Substance use, particularly vaping, has become one of the most persistent behavior challenges facing K–12 districts and school communities today. For many school leaders, substance abuse prevention programs in schools are no longer just about enforcing policies or issuing consequences. They are about identifying patterns early, responding consistently, and keeping students supported, accountable, and engaged in learning.
In a recent Navigate360 webinar, Rebecca Marazon, NCSP, Coordinator of Psychological and Mental Health Services at Charlotte County Public Schools, shared how her district shifted away from purely reactive discipline and toward proactive, education-based behavior intervention. By strengthening their approach to behavior intervention and substance abuse prevention programs in schools, the district achieved measurable reductions in vaping referrals, suspensions, and serious behavior incidents—without compromising safety or expectations.
Below is a Q&A-style recap of the webinar, including Rebecca’s responses. See what worked, why this mattered now, and what other districts can learn. Want to hear these insights directly? Watch the full webinar to hear the complete conversation, context, and real-world examples.
Q: What were you seeing in your district that made behavior intervention a priority?
Rebecca Marazon:
“We were seeing an increase in office discipline referrals, particularly related to vaping and tobacco use. And we knew that simply suspending students wasn’t changing behavior. It was removing them from instruction, but not addressing the root cause.”
Q: Why didn’t traditional discipline approaches work for substance-related behavior?
Rebecca Marazon:
“When students were sent home, there was no education happening. They weren’t learning about the risks, they weren’t building skills, and when they returned, we often saw the same behavior again.”
“We wanted to keep students in school and use those moments as an opportunity to teach, not just punish.”
Q: How did you begin shifting toward prevention instead of reaction?
Rebecca Marazon:
“We focused on intervention lessons that were educational in nature. The goal was to provide students with information, help them reflect on their choices, and give them skills they could actually use.”
“This allowed us to intervene early, before behaviors became patterns.”
Q: How did you determine which students needed intervention?
Rebecca Marazon:
“We relied heavily on our data. We looked at referral trends, repeat incidents, and where students were getting stuck in the discipline process.”
“That helped us determine who would benefit from Tier 1 prevention lessons and who needed more targeted Tier 2 or Tier 3 intervention.”
Q: What role did consistency play in your approach?
Rebecca Marazon:
“Consistency was huge. Students notice when responses vary from school to school or administrator to administrator.”
“Having a structured intervention allowed us to respond in a consistent way across the district, which helped with fairness and buy-in.”
Q: What impact did this approach have on substance-related incidents?
Rebecca Marazon:
“After implementation, we saw a 27% decrease in vaping referrals and a 17% decrease in tobacco referrals.”
“We also saw a 9% reduction in out-of-school suspensions and a 16% decrease in serious safety incidents.”
Q: Why is education more effective than exclusion when it comes to behavior change?
Rebecca Marazon:
“When students understand why a behavior is risky and how it affects them, they’re more likely to make different choices.”
“Education gives them tools. Suspension doesn’t.”
Q: What advice would you give districts starting this work?
Rebecca Marazon:
“Start early. Don’t wait until behaviors escalate.”
“Use your data, stay consistent, and remember that intervention is about helping students learn—not letting behavior go unchecked.”
Q: What’s the biggest takeaway for school leaders?
Rebecca Marazon:
“You can reduce substance-related behavior when you focus on prevention, education, and early intervention.”
“It’s possible to hold students accountable while still keeping them in school and supporting their success.”
Why This Matters for Schools
Charlotte County Public Schools’ experience reinforces a critical lesson: behavior intervention and substance abuse prevention programs in schools are most effective when they are proactive, structured, and education-first.
By identifying patterns early and responding with consistent intervention rather than exclusion, districts can reduce repeat incidents, keep students learning, and create safer, more supportive school environments.
How Navigate360 Supports Behavior Intervention
Navigate360 Behavior Intervention helps schools strengthen their substance abuse prevention programs through education-focused, prevention-driven intervention. With structured, age-appropriate lessons and consistent workflows, districts can respond to behavior concerns in a way that supports learning, accountability, and long-term student success.
This approach empowers schools to intervene early, reduce repeat referrals, and prevent patterns of behavior from escalating—supporting safer schools and stronger outcomes.
Want to see how this approach works in practice?
Watch the full webinar featuring Rebecca Marazon, NCSP, as she shares how Charlotte County Public Schools strengthened behavior intervention and substance abuse prevention programs in schools through proactive behavior intervention.
