EFFECTS OF VAPING ON STUDENTS

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TOPIC: THE EFFECTS OF VAPING ON FORM 6 STUDENTS

CANDIDATE NAMES:

Aiden Babwah - 1600430080

Mark Jaggernath - 1600430330
Joshua Samuel - 1600430896
Jovan Chung - 1600430209
Nikhil Nanan - 1600430640

CENTRE NUMBER: 160043

SCHOOL: Presentation College Chaguanas

YEAR: 2024

TEACHER: Mrs. Sasha Douglas

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 TABLE OF CONTENTS

ACKNOWLEDGEMENTS ..................................................................................................... 4
INTRODUCTION AND PURPOSE OF RESEARCH ............................................................. 5
RATIONALE ......................................................................................................................... 5
PROBLEM STATEMENT: ............................................................................................... 6
RESEARCH QUESTIONS:........................................................................................ 6
EDUCATIONAL VALUE ....................................................................................................... 7
Research on the effects of vaping on students can benefit several groups of people: ..... 7
LITERATURE REVIEW ........................................................................................................ 9
DATA COLLECTION SOURCES ....................................................................................... 12
CONCLUSION .................................................................................................................... 29
APPENDIX ......................................................................................................................... 32

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 ACKNOWLEDGEMENTS

The successful completion of this study would not have been possible without the

assistance and cooperation of many people. Consequently, the five candidates of this group

would like to extend our deepest gratitude to the students at Presentation College Chaguanas

who took their time to participate in the survey. We would also like to recognize the awe-

inspiring teacher, Mrs. Sasha Douglas for her guidance throughout the duration of this

Internal Assessment as well as the delivery of relevant syllabus content. Finally, thank you to

God for instilling us with the strength and wisdom needed to successfully fulfill the

requirements of this project

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INTRODUCTION AND PURPOSE OF RESEARCH

RATIONALE

The escalating issue of vaping among teenagers is a pressing concern, having attained

national and global significance. The prevalence of adolescent vaping has surged in recent

years, transcending geographical boundaries and necessitating immediate attention.

The ramifications of vaping among teenagers are extensive, encompassing adverse health

effects such as respiratory problems and nicotine addiction based on studies conducted by

research centers such as the National Institute of Health. Moreover, it functions as a gateway

to traditional cigarette smoking, compounding health risks for these young individuals.

The consequences of neglecting this issue are dire. They include a surge in nicotine-addicted

youth, amplified health-related problems and healthcare expenditures, and the potential

emergence of a protracted public health crisis. Furthermore, overlooking this predicament

could undermine broader tobacco control efforts and jeopardize the health of future

generations.

Given its wide-ranging impact on public health, potential long-term repercussions, and the

imperative to formulate effective interventions, studying teenage vaping is of paramount

importance. Unravelling the factors contributing to this phenomenon, understanding its

consequences, and devising prevention strategies are essential for crafting targeted

interventions, enacting policy changes, and implementing educational initiatives to curb this

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urgent problem. Addressing this issue will safeguard the health of teenagers and promote

healthier choices among the youth, promising enduring benefits for society as a whole.

PROBLEM STATEMENT:

The effects of long term vaping on the academic performance of form 6 students of

Presentation College Chaguanas.

RESEARCH QUESTIONS:

1. What are the effects of long term vaping?

2. What is the average academic performance of a form 6 student at Presentation

College Chaguanas?

3. What is the comparison of the form 6 students grades for those who vape long term

and those who don't vape.

4. What healthier alternative could the students of Presentation College Chaguanas use

to cope with stress?

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 EDUCATIONAL VALUE

The educational value of understanding the effects of vaping on students is significant, as it

helps to inform young people about the potential risks associated with this behaviour and

encourages them to make informed decisions. From this project students, parents and teachers

will be able to see the result and start to campaign it toward uninformed students with the use

of real life examples.

Here are some key points that highlight the importance of educating students about vaping:

Social and Peer Pressure: Many students are influenced by peer pressure when it comes to

vaping. Teaching them about the consequences and risks associated with vaping can

empower them to resist peer pressure and make healthier choices.

