"

10 Teen Alcohol Abuse: Awareness, Action, Change

Lindsey Bennewitz and Alexis Manos

This chapter is based on the Social Ecological Model.

Alcohol abuse is not just an adult problem. In 2022, over 29 million Americans over the age of twelve were reported to have an alcohol use disorder (AUD) (Substance Abuse and Mental Health Services Administration [SAMHSA], 2023). This ongoing health issue affects an individual’s brain function and behaviors, which makes it challenging to control alcohol consumption despite negative consequences. Long-term alcohol use can lead to poor decision-making, mental health disorders, and increased risks of injury, liver disease, and other health complications (Rehm, 2011).

“Teen boy buries face in his arms as parents drink, fight.” by EJ White is used with permission from Adobe Stock Images under an Education License

Depending on the signs a person shows, AUD can range from mild to severe. Common signs include difficulty controlling alcohol consumption, problems cutting back, and spending excessive time drinking or recovering (Cleveland Clinic, 2024). AUD can disrupt daily activities, leading to forgotten responsibilities, poor relationships, and withdrawal from social or work activities (Koob et al., 2025). Many continue drinking despite negative consequences and engage in dangerous behaviors like drinking and driving (Mayo Clinic Staff, 2022).

In most cases, AUD begins developing in the teen years and becomes common for people ages 20 to 30 (Mayo Clinic Staff, 2022). Key risk factors include prolonged drinking, binge drinking, and starting at a young age (National Institute on Alcohol Abuse and Alcoholism, 2025). Family history, especially if a parent or close relative has alcohol problems, can increase susceptibility (Reed, 2025). Mental health issues (e.g., depression or anxiety) and social influences (e.g., friends or partners who drink regularly) may cause a person to turn to alcohol (Mayo Clinic Staff, 2022). Furthermore, media portrayal of drinking and peer pressure significantly influence young people (Atkinson et al., 2011). However, when individuals recognize these signs, build healthy relationships with respectful peers and family, engage with a supportive community, and advocate for stronger government policies, they can help reduce these risks.

Individual

Many personal factors can increase a teen’s risk of developing AUD, such as an individual’s personality, mental health, social skills, and self-esteem. Teens who are impulsive or take risks are more likely to drink heavily, as well as those with anxiety, depression, or past trauma (Rada et al., 2024; Puddephatt et al., 2022). In addition, poor stress management and low confidence in handling challenges can also lead to drinking (Dawson et al., 2005; DiBello et al., 2020). Furthermore, teens who struggle to control their emotions may turn to alcohol to manage negative feelings (Zaorska et al., 2023).

One helpful resource for recognizing alcohol problems is the Centers for Disease Control and Prevention’s (CDC) Alcohol Use Disorder quiz. This quiz helps teens and adults understand their drinking habits and whether they need support (CDC, 2025). In addition, teens can build healthy coping skills by participating in programs like Alcoholics Anonymous (AA). AA meetings offer accessible resources to support individuals who are seeking help for their alcohol dependence (Kelly et al., 2020). These programs help to increase an individual’s mental well-being, strengthen interpersonal skills, improve stress management, and support the transition to a sober and alcohol-free lifestyle (Kelly et al., 2009).

Relationships

Although it is ultimately the individual’s decision, their social circle and relationships can easily be the deciding factor in causing or preventing alcohol abuse. Friends can influence teen drinking, as peer pressure and being around individuals who drink can increase a teen’s likelihood of misusing alcohol (Beckmeyer & Weybright, 2018). However, choosing supportive friends who are alcohol-free can help prevent misuse (Beckmeyer & Weybright, 2018).

Parenting strategies also play a large role in the likelihood of a child developing an alcohol misuse disorder (Harmony Ridge Recovery Center, 2023). Research has shown that the best form of parenting style to prevent alcohol abuse in kids is authoritative parenting (Harmony Ridge Recovery Center, 2023). This style of parenting encourages youth to be openly communicative, allowing parents to offer insightful advice regarding alcohol consumption in a nonjudgmental way (Harmony Ridge Recovery Center, 2023). On the other hand, if a child is raised by parents who have adopted an authoritarian style, they may be more likely to drink as a way to escape (Harmony Ridge Recovery Center, 2023). Parents having honest conversations with their children regarding social circles and setting boundaries have better alcohol outcomes (Anzilotti, 2020).

