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Media type:
E-Article
Title:
“It’s expected that students want to get drunk. that needs to change”: alcohol abstainer and light drinking university student experiences
Contributor:
Hill, Kimberley;
Mansbridge, Sarah;
Watts, Amy;
Saravanja, Ana
Published:
Emerald, 2024
Published in:
Health Education (2024)
Language:
English
DOI:
10.1108/he-05-2024-0072
ISSN:
0965-4283
Origination:
Footnote:
Description:
PurposeAn increasing non-drinker population is developing, but much research focusses on alcohol misuse, rather than the experiences of those who abstain or consume little alcohol, particularly within student populations. This student co-constructed qualitative research aimed to understand alcohol abstainer and light drinking students’ university experiences and perceptions of university alcohol cultures, given recent trends in alcohol drinking behaviour.Design/methodology/approachTen UK undergraduate students (six males, four females; 21–26 years), five alcohol abstainers and five light alcohol drinkers (AUDIT-C), participated in semi-structured focus group interviews.FindingsThematic analysis of transcripts identified participants’ negative experiences of pre-university social pressures in navigating no or low alcohol drinking identities, which impacted university expectations. Participants perceived alcohol drinking cultures as remaining prevalent on university campuses and possibly used for profit and recruitment. Alcohol dominant university-sanctioned social events, alongside limited other provisions, impacted initial university transitions and belonging. However, students reported co-existing realities between such cultures and simultaneous peer acceptance of their no or low drinking status, finding similar others and long-term friendships not impacted. Due to this, student participants called for universities to take urgent action in changing pervasive university alcohol cultures, which they felt no longer aligned with changing student behaviours and perceptions.Originality/valueGuided by findings, we provide important implications for prevention work and future research, including the importance of social context interventions. We also highlight the value of student co-creation and external partnerships within such work.