Research on the effects of vaping on students can benefit several groups of people:

Students Themselves: Students are the primary beneficiaries of this research. Understanding

the potential risks and consequences of vaping can empower them to make informed

decisions about their health and lifestyle choices. It equips them with knowledge that can

help them avoid the harmful effects of vaping, including addiction, health problems, and

academic performance issues.

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Parents and Guardians: Parents and guardians of students will also benefit from this research.

It provides them with valuable information to engage in conversations with their children

about the risks associated with vaping. Parents can use this knowledge to educate their

children, offer support, and monitor their behavior to prevent vaping-related issues.

Educators and School Administrators: Schools play a crucial role in educating students about

the risks of vaping. Research findings can inform the development of educational programs,

policies, and interventions within schools to address vaping among students effectively.

Educators and administrators can use this research to create a safe and healthy school

environment that promotes informed decision-making and supports students in avoiding

harmful behaviors.

Additionally, policymakers, healthcare professionals, and public health organizations can also

benefit from this research by using the findings to develop evidence-based policies and

interventions aimed at reducing vaping rates among students and protecting their health.

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 LITERATURE REVIEW

Vaping is a major public health issue that is emerging globally. The use of electronic

cigarettes (e-cigarettes) and vapes among teenagers is on the rise, and it is becoming a major

concern for parents, educators, and healthcare professionals. Nicotine, a common component

of e-cigarettes and vapes, is addictive, and teens who are using these products are starting to

report negative health outcomes but little is known about how it affects academic

performance. Substance abuse has been linked in the past to subpar academic results. On the

other hand, little is known regarding e-cigarette use among academics. Thus, the purpose of

this literary review was to compile data on the relationships between e-cigarette usage and

students’ academic performance. Data will be subdivided into categories of methods, and

results/ conclusions(trends and theories).

For the article, “Electronic Cigarette Use and Academic Performance Among

Adolescents and Young Adults: A Scoping Review”Augenstein,(2023). , the method used

was polling via online questionnaires among 2650 students and the use of vape detection

devices. It also took surveys from teachers and students about the vaping disruption to the

learning environment and it was found that it can lead to a decrease in students' academic

performance however no metric was measured for this decline as well as varying ages of

students and different areas of students questioned. From the article there was no mention of

any preventive measures or interventions based on the data given

In the article “Teen Vaping Impacts Students Academic Performance, Mental

Health”Rock, A, (2023) , it was found that students’ academic performance in 2023

decreased when addicted to vaping. From the articles, this result was concluded from online

interviews/discussions with teachers. Qualitative data was collected throughout 2023 and it

suggested that vaping is a distraction in the classroom and students addicted had a lesser

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attention span leading to decreased learning. However, data was gathered from secondary

sources and were not further investigated to create a definite relationship.

To summarize the article “Vaping Among Adolescents and Youth in the Caribbean”

Healthy Caribbean Coalition. (Year not specified), the Healthy Caribbean Coalition(HCC)

and the Pan American Health Organization’s(PAHO) webinar shed light on the pressing issue

of youth vaping in the Caribbean. The report's recommendations underscored the need for

decisive regulatory action by CARICOM governments to curb the rising trend of

ENDS/ENNDS use among young people. The urgency of these actions was emphasized,

considering the high prevalence of vaping among adolescents and the associated risks. In the

article, no study on the direct effects of vaping on the academic performance of students was

conducted but it shows the increasing prevalence of vaping among our target group.

Information on this topic was gathered by panelists whose methods were not stated. Also,

valuable insights on how to stop vaping were displayed and discussed. For example,

recommendations of healthier alternatives to vaping such as sports, arts and community

engagement were stated.

Finally, the 4th article is titled, “Vaping – the dangers to your health” Aydeyemi,

M.(2023). explains the dangers and the workings of vaping. It goes into detail about the

mechanism used in the hazard and the effects of it such as EVALI(e-cigarette, or vaping

associated lung injury). It also covered the amount of EVALI cases within the general

population of Trinidad and Tobago between 2019 and early 2020. Although there is no

research done on academic performance it showed information that indirectly impacts

education among the target group

To conclude this review, some articles were detailed and showed similar trends in

results and methodology for their studies however the age groups were wide and didn't show

the effects for the age where academic performance was most important which is form 6

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during exams. Also, the area and institution were not specified and different environments

can cause different results Hence leading to the target group and the constant location of this

research project which is looking to enhance research on this area. The other articles showed

the wider picture of the increasing scope of vaping as well as the indirect effects of vaping

among our target population.