Community

Schools can promote early intervention programs that foster a secure place to learn and talk about alcohol abuse in order to encourage resilience. Educational-driven programs, such as Drug Abuse Resistance Education (D.A.R.E.), teach children in schools to withstand peer pressure and understand alcohol’s harmful effects (D.A.R.E., n.d.). After-school activities can serve as a great protective factor when accessible (Peterson, 2018). Excel Beyond the Bell youth program offers academic support, transportation to and from school, and warm, nourishing meals at no cost (Excel Beyond the Bell, n.d.). Vermont students who participated in up to 19 hours of extracurricular activities per week were less likely to use drugs, including alcohol (Morehouse, 2021).

Colleges also have a role to prevent alcohol abuse in teens’ lives by incorporating educational programs such as AlcoholEdu (Vector Solutions, 2025). AlcoholEdu aims to teach incoming college students about the dangers of alcohol misuse, supporting non-drinking options, and how to help as a bystander (Vector Solutions, 2025). The personalized content helps students recognize their drinking habits based on whether or how much they drink (Vector Solutions, 2025).

Cultural and social factors within neighborhoods and communities influence teens to drink. For instance, communities where alcohol use is common and easily accessible may accidentally encourage higher consumption rates (Sudhinaraset et al., 2016). However, strong enforcement of alcohol regulations and community-led programs can combat teen alcohol use. For example, the Drug-Free Communities (DFC) Support Program, run by the CDC and the Office of National Drug Control Policy, helps schools, parents, and local groups work together to prevent youth substance use (CDC, n.d.). Students Against Destructive Decisions (SADD) encourages teens to make healthy choices through group discussions with classmates and awareness events (SADD, n.d.). Communities can use these programs, along with stricter alcohol rules and better education, to improve teen safety.

Societal

Public policies enforced by society can lower alcohol misuse in teenagers. The National Minimum Drinking Age (MLDA) Act of 1984, one of the most well-known efforts, set the minimum drinking age to 21 and saved more than 1,000 teenage lives each year (Toomey et al., 1996). By restricting alcohol access during late adolescence, teens who can’t drink have a decreased risk for alcohol problems into mid-adulthood (Plunk et al., 2016). However, some teenagers still manage to obtain alcohol by using false identification, which contributes to the beginning of early alcohol use (Arria et al., 2014).

In order to prevent teenagers from purchasing alcohol, society must take the initiative to make alcohol less available. Communities can accomplish this by decreasing the number of establishments that sell alcohol and increasing the distance between them (CDC, 2024). Additionally, the government can increase the price of beverages by raising taxes on them, which would likely discourage younger adults from buying (CDC, 2024). In addition, MLDA laws have been primarily focused on punishing youth for illegally purchasing alcohol rather than starting at the source (Toomey et al., 1996). To minimize abuse, establishments should enforce training on how to check identification cards properly. Local law enforcement should also check sellers for identification compliance and encourage advertised warning signs of selling strictly to those 21 years of age and older (Toomey et al., 1996).

 

Key Takeaways

  • Alcohol use disorder (AUD) is a complex medical condition characterized by the inability to control one’s alcohol consumption regardless of dangerous outcomes. Alcohol abuse can cause damaged relationships, poor mental and physical health, and risky behaviors such as drunk driving.
  • Individuals can recognize the severity of their drinking habits by using tools like the CDC’s Alcohol Use Disorder quiz. They can also seek help through programs like Alcoholics Anonymous, which supports the individuals’ transition to sobriety by improving their mental health and overall well-being.
  • A person’s social circle can highly impact their relationship with alcohol.  Peer pressure and authoritarian parenting styles can increase the chance of alcohol abuse. Whereas caring friends and authoritative parenting styles can help prevent alcohol issues..
  • Programming through schools and communities (e.g., Excel Beyond the Bell, AlcoholEdu, and Drug-Free Communities Support Program) can work to reduce alcohol abuse.
  • In order to eliminate teenage alcohol abuse, we must start at the source. Policy-makers must decrease the number of establishments that sell alcohol and increase the distance between them. In addition, liquor businesses should require employees to undergo extensive training on properly checking identification.

