The opioid crisis is a national public health emergency affecting communities across Canada, and its impact is felt acutely on university campuses. While Hamilton experiences some of the highest rates of opioid related harms in Ontario – with 792 emergency room visits recoded in the first eleven months of 2025 alone (City of Hamilton, 2017) – the crisis extends beyond city limits. Students live, study, and socialize in environments where overdoses can occur: in residences, off-campus housing, and shared public spaces. The tragic death of University of Victoria student Cailin Sidney McIntyire-Starko following a fentanyl overdose underscores how directly and devastatingly opioid poisoning can affect post-secondary students (Carey & Gangdev, 2024). These realities have prompted growing conversations about how universities can better prepare their communities to respond.
While this crisis is often discussed as a community issue, it is also one that affects university campuses. Across Canada, the tragic death of Cailin Sidney McIntyire-Starko, a University of Victoria student who died following a fentanyl overdose, has highlighted how opioid poisoning can affect post-secondary students directly and devastatingly (Carey & Gangdev, 2024). These realities have prompted growing conversations about how universities can better prepare their communities to respond.
Just as automated external defibrillators (AEDs) and specialized emergency response teams have become central components of public safety on campus, harm reduction tools such as naloxone can be similarly embedded within university environments. Naloxone is a safe, easy-to-use medication that can reverse an opioid overdose and restore breathing within minutes (Health Canada, 2017). When used quickly, it can save lives.
At McMaster University, a student-driven initiative was launched to expand naloxone access across campus. In 2024, medical student Bhavya Gandhi and undergraduate kinesiology student Imeth Illamperuma spearheaded a project to install 32 publicly accessible naloxone kits in strategic locations throughout the university. All kit locations are recorded and made accessible through the McMaster Human Resources Services website, which also hosts an interactive map to help users find the nearest naloxone kit quickly. The goal was to ensure that students, staff, and faculty could access naloxone quickly in an emergency and feel empowered to intervene (Illamperuma & Gandhi, 2025). With 32 kits deployed across campus, this stands as one of the largest student-led naloxone access projects in Canada – a significant expansion that builds upon tradition of student advocacy for harm reduction resources in Ontario and beyond.
In keeping with McMaster’s reputation as a leader in evidence-based healthcare, this initiative was intentionally designed using research-informed methods. Students assessed campus geography, residential areas, and spaces frequently used by off-campus students. Research has shown that placing public access naloxone kits within a 200-metre radius of high-risk areas can provide the most effective naloxone coverage (Dworkis et al., 2018). Similar studies on college campuses suggest that strategically placed kits can provide coverage for the vast majority of overdose events (Dworkis et al., 2020). These findings guided decisions about where kits would have the greatest impact.
The success of this initiative depended heavily on collaboration. From the outset, students worked closely with University Health and Safety, Emergency First Response Team (EFRT), faculty members, and a community pharmacist. These partnerships helped ensure that naloxone placement aligned with existing emergency protocols, legal requirements, and public health best practices. Consultation with physicians and pharmacists also helped address questions about safety and side effects.
This shared commitment to a common goal made the project possible and sustainable. It also demonstrated how student leadership, when supported by institutional and community partners, can drive meaningful change within a university setting.
Beyond access, students recognized that stigma remains one of the biggest barriers to effective harm reduction. Misconceptions about who uses opioids and why can discourage people from carrying naloxone, asking questions, or intervening during an overdose. On university campuses, stigma can also make conversations about substance use feel uncomfortable, limiting opportunities for education and support. Challenging these assumptions starts with reflection: Who do we imagine when we think of opioid use? How might stigma affect someone’s decision to ask for help?
To bridge understanding, peer-led education is essential. McMaster SHIELD (Support Harm Reduction Information Education Life-saving Devices), a student group dedicated to destigmatizing harm reduction, produces accurate information about naloxone and overdose response has been a key part of this. Through tabling events, trainings, and outreach, SHIELD has directly engaged with over 5,000 individuals across staff, faculty, and graduate and undergraduate student communities. Additional resources can be found regarding McMaster SHIELD can be found online on Instagram through the username: mac.shield. Additional collaborations with Hamilton Public Health and campus partners, conversations about substance use and emphasis that harm reduction is about care, dignity, and safety have continued to shape the conversations about naloxone on campus. Research consistently shows that stigma can delay help-seeking and increase overdose risk, while peer-led education can improve knowledge, confidence, and willingness to act in emergencies (Livingston et al., 2012).