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 DATA COLLECTION SOURCES

PRIMARY DATA SOURCES:

For this project data was mainly collected from primary sources. This was done with

the use of the following research methods: questionnaires/surveys and individual interviews.

It should be noted that data from these methods consisted of both qualitative and quantitative

types however the former was more prominent in our questions. With the newly found data,

charts, tables, and analytical summaries were produced. The survey was utilized to allow for

a wider scope of data to be collected from various schools whereas the interviews and focus

groups were conducted to provide a more truthful and heart-to-heart response from

volunteers. All these methods were suitable for the investigation of vaping and its effects on

Form 6 students as it allows for use to get more accurate , varied, and a large sample of data.

Respondents for the survey were obtained from a school student email system where

the emails of the particular year groups were gathered and surveys were posted to them.

respondents were required to put gender on the online survey which consisted of 18

questions(14 open-ended questions and 4 open-ended questions) respectively for our target

groups. 100 survey links were sent out to our target population using probability sampling

and those who responded were added to the data. This was done to give everyone an equal

chance of a voice, both non-vapers and vapers leading to reduced biases. All respondents

were given complete confidentiality and anonymity.

Data from our surveys were used to answer all of our research questions and provide

qualitative data on the indirect effect of vaping which can provide a better answer to our

research questions. Also, the quantitative data was especially helpful in the making of visual

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respesentations of data shoulds as graphs which can allow a person to get a better

understanding of our research question and on the whole the research problem

The interviews were conducted by using selective sampling where our target groups

were given 8 questions, 6 were recycled from the survey and 2 were made specifically for the

interviews. The selective sampling approach ensures that there will be a specific group

allowing use to get a more truthful response from them to compare. A total of 10 interviews

were conducted with only vapers as it was believed that they may feel unsafe in an online

environment and may be more truthful when in person. This wasn't the case for non-vapers

therefore they were omitted from interviews. These interviews were conducted in an empty

room in a one-on-one environment to ensure the safety of our interviewee. All attendees were

given complete confidentiality and anonymity.

The data collected from this source was used as an add-on to the data in the previous

source as the qualitative data was much more detailed. In addition, we compared the recycled

questions in the survey responses from both interviews and the survey to see if there is any

shame when responding as previously believed. Although not a research question, it is still an

effect and can contribute to our research problem.

SECONDARY DATA SOURCE

Secondary data sources were also used in this project as a control. Data from different

articles and newspaper reports were collected. These resources were easily accessible and

provided a backbone to build this new research project off. Some of these sources include

past systematic reviews on this same topic and health information about vapes. Also, these

sources provide data that can be used to back up trends seen in our results such as the health

area. The sources used are the following:

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 1. The Article titled ‘Electronic Cigarette Use and Academic Performance Among

Adolescents and Young Adults: A Scoping Review’ Elsevier. (2023). was used as an

international source. It was used to show differences in data.

2. The article ‘ Teen Vaping Impacts Students Academic Performance, Mental

Health’(2023). Rock, A. was used as international source number 2. This provided

data to compare to our study.

3. Another article entitled ‘Vaping Among Adolescents and Youth in the Caribbean ’

Healthy Caribbean Coalition. (Year not specified). was used as the regional source in

the Caribbean. This was used to reference certain trends seen in our data.

4. Finally the article ‘Vaping – the dangers to your health’ Aydeyemi, M,(2023). was

used as the local source in Trinidad and Tobago. This was used to relate physical

effects.

The combination of primary and secondary sources used enhances the overall quality

of the answer this project is trying to give. In addition, both international and national sources

were used to see if there were any differences in regions.

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 PRESENTATION OF DATA

The preceding data sets will provide information on the effects of vaping on Form 6 students

attending various schools in Trinidad and Tobago. Data was collected from questionnaires in

a Google Forms sheet and will be presented in the following graphs.

