Among the ballot initiatives for Massachusetts that passed last November, one legalized the recreational use of marijuana for students 21 and older. Despite its legalization, there are no pending changes to Harvard’s prohibition of marijuana, as indicated by Director of Harvard University Health Services Paul J. Barreira—a wise stance, in light of the significant amount of federal funding Harvard receives. Federal exigencies aside, the Harvard administration cannot turn a blind eye to marijuana and its presence on campus that will only grow with its legalization. Instead, the administration must acknowledge the changing political and social climate around marijuana and adapt accordingly, as it would for any other mind-altering substance.

Fortunately, Harvard has already set a precedent for itself. Before freshmen—most of whom are under the legal drinking age—even set foot on campus, they must complete Harvard Proof, a training module in order to learn safe drinking habits. The description of the program’s intent acknowledges that “many students will choose to drink before they are 21”, a statement that embodies the program’s spirit of openness and candor, rather than secrecy and stigma. Furthermore, this training does not stand alone; once they are on campus during orientation, students follow up with a workshop led by Drug and Alcohol Peer Advisors.

Harvard must approach marijuana education in a similar manner. The more technical and legal aspects of education, such as the fact that marijuana is legal for those above the age of 21 in Massachusetts but prohibited on Harvard’s campus, could easily be integrated into the curriculum. More personal and interactive aspects could be left for the intimacy of a workshop, where students can form their own judgments regarding marijuana.

Most of all, the administration should not act out of paranoia that students’ habits will change with the increased availability of marijuana, and discourage students from using the drug. In other words, it must not take an overly normative approach towards marijuana. Rather, it should inform students of the existing restrictions on marijuana usage and its potential effects on their health, so that they can formulate their own judgments—an ability that is the raison d’être of a liberal arts education.

In sum, Harvard must to adapt to marijuana. This includes not only making it align with existing smoking rules, but also talking as candidly about marijuana as Harvard does with alcohol during freshman orientation. As marijuana becomes more readily available, administrators and students alike must keep in mind that a greater supply does not mean that necessarily mean that more students will abuse the drug. By taking steps to normalize and objectively educate students about marijuana, Harvard will be able to provide students with the tools they need to make their own informed decisions.