References

Anzilotti, A. W. (2020, September). Talking to your kids about alcohol. KidsHealth. https://kidshealth.org/en/parents/alcohol.html

Arria, A. M., Caldeira, K. M., Vincent, K. B., Bugbee, B. A., & O’Grady, K. E. (2014). False identification use among college students increases the risk for alcohol use disorder: Results of a longitudinal study. Alcoholism, Clinical and Experimental Research38(3), 834–843. https://doi.org/10.1111/acer.12261

Atkinson, A., Elliott, G., Bellis, M., & Sumnall, H. (2011). Young people, alcohol, and the media. Joseph Rowntree Foundation. https://www.ias.org.uk/uploads/pdf/Underage%20drinking%20docs/young-people-alcohol-mediaEBOOK.pdf

Beckmeyer, J. J. & Weybright, E. H. (2018). Perceptions of alcohol use by friends compared to peers: Associations with middle adolescents’ own use. Substance Abuse, 37(3), 435-440. https://doi.org/10.1080/08897077.2015.1134754

Centers for Disease Control and Prevention [CDC]. (2024, July 25). Preventing underage drinking with community strategies. https://www.cdc.gov/alcohol/underage-drinking/community-strategies.html

Centers for Disease Control and Prevention [CDC]. (2025, January 31). Check your drinking. https://www.cdc.gov/alcohol/checkyourdrinking/index.html

Centers for Disease Control and Prevention [CDC]. Drug-Free Communities (DFC). https://www.cdc.gov/overdose-prevention/php/drug-free-communities/index.html

Cleveland Clinic. (2024, June 11). Alcohol use disorder. https://my.clevelandclinic.org/health/diseases/3909-alcoholism

Drug Abuse Resistance Education [D.A.R.E.]. (n.d.). myPlaybook: Core high school curriculum. https://dare.org/education/#hs-core

Dawson, D. A., Grant, B. F., & Ruan W. J. (2005). The association between stress and drinking: Modifying effects of gender and vulnerability. Alcohol and Alcoholism, 40(5), 453-460. https://doi.org/10.1093/alcalc/agh176

DiBello, A. M., Miller, M. B., & Carey, K. B. (2020). Self-efficacy to limit drinking mediates the association between attitudes and alcohol-related outcomes. Substance Use & Misuse, 54(14), 2400-2408. https://doi.org/10.1080/10826084.2019.1653322

Excel Beyond the Bell. (n.d.). Middle school programs. https://excelbeyondthebell.org/programs/middle-school/

Harmony Ridge Recovery Center. (2023, November 6). Substance abuse and parenting styles. https://www.harmonyridgerecovery.com/substance-abuse-parenting-styles/

Kelly, J. F., Humphreys, K., & Ferri, M. (2020). Alcoholics Anonymous and other 12-step programs for alcohol use disorder. Cochrane Database of Systematic Reviews, 3(3). https://doi.org/10.1002/14651858.CD012880.pub2

Kelly, J. F., Magill, M., & Stout, R. L. (2009). How do people recover from alcohol dependence? A systematic review of the research on mechanisms of behavior change in Alcoholics Anonymous. Addiction Research & Theory, 17(3), 236-259. https://doi.org/10.1080/16066350902770458

Koob, G. F., Anderson, R. I., Litten, R. Z., Kwako, L. E., & Gardner, M. B. (2025, January 6). Alcohol use disorder: From risk to diagnosis to recovery. National Institute on Alcohol Abuse and Alcoholism. https://www.niaaa.nih.gov/health-professionals-communities/core-resource-on-alcohol/alcohol-use-disorder-risk-diagnosis-recovery

Mayo Clinic Staff. (2022, May 18). Alcohol use disorder. Mayo Clinic. https://www.mayoclinic.org/diseases-conditions/alcohol-use-disorder/symptoms-causes/syc-20369243