Figure 1 shows the comparison of the mental health between students who vape and

those who do not vape

Figure 1 is a bar graph showing the comparison of the mental health between students who

vape and those who do not vape. From the data collected, we can see that people who vape

have both very good and very bad mental health. The same can be said for people who do not

vape, as they also showed both ends of the spectrum. From the graph, a mental health rating

of 3 was recorded for both vapers and non vapers. There was an average of 2.875 out of 5 in

mental health for vapers .The mean was calculated to be 3.071 for the non vapers category in

this data set.

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 FIGURE 2-showing the physical health of vapers compared to non-vapers.

Figure 2 is also a bar graph showing the physical health of vapers compared to non-vapers.

From the graph it can be observed that people who vape have better physical health than

students who do not vape with 8 persons showing a rating of 5 on the scale compared to only

5 showing a rating of 5. The opposite can be seen at the lower end of the scale with more

vapers saying that their physical health is at a rating of 1 than non vapers.

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 FIGURE 3- showing the various reasons why students vape

Figure 3 is a pie chart showing the various reasons why students vape. It can be seen that

both persons who got addicted to vaping and persons who destress by vaping recorded at

25% of our samples. 18% of people said that vaping helps them focus and another 14% said

that they use it as a coping mechanism. A final 18% simply said that they just enjoy vaping.

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 Grade Vapers Non vapers

<60% 12.50% 14.30%

60-70% 18.80% 7.20%

70-80% 25.00% 35.70%

80-90% 6.20% 21.40%

90-100% 37.50% 21.40%

FIGURE 4- showing the grades of both vapers and non-vapers ranging from less than

60% to 100%

Figure 4 is a table showing the grades of both vapers and non-vapers ranging from less than

60% to 100%. The table shows that more students who vape achieve a grade of 90-100% than

students who do not vape. The same amount of students who do not vape achieve a grade of

80-90% and 90-100% whereas the number of people who vape is actually higher in the 90-

100% range.

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 FIGURE 5- showing the proportion of how open students are to vaping.

Figure 5 is a pie chart showing the proportion of how open students are to vaping. From this

chart, it can be noticed that more people are open to the act of vaping with 68.8% saying yes

to vaping while the other 31.2% said no they are not open to the act of vaping.

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 Learning a new skill because it can 'distract' him from what is
bothering him while allowing him to find new hobbies
Hang out with friends, watch movies, go gym, play sports
meditation or exercise if that works
exercise and video games can be a decent substitute

FIGURE 6- showing responses to a question.

Textbox 1, respondent answering the question “ If a person around you is dealing with a large

amount of stress, what would you recommend they do to help cope with the stress.”

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 Question: “Since trying vape are you less hesitant to try other forms of
nicotine or other drugs”
Responses:
Yes im less hesitant because the nicotine does
not seem to be as bad as everyone is claiming it is from
my perspective.
Im less cautious around other nicotine
products because my body is used to it.
Yes because ive become immune to some of
the harsher effects nicotine has from building my
resistance to it.
Im still cautious becasue i know about the
addictive effects of nicotine and i consider vaping to be
one of the least harsh ones
Im cautious because i know how bad nicotine
can be to the body and mind even though i might be
vaping.

Figure 7: Showing the response to a question in an interview.

Text box 2, is showing statements made about the question: “Since trying vape are you less

hesitant to try other forms of nicotine or other drugs. (just get them to give a reason for their

answer)” from an interview with known vaping students.

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 1)Vaping hasnt improved my grades but they were not high to begin with
2)Vaping helped me to relieve stress and has improved my studying
3)Vaping has made no difference when writing the test but helps when i study
4)Vaping increased my performance in both the studying process in the test becasue it
helps to beable to focus better

Figure 8: showing responses to a question

Textbox 2, respondent answering the question, “How do you think vaping has improved your

ability to perform better in your exams/coursework?”

