背景：藥物濫用（Drug Abuse）問題一直是全球矚目焦點，而青少年階段經常是開始接觸非法藥物的關鍵時期。反毒教育的實踐涵蓋到學生、家庭、同儕與師生關係，需全校人員投入。推動校園藥物濫用防制通常由新進人員擔任，工作負荷量大，不熟悉相關流程、相關計畫等工作內容；在法令上也未強制要求教育訓練，進而影響承辦人投入藥物濫用防制工作之意願與動能。如何提升校園反毒承辦人專業能力，應瞭解其需求及執行業務所遇困境，規劃教育訓練內容，發展因應對策，增進承辦人之自我效能，使藥物濫用防制工作推行順利。
目的：本研究旨在探討一般教師與學務人對校園藥物濫用防制教育訓練內容之需求及困境，並分析其差異性。
方法：共計21位一般教師與35位學務人員，進行校園藥物濫用防制教育訓練需求與困境問卷調查。了解其對於校園藥物濫用防制教育訓練之需求，以及分別在實務推動上所遭遇之困境。問卷蒐集完畢，以內容分析法進行文本資料分析，並以文字雲圖呈現重要性。
結果： 第一面向中有81.0%的一般教師及82.0%的學務人員表示，應讓訓練對象認識「相關法令」。第二面向有76.2%的一般教師認為，應認識「入門成癮物質、常見的新型態毒品之類型及各種危害」；37.1%的學務人員認為應「認識藥物濫用入門成癮物質與分級」。第三面向有57.1%的一般教師表示，應瞭解「多元舒緩壓力技巧，培養藥物濫用學生具備自我覺察調適壓力的能力」；有37.1%的學務人員表示，應「認識相關理論，進而協助學生戒除毒癮」。第四面向有42.9%的一般教師與40.0%的學務人員認為，應「認識校園反毒實務工作流程」。
結論：研究結果顯示，一般教師與學務人員對於校園藥物濫用教育訓練有所重視，表達了他們對於訓練課程所需涵蓋的知識內容的期待，顯示出定期辦理教育訓練可增加對於藥物濫用的認知與警覺性。為了更有效達成訓練的目的，建議規劃初階或進階教育訓練內容，以符合不同承辦人的專業程度和學習需求。在校園中，許多教職員認為反毒工作為學務處或輔導人員的責任，導致承辦人容易陷入獨立作戰之困境，這表示目前校園反毒業務負荷繁重，後續應增加相關人力協助，並改善與精進作業流程，提高承辦人意願。

Background：Drug abuse has been a global concern, and adolescence is often a critical period when individuals begin to be exposed to illegal drugs. The practice of drug use prevention in schools involves students, families, peer relationships, and teacher-student relationships, which requires the involvement of all school staff. Typically, the responsibility for promoting drug use prevention on campuses falls on newly appointed personnel, who may be faced with high workloads and be unfamiliar with relevant procedures and plans. The lack of legal requirements for related education and training also reduces the willingness and motivation of these personnel to engage in drug use prevention work. To enhance the professional competence of individuals responsible for campus drug prevention, it is of great importance to understand their needs and the challenges they encounter in implementing their duties. It is essential to draw up effective educational training content, strategies, and self-efficacy enhancement measures as well to facilitate the implementation of drug use prevention work smoothly.
Amis：This study aims to explore the needs and challenges of teachers and student affairs personnel who are in charge of the content of education and training for campus drug use prevention, and analyze the differences between them.
Methods：A total of 21 teachers and 35 student affairs personnel participated in a questionnaire survey on the needs and challenges of education and training for campus drug use prevention. The survey aimed to understand their needs for education and training on campus drug use prevention, as well as the challenges they encountered in practical implementation. After collecting the questionnaires, content analysis was conducted using textual data, and the highlight was presented through word cloud visualization.
Results：In the first aspect, 81.0% of teachers and 82.0% of student affairs personnel expressed the need for training participants to understand "relevant laws and regulations." In the second aspect, 76.2% of teachers claimed that participants should be familiar with "introductory addictive substances, types of common new drugs, and various hazards," while 37.1% of student affairs personnel believed they should understand "the classification of addictive substances in drug use." In the third aspect, 57.1% of teachers indicated the importance of understanding "diverse stress relief techniques to cultivate students' ability to self-observe and adapt to stress," while 37.1% of student affairs personnel stated the need to "understand relevant theories to assist students in overcoming drug addiction." As for the fourth aspect, 42.9% of teachers and 40.0% of student affairs personnel considered that participants should be skilled in "the practical workflow of campus anti-drug work."
Conclusion：This study indicates that research participants are aware of the importance to education and training for campus drug use prevention, also expressing their expectations regarding the knowledge content that training courses should cover. It demonstrates that regular educational training can increase awareness and vigilance related to drug use. To achieve more effective training, it is recommended to scheme out introductory or advanced educational training content that meets the professional levels and learning needs of different personnel. In schools, many staff members perceive drug prevention work as the responsibility of the student affairs office or counselors, which leads difficulties and a feeling of isolation to the responsible personnel. The study also shows that the current workload for campus drug prevention is heavy, and additional manpower should be provided to assist in improving and streamlining the operation process, thereby enhancing the willingness of personnel involved.

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