AbstractAdolescent substance abuse is increasing at an alarming rate, and national trends indicate that the average age when chemical experimentation occurs has decreased. Chemical abuse interferes with the student's ability to learn and to perform academic tasks; teachers cannot teach students who are unresponsive because of chemical use. Because adolescents spend the greatest number of waking hours in school, it is the most appropriate setting for identification of and intervention with chemically dependent students. School social workers are in a position to determine the nature and level of a student's chemical involvement. Training in assessment and intervention with substance-abusing students will enable school social workers to educate staff on the early identification of such students. Early intervention with chemically involved students can stop the progression of this disease and help students seek treatment before serious consequences occur.