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 ANALYSIS OF DATA

From the bar chart in Fig 1, the mental health of non-vapers and vapers were compared which

shows how one's state of mind or mental health is from a scale of 1(bad) to 5(great). On

average the non-vapers have a mere 2.84% better mental health than vapers. In addition, it

can be said that the mental health of vapes tends more to the extremes with the majority of

vapers (56.25%) having between terrible and bad on the mental health scale while 31.3% had

between good and great as a result, the majority of the time vapes may be in a bad state of

mind. However, when considering the mental health of non-vaping students, there is a more

consistent range in responses. From the chart, 35.7% of respondents chose between terrible

and bad on the scale whereas 50% of respondents chose between good and great with good

being the most popular choice while only 14.3% of people chose decent. The data suggests

that vaping may lead to more erratic emotions and potentially exacerbate feelings of

depression. The fact that most vapers fall towards the lower end of the mental health scale

raises alarms about the psychological effects of vaping. In comparison to the relative

secondary sources, our data agrees with the results from Rock, A. (2023). In Rock, A. (2023).

it states that vapers are twice as likely to become depressed than non-vapers, yet our results

show a less drastic change. Nevertheless, this is just one long-term effect of vaping.

As we proceed with the analysis, taking data from Fig 2 bar chart, we are comparing the

differences in physical fitness or state between vapers and non-vapers with the use of a scale

from 1(bad) to 5(great). Starting with the vapers, a significant 56.3% of responses were above

decent while only 25.1% of responses were below decent, and 18.8% were decent. The

average physical health of vapers was 3.625 out of 5. From this, we can see that vaping

affects the physical state but not a very immense one as most users are in a great physical

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state and fitness. Now when factoring in the control, 64.3% were above decent and only 7.1%

were below decent while 28.6% were at decent physical health. The average physical health

of non-vapers was found to be 3.857(good). This shows that almost everyone who doesn't

vape is in decent to great shape. This has long-term implications for overall well-being and

lifestyle. However, when referencing data from our secondary sources, the physical effects of

vaping from their studies were more severe and harmful than the slight effect we are seeing

here. For example, Aydeyemi, M. (2023). says that vaping can cause short-term effects of

coughing, shortness of breath, and headache and long-term effects in the form evali(e-

cigarette, or vaping, product use associated lung injury). At the same time, the data gathered

showed from our survey show vapers are in decent shape and no mention of the effects in the

study was made by our 26 interviewees. In addition, Rock, A. (2023) states vapers are far

more likely to feel worse about their physical health which somewhat agrees with our

research but only marginally.

The data given in Fig 3 alludes to the grades in terms of percentages of vapers and non-

vapers. These grades were based on various amounts of subjects being studied by students

with 28.6%, 7.1%, and 64.3% of non-vapers studying >4, <4, and 4 subjects respectively

while 50% of vapers studying >4 and 50% of vapers studying 4. From the vapers, the most

common grade range was 90-100%, with 37.5% of the respondents scoring in this category.

The least common grade range was 80-90%, with 6.3% of respondents scoring in this

category. While the rest of the categories were: (60-70%):18.8%, (70-80%):25%, and

(<60%:12.5%). From the data, we can conclude more vapers got grades 70 and above percent

(56.3%) than those who got less (43..7%). The average was calculated to be 83.75%. On the

other hand the non-vapers scores were:(90-100%):21.4%), ((70-80%):21.4%), ((70-

80%):35.7%), ((60-70%):7.1%) and (<60):14.3%). The average was calculated as 72.5%. As

a result, vape scored generally higher than the non-vapers in this comparison. This result can

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be attributed to some of the vapers’ interviews as a quote from interview01:” Vaping helped

me to relieve stress and has improved my studying”, when asked if vaping helped him do

good in school. Also, from the other questions in the survey, it was derived that vaping can

cause stress relief and improve concentration. This is demonstrated as the vapers scored

11.25% higher than non-vapers in various number of subjects. This raises questions about the

relationship between vaping and academic success. While some students attribute their

improved grades to vaping's stress-relieving effects and enhanced concentration, it's essential

to consider the long-term consequences and whether short-term benefits justify the potential

risks. Now with the use of external data from articles 1 and 2(Augenstein, (2023). And Rock,

A. (2023)), it is said that academic performance decreases with vaping, yet our data shows an

increase due to reasons mentioned above. However, in those sources, they blame this

decrease on a lack of engagement and distraction due to vaping in class which was suggested

by teachers. It should be noted that a different demographic of students may have been used

in that survey and other variables could have played a role.

