Table 5.

Summary of responsive strategies for group and panel discussions.

Discussion	Responsive strategies
Group discussion: How do you help your students to avoid negative effects when drug-taking close peers still instill the wrong drug-taking concepts and ideas?	Target setting Support students to understand their interests and expertise. There are goals to divert students’ attention from drug use; the opportunities of success in discontinuing drug use are relatively high. (P1)a By understanding the family background, friends, and working conditions of the students, we can provide responsive suggestions and tell them how and what they can achieve in future so that the students find the courage to live a new life. (P2) Tell students that they will have more job opportunities if they possess a skill. (P1) Help them find the focus of their life (things they are interested in) and gradually get rid of drugs. (P4) Help students find the type of work they are interested in and explain that all their efforts in life will help them achieve something. (P5) Value identification Drugs harm health. For example, tell students that long-term use of ketamine will require them to use diapers for the rest of their life. (P9) Problem-solving First understand the causes of drug use, analyze the advantages and disadvantages of drug use, discover the problems, and then help students solve the problems and return to a healthy life. (P3) Inform the police about the drug supplier so that the students will not have access to drugs. (P12) Peer or parental influences Let students know that they can leave peers who use drugs, meet with groups engaged in healthy activities, and make good new friends to support and encourage each other. (P4) Cut off contacts with peers who use drugs. (P8) Delete the phone numbers of peers who use drugs from the students' mobile phones. (P12) Peers with risks of drug usage are also treated as persons needing care. (P12) Parents are critical of students who use drugs. They should listen to and engage with these students. Environmental change Choose the workplace carefully to avoid exposure to drugs. (P7) Choose extracurricular activities and do not participate in activities that expose students to drugs. (P7) Move out of the current living community to avoid exposure to drugs. (P8)
Panel discussion: Students ask what they can do if they quit drugs?	Analyzing current situations First understand the current situations of the students’ life and then provide specific suggestions. (P6) First explore students' interests, talk about their needs, guide them to think about future career planning, and then guide them to focus on their dreams. If they work hard, they can achieve all the good things they want. (P10) Multiple attempts Encourage students to participate in government-sponsored vocational training and explore more ways to establish their own career direction. (P1) Work in an interesting workplace to see if students are suitable for the job position. (P2) Forget the past and try to move forward. Keep the same job for at least 3 months before changing. (P2) Lead the students to participate in academic and industry collaborations. (P5) Help students find jobs. (P6) Introduce them to appropriate work opportunities according to their personality and expertise. (P9) Giving social support First address the students' emotions; let them take a break and let go of their blind spots; try to make them break through the bottleneck of life at this stage. (P5) Support students till the end and try to help them. (P7) Engage with students to find their interests; as long as they do not use drugs, everything is fine. (P8) Support students to make sensible decisions and be their backup. (P9) Get to know the students and help them. (P9) Let students work or start a business together; provide consultation and assistance in this process. (P13) Increasing social connections Encourage students to volunteer to care for the elderly and orphans and learn to help others and socialize. (P9)

^aP: serial number of the participants.