<![CDATA[Drug, psychotropic, and addictive substance abuse among students remains a challenge in the implementation of rehabilitation policies in Indonesia. Students are considered a vulnerable group due to their developmental stage, which is characterized by a high level of curiosity, identity exploration, and susceptibility to social influences. The National Narcotics Board (BNN) implements rehabilitation policies as an effort to restore drug abusers so that they can resume their social functions optimally. This study aims to analyze the implementation of rehabilitation policies for narcotics, psychotropic substances, and other addictive substances among students by the National Narcotics Board of Central Sulawesi Province. This research employed a qualitative approach using a case study design. The analysis was based on George C. Edward III's policy implementation theory, which consists of four dimensions: communication, resources, disposition, and bureaucratic structure. The research informants consisted of three policy implementers from the Rehabilitation Division of the National Narcotics Board of Central Sulawesi Province and one parent of a student undergoing rehabilitation. Data were collected through in-depth interviews, observation, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the rehabilitation policy for students has not yet been optimal. In terms of communication, information dissemination has been conducted through socialization programs, the Field Screening and Intervention Program (SIL), coordination with schools, and various information media; however, it has not reached all target groups evenly. Regarding resources, the implementation is constrained by a shortage of professional personnel, multiple job assignments, limited budgets, the absence of inpatient rehabilitation facilities, and inadequate operational facilities. In the disposition dimension, policy implementers demonstrated commitment, support, and positive attitudes toward the implementation of the policy. Meanwhile, the bureaucratic structure dimension still faces challenges, including general standard operating procedures, changes in the rehabilitation organizational structure, and administrative as well as coordination issues with schools. Therefore, strengthening communication, improving resources, and refining the bureaucratic structure are necessary to ensure that the implementation of rehabilitation policies for students can be carried out more optimally.]]>
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