According to figure 4, 68.8% of students who vaping aren’t so forth coming about their secret

hobby. Why is this? Even when 56.3% of students gave vaping a 5/5 rating as a trending

topic in their social sphere no one seems to want to admit to vaping. From our survey, one

student one wasn’t open about vaping since in their school environment it was generally

frowned upon by their peers and teachers. These social stigmas contribute to the shyness of

vapers to be transparent about their nicotine use. Another participant stated that they are not

open about their vape use because they don’t want to encourage others to vape. This can be

seen as hypocritic however if we take this in a positive light, we can infer that those who

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vape understand the harmful effects of vaping and don’t want to let others fall victim to a

vaping addiction.

There can be many reasons why someone would vape such as destressing etc. In our survey,

we investigated many factors that keep students hooked on this vape pen. According to

Figure 5 which is a pie chart comparing the reasons why people vape, 43% of students use it

to either destress or as a coping mechanism. This is understandable as Form 6 students

generally have a lot on their plate. Things like difficult and intricate internal assessments (like

this one), exams and coming into adulthood can be very overwhelming to tackle all at once so

having an outlet to momentarily distract them from life is expected. For these students,

vaping is that outlet. Proceeding with the analysis, 18% of the vaping population reported that

it helps them focus during studying. During our interviews, STUDENT 4 gave us a deep dive

into how vaping has assisted him to improving his grades by 20% per subject. He stated that

while experiencing a “high” while vaping, his mind enters a “flow state” and allows him to

effectively study for up to 6 hours. Assuming this is true, vaping can be used as a way the

concentrate and get things done effectively. This can help remove the negative stigma around

vaping and make it a more accepted thing in the school system. While these reasons may

offer temporary relief, it's essential to recognize the addictive nature of vaping and its

potential to exacerbate underlying issues. Notably, most vapers didn’t know a proper

healthier alternative to vaping leaving them to that option only and unwilling to move. This

differs from Healthy Caribbean Coalition. (Year not specified)., where they suggested good

alternatives to vaping like sports and art. This means the students used in our test either didn't

think of those options or believe that vaping is superior. Also from our interviews, many

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believe that vaping wasn’t as bad as originally thought and not that harmful say things like

‘their body is accustomed to it’ etc

Figure 6 shows a textbox including alternative methods of coping with stress besides vaping

by form 6 students of Presentation College, Chaguanas. One suggestion was that students

should find hobbies, this can be very beneficial as it both provides a stress reliever but also

teaches him new skills he could use. A trend that can be observed is the multiple responses

suggesting exercising. Exercising can not only help one’s mental health by acting as a stress

reliever but additionally can improve one’s physical health. Overall, this discussion

underscores the multifaceted nature of vaping among students, encompassing mental and

physical health, academic performance, social dynamics, and coping mechanisms. Moving

forward, it's crucial to address the root causes driving vaping behaviours, provide support for

students struggling with addiction, and implement evidence-based prevention and

intervention strategies within educational settings.

The information extracted from figure 7, a text box to question “Since trying vape are you

less hesitant to try other forms of nicotine or other drugs. (just get them to give a reason for

their answer)”, showed an alarming notion that vapers are somewhat open to trying now

dangerous nicotine drugs as well as in somecase other drugs. For example in 3 out of the 5

randomly chosen responses, students said that their body is used to nicotine and it wasn’t as

bad as originally thought. Yet on the other hand, the other two respondents showed a

understanding of the effects of nicotine and are still cautious around trying new nicotine

products. It should be noted that one of those respondents that are still cautious believe that

vaping is less harmful than other methods of nicotine consumption, this showed a educated

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24 view about vaping compared to other product yet maybe ignorant as the longterm effect of

this method is unknown.

