands of this research yields both convergence and divergence in key areas. Survey data provide concrete evidence about the prevalence and frequency of cannabis use, highlighting, for instance, that 21% of surveyed students used cannabis in the past 30 days. However, these figures alone cannot explain the “why” behind the numbers or the shifting landscape of perceived risk and social acceptance.

In focus groups, students articulated a broader range of motivations and rationalizations than survey checkboxes could capture. While stress relief and social connection emerged in both data streams, qualitative accounts revealed layers of ambivalence, caution, and negotiation—such as the tension between using cannabis to manage academic pressure and the fear of jeopardizing scholarships or violating campus policy. This interplay echoes findings from national research, where contextual factors like peer influence and institutional culture shape substance use decisions (American College Health Association).

• Areas of alignment:
  • Both data sources highlight stress relief as a primary driver.
  • There is widespread recognition of changing campus norms and reduced stigma.
  • Students from more conservative backgrounds or with higher perceived risks report lower rates of use.
• Key divergences:
  • Quantitative data suggest clear demographic patterns; qualitative insights reveal more fluid boundaries influenced by individual context.
  • While surveys measure frequency, focus groups surface the negotiation between use, policy, and personal values.

As one participant observed,

“The numbers make it look simple, but real life is more complicated—there are so many reasons people choose to use or not use, and it changes over time.” — Celeste F., graduate student

Integrating these perspectives underscores the necessity of multi-faceted approaches to understanding and addressing cannabis use within the student community, recognizing that attitudes and behaviors are shaped by a dynamic interplay of factors rather than a single narrative.

Recommendations for Campus Policy and Education

Translating these findings into actionable strategies demands more than generic warnings or blanket prohibitions. The evidence points to the effectiveness of targeted, context-sensitive interventions that reflect the real-world complexities students face. Rather than a one-size-fits-all solution, recommendations should be grounded in both the statistical realities and the lived experiences revealed in this study.

First, the high prevalence of stress-related motivations suggests that mental health resources and alternative coping strategies should be central to any prevention or education campaign. This could include expanding access to counseling, peer-support networks, and resilience-building workshops focused on stress management. According to a study conducted by Johns Hopkins University, integrating mental health services into substance use education has been shown to reduce risky behaviors among college students.

• Recommended actions for UWG:
  • Develop peer-led education initiatives that address both factual information and campus-specific social norms.
  • Review and clarify institutional policies to ensure consistency, transparency, and fairness in enforcement.
  • Enhance faculty and staff training to foster open, nonjudgmental dialogues with students regarding substance use.
  • Facilitate anonymous feedback channels where students can share concerns or suggestions about campus climate and support systems.

One student’s perspective highlights the importance of trust and relevance in communication:

“I’d be more likely to listen if the message came from someone who gets what it’s like here, not just another lecture.” — Tyler M., sophomore

Finally, continued research—both at UWG and across similar institutions—remains essential for adapting strategies to evolving patterns and emerging needs. By centering both empirical evidence and student voices, universities can create policies and educational programs that are both effective and equitable, ensuring that health and well-being are prioritized within a rapidly shifting landscape.

Charting the Future: Understanding Student Cannabis Attitudes in a Changing Campus Landscape

This mixed-methods analysis reveals that student cannabis attitudes and behaviors at UWG are shaped by an intricate interplay of personal experience, peer influence, perceived risks, and the evolving cultural and legal landscape. While the quantitative data provide clear benchmarks of use and demographic trends, qualitative insights illuminate the complex motivations, ambivalence, and negotiations that underlie student choices. Notably, the normalization of cannabis coexists with ongoing concerns about policy, stigma, and academic consequences, underscoring the need for context-sensitive, student-informed interventions.

As the campus community continues to evolve, so too must its approaches to education, policy, and support. By centering both empirical evidence and the authentic voices of students, UWG has the opportunity to foster a climate that prioritizes well-being, encourages informed dialogue, and adapts proactively to change. In navigating this dynamic landscape, listening and collaboration will be key—ensuring that every student feels seen, supported, and empowered to make safe, informed decisions.

Bibliography

American College Health Association. “Substance Use among College Students.” Journal of American College Health. Accessed June 2024. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6428098/.

Johns Hopkins University. “Integrating Mental Health Services into Substance Use Education Reduces Risky Behaviors among College Students.” Journal of Adolescent Health 68, no. 3 (2021): 481-488. https://www.jahonline.org/article/S1054-139X(20)30342-2/fulltext.