Morehouse, H. (2021, July 8). Afterschool programming as a protective factor for youth. Vermont Afterschool https://ccb.vermont.gov/sites/ccb/files/2021-07/H%20Morehouse%20Afterschool%20and%20Protective%20Factors.pdf

National Institute on Alcohol Abuse and Alcoholism. (2025, January). Understanding alcohol use disorder. National Institutes of Health. https://www.niaaa.nih.gov/publications/brochures-and-fact-sheets/understanding-alcohol-use-disorder

Puddephatt, J. A., Irizar, P., Jones, A., Gage, S. H., & Goodwin, L. (2022). Associations of common mental disorder with alcohol use in the adult general population: A systematic review and meta-analysis. Addiction, 117(6), 1543–1572. https://doi.org/10.1111/add.15735

Plunk, A. D., Krauss, M. J., Syed-Mohammed, H., Hur, M., Cavzos-Rehg, P. A., Bierut, L. J., & Grucza, R. A. (2016). The impact of the minimum legal drinking age on alcohol related chronic disease mortality. Alcoholism, Clinical and Experimental Research, 40(8), 1761. https://doi.org/10.1111/acer.13123

Rada, C., Faludi, C., & Lungu, M. (2024). Emotional, coping factors, and personality traits that influenced alcohol consumption in Romanian students during the COVID-19 pandemic. A cross-sectional study. BMC Public Health, 24(733). https://doi.org/10.1186/s12889-024-18247-w

Reed, S. (2025, February 18). Genetics of alcoholism. Addiction Center. https://www.addictioncenter.com/alcohol/genetics-of-alcoholism/

Rehm, J. (2011). The risks associated with alcohol use and alcoholism. Alcohol Research & Health, 34(2), 135-143. https://pmc.ncbi.nlm.nih.gov/articles/PMC3307043/

Students Against Destructive Decisions [SADD]. (n.d.). About Us. https://www.sadd.org/aboutus

Substance Abuse and Mental Health Services Administration [SAMHSA]. (2023, November 13). Key substance use and mental health indicators in the United States: Results from the 2022 National Survey on Drug Use and Health. https://www.samhsa.gov/data/report/2022-nsduh-annual-national-report

Sudhinaraset, M., Wigglesworth, C., & Takeuchi, D. T. (2016). Social and cultural contexts of alcohol use. Alcohol Research, 38(1), 35-45. https://pubmed.ncbi.nlm.nih.gov/27159810/

Toomey, T. L., Rosenfeld, C., & Wagenaar, A. C. (1996). The minimum legal drinking age: History, effectiveness, and ongoing debate. Alcohol health and research world, 20(4), 213–218. https://pmc.ncbi.nlm.nih.gov/articles/PMC6876521/#b11-arhw-20-4-213

Vector Solutions. (2025, March 28). Re-Imagining alcohol misuse prevention with Vector’s updated AlcoholEdu® for college. https://www.vectorsolutions.com/resources/blogs/re-imagining-alcohol-misuse-prevention-vectors-alcoholedu/

Zaorska, J., Rydzewska, M., Kopera, M., Wisniewski, P., Trucco, E. M., Kobylinski, P., & Jakubczyk, A. (2023). Distress tolerance and emotional regulation in individuals with alcohol use disorder. Frontiers in Psychiatry, 14. https://doi.org/10.3389/fpsyt.2023.1175664

definition

License

Icon for the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

From Risk to Resilience: Advancing Health Through the Social Ecological Model Copyright © 2025 by Elizabeth Alcorn; Dianne Aranguibel; Sissy Ashley; Lindsey Bennewitz; MaryScott Best; Amy Broome; Briley Burnette; Charly Ann Carter; Melissa Contreras; Charlotte Corbitt; Jaida Dozier; William Echols; MaryMac Evans; Abbie Flanigan; Ryan Haun; Sabrina Hayslett; Mela Hogerheide; Isabella Kruse; Hailey Lokerson; Eliza Madison; Alexis Manos; Synclair McGovern; Sophia Miller; Ava Moniz; Sam Nassif; Skylar Parker; Aidan Patten; Samantha Poindexter; Mary Elizabeth Porter; Molly Robertson; Jasmine Sampson; and Grace Shealy is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, except where otherwise noted.