From our research we can answer our research questions, with question number 1, the

longterm effects of vaping being slight physical and mental health decreases with an increase

in academic performance, and for question 2, the average grade of a student being around

75% where vapers were roughly 83%. Now question 3, the relationship between vaping and

non vaping student performance being about 11.25% increase in academic performance for

the vaping students over the normal students. Finally for question 4, majority of students

didn't find any alternative healthy ways to replace vaping yet some students suggested

methods like going to the gym as a healthier alternative.

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 CONCLUSION

Based on the survey and interviews conducted, it is now evident that the effects of vaping are

slight in the following fields tested: physical and mental health and significant in terms of

academics. In academics, the use of a vape resulted in an 11.25% increase in grades

compared to ones who don't vape. With references to other studies, their data contradicted our

results for instance both articles 1 and 2 state there is a decrease in academic performance.

Also, there was a slight decrease in one's mental and physical health by 2.84% and 4.64%

respectively. to add, many reports from our interviews and surveys seem to suggest that

vaping provides stress relief and increases concentration while studying. However, most of

them vape because they enjoy it. It must be noted, that vapers face a shame to admit their

addiction or habit to do the down look of society and maybe lie about their habits. Most

vapers learn about vaping through a friend or ‘doctor’ however this doctor may not be a

medical one. According to vape responders, vaping is prominent in their social sphere and

their friends are influential in their habits, whereas non-vapers said the opposite. Also, most

vapers think there are no alternate things to do to replace vaping other illegal and unhealthier

substances and habits To summarise vaping can relieve stress and increase productivity in

academics but can sway affect one’s mental and physical health and well-being and take up

one social life.

Limitations:

1. Students could have lied and exaggerated their responses skewing the results. This is

attributed to results stated in our conclusion which show vapers experience shame in their

habit which leads to lying and cannot be prevented. Also, students may not want to put a bad

result or something that could make them look bad so they exaggerate their answers in a good

way such as their grades.

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2. There were no proper comparable studies to compare this study with and verify trends and

data. Other studies did not have the same age group, living conditions, and countless other

variables to do an absolute comparison so there is no way to show that the data is skewed or

not.

3. A small sample size doesn't paint a whole picture of the true effects. The wider the sample

size the less skewed the data gets and forms an average. With this small sample size, we may

not able to get a picture of the students who are in different areas or completely different

groups for instance those who are under more or less stress.

Recommendation 1: The administrative staff and government can create a vape-free

environment by 1. Ban vape products on school campuses. 2. Prohibit the sale of nicotine and

tobacco products near schools.

Recommendation 2: Schools , students and parents can educate and show awareness by: 1.

Starting vape education classes to inform students about the risks of vaping and smoking. 2.

Peer-to-peer education: Encourage students to educate their peers about the dangers of

vaping. 3. Involve parents: Engage parents in tobacco-related education.

Recommendations 3: Campaign healthier alternatives to vaping such as sports and

community engagement- schools can have more community events like a fun day on a

weekend every month or implement a gym so students can relieve stress in other methods

than vaping.tobacco products near schools. 3. Ban direct and indirect ads and promotion of

nicotine and

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 BIBLIOGRAPHY

Augenstein,(2023). E-cigarette use during adolescence: Evidence supports the opposite

direction. Academic Pediatrics.

https://www.sciencedirect.com/science/article/abs/pii/S1876285923003637#:~:text=E%2Dci

garette%20use%20during%20adolescence,evidence%20supports%20the%20opposite%20dir

ection.

Rock, A. (2023). Study: Teen Vaping Impacts Student Academic Performance, Mental

Health .Campus Safety Magazine: Study: Teen Vaping Impacts Student Academic

Performance, Mental Health -

Healthy Caribbean Coalition. (Year not specified).Vaping among Adolescents and Youth in

the Caribbean. Healthy Caribbean Coalition.

https://www.healthycaribbean.org/vaping-among-adolescents-and-youth-in-the-caribbean/

Aydeyemi, M. (2023).Vaping: The Dangers to Your Health. Trinidad and Tobago Newsday.

https://newsday.co.tt/2023/06/12/vaping-the-dangers-to-your-health/

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 APPENDIX

Questionnaire(google form): https://forms.gle/rAHdXy8N7Mryx4NLA

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