Getting trained is the next practical step. All publicly accessible naloxone kits on McMaster’s campus include clear instructions, meaning formal training is not required to use a kit in an emergency. However, training can improve recognition of overdose symptoms and support a faster, more confident response. Learning to recognize the signs of an opioid overdose and understanding how naloxone works can make a life-saving difference. Training opportunities are available both on campus and in the community, and naloxone kits are free and easy to use. Familiarizing oneself with the locations of naloxone kits and AEDs in frequently visited buildings can save valuable time during an emergency.
Finally, accessing resources supports sustained action. By combining education, training, and resources awareness, students can help create a campus culture where harm reduction is understood, stigma is reduced, and everyone feels equipped to help.
Universities are places where innovation, leadership, and culture change can begin. Through peer leadership, evidence-based naloxone access, and strong community partnerships, McMaster is taking meaningful steps to address the opioid crisis locally. These efforts reflect a broader commitment to student wellbeing and collective care.
A campus that cares is one where people look out for one another, especially in moments of vulnerability. By making naloxone accessible, sharing accurate information, and supporting compassionate conversations, students and partners are helping build a safer McMaster community.
Through strategic naloxone access, peer-led education, and collaborative partnerships, McMaster University is demonstrating that a proactive, compassionate, and evidence-based approach can empower campus communities to save lives and confront the opioid crisis with resilience and collective care. To learn more and to find more resources, please see below.
Locations that have Naloxone are indicated with a red kit icon.
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The Ontario Harm Reduction Distribution Program co-ordinates the distribution of harm reduction supplies to core Harm Reduction Programs through a licensed medical distributor.
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The Ontario Ministry of Health maintains a map of naloxone distribution sites across the province.
Take-home fentanyl and xylazine test strips are distributed in Hamilton by: the Van Needle Syringe Program, Public Health Services Street Health Clinics, Public Health Services Sexual Health Clinics, and Alcohol, Drugs and Gambling Services.
McMaster University’s Student Wellness Centre provides vital resources and education on the opioid crisis, including recognizing overdose signs, administering naloxone, and accessing local support services. These tools are essential for fostering a safer campus and community response to this public health emergency.
City of Hamilton. (2017). Hamilton Opioid Information System | City of Hamilton. Hamilton.ca. https://www.hamilton.ca/people-programs/public-health/alcohol-drugs-gambling/hamilton-opioid-information-system#paramedic-responses-hospital-visits
Carey, C., & Gangdev, S. (2024, May 16). UVic student’s parents call for naloxone in dorms after death. Vancouver.citynews.ca. https://vancouver.citynews.ca/2024/05/16/university-victoria-student-toxic-drug-death-coroner-investigation/
Dworkis, D. A., Tang, W., Ritcheson, N. C., Raviv, O., Fowler, A., Ellig, K., Goley, S., & Arora, S. (2020). Blue light phones as potential locations for deploying public access naloxone kits on a college campus. Journal of American College Health, 70(1), 1–4. https://doi.org/10.1080/07448481.2020.1726931
Dworkis, D., Weiner, S., Liao, V., Rabickow, D., & Goldberg, S. (2018). Geospatial Clustering of Opioid-Related Emergency Medical Services Runs for Public Deployment of Naloxone. Western Journal of Emergency Medicine, 19(4), 641–648. https://doi.org/10.5811/westjem.2018.4.37054
Health Canada. (2017, March 21). Naloxone. Www.canada.ca. https://www.canada.ca/en/health-canada/services/opioids/naloxone.html
Illamperuma, I., & Gandhi, B. (2025, March 7). Empowering Change: McMaster’s Innovative Strategy in Hamilton’s Battle Against Opioids – Human Resources. Human Resources. https://hr.mcmaster.ca/empowering-change-mcmasters-innovative-strategy-in-hamiltons-battle-against-opioids/
Livingston, J. D., Milne, T., Fang, M. L., & Amari, E. (2012). The effectiveness of interventions for reducing stigma related to substance use disorders: a systematic review. Addiction, 107(1), 39–50. https://doi.org/10.1111/j.1360-0443.2011.03601.x