(At the bottom of this page, a link to data tables is provided with results from the monitoring the future survey)

 

 

 

Welcome to the Teacher section of our website. Here we want to be a valuable resource of news regarding the negative effect of drug use and academic performance. As educators, I am sure you are as concerned as we are about the negative effect of mood altering chemicals on students. Here we have collected some useful articles and websites that pertain to this topic.

 

Our experience as chemical dependency treatment providers has been that most students who are involved in drug use have some degree of decline in academic performance. This is, however, not always the case. We have also seen very high functioning students who were exhibiting signs of addiction, while also performing above average in school. Identifying these students as needing treatment is often very difficult.

 

As collaborative partners with teachers, our agency is committed to working with schools in providing information and resources to proactively respond to the growing problem of chemical use. One of the best interventions is the sharing of information and increased education about the effects of mood altering chemicals on the developing brain and body of the adolescent.

 

Often times, the issue of defining "addiction" can become a stumbling block to determining if a problem exists. Dr. Sigmund Freud stated that the human brain operates on two basic principles, to increase pleasure, and decrease pain. The pursuit of gratification is at the core of addiction. When a person uses in a manner that is "reckless, irrational and impulsive", then we begin to see addiction. The root of addiction lay in an understanding of brain mechanisms.

 

The root of addiction lay in the mid brain area, known as the Nucleus Accumbens, otherwise known as the pleasure control center. All pleasurable stimuli trigger this section of the brain, which make it possible to enjoy everything from a chocolate sundae, to a massage. At the chemical level, drugs stimulate this section of the brain to a higher than normal level, creating a desire to repeat this experience.

 

Current research has begun to look at addictive use through the lens of "predictability". Once chemical use has begun to show signs of being unpredictable in terms of amount, frequency, or setting, and then dependency is beginning to appear.

 

Here is a recent article regarding the effect of drug use on academic performance.

 

Substance Use Affects School Performance
9/21/2000

 

A new study says that even low levels of alcohol and other drug use negatively affect school performance.

 

The study, "The Impact of Peer Substance Use on Middle School Performance in Washington State," conducted by the University of Washington's (UW) Washington Kids Count, found that low levels of peer alcohol and other drug use was linked to lower individual test scores for middle-school students. Students whose peers had little or no involvement with drinking and illicit drugs scored on average 18 points higher on the state reading test, and 45 points higher on math, than students whose peers had low levels of drinking or illicit drug use.

 

Researchers looked at the effects of substance use on school performance along with the factors that indicate a higher level of alcohol and other drug use in schools. Experts examined test scores for 10,000 Washington students in 57 schools, linking responses to the state's Adolescent Health Survey to individual Washington Assessment of Student Learning (WASL) test score results.

 

The study also examined the mixture of family, community and individual factors that could indicate whether the students in a school would have a greater level of substance use. They found that the most influential factors were whether students start anti-social behavior at an early age and whether the attitudes of their fellow students condone or condemn this behavior.

 

"This report confirms what every student, parent, and educator should already know: that kids whose peers use drugs and alcohol do worse in school," said Washington Governor Gary Locke in a press release. "Decisions about drugs or drinking, even as early as middle school, can make a difference between academic success and failure ... All of us -- policymakers, educators, parents and citizens -- must focus on early risk indicators as we work to assure a better future for our children."

 

Dr. Richard Brandon, director of the U.W.'s Washington Kids Count project, said the findings show that peer drinking and drug use critically affect whether students will meet new state education standards, and will help policymakers target schools that are most likely to have a high level of substance use.

 

"Since this study focused on middle schools with students 12-14 years of age, finding this large an impact is dramatic," said Brandon. "We expect the effect to be even greater in high schools, where drinking and drug use are heavier, and affect many more students."

 

A follow-up study of high school students is planned in the next few months.

 

A copy of The Impact of Substance Use on Middle School Performance in Washington State report is available online or by calling Washington Kids Count at 206-685-7613.

 

Useful website: the National Institute on Drug Abuse

 

http://www.nida.nih.gov/parent-teacher.html

 

Some findings from NIDA:
Trends in Use

 

Since 1975, the Monitoring the Future Survey (MTF) has annually studied the extent of drug abuse among high school 12th-graders. The survey was expanded in 1991 to include 8th- and 10th-graders. It is funded by NIDA and is conducted by the University of Michigan's Institute for Social Research. The goal of the survey is to collect data on 30-day, annual, and lifetime* drug use among students in these grade levels. This, the 30th annual study, was conducted during 2004. (1)

 

Decreases or stability in use patterns were noted for the most part from 2003 to 2004. However, for the second year significant increases in inhalant abuse were seen among 8th-graders. Even a single session of repeated inhalant abuse can disrupt heart rhythms and cause death from cardiac arrest or lower oxygen levels enough to cause suffocation. Regular abuse of inhalants can result in serious damage to vital organs, including the brain, heart, kidneys, and liver. Please visit www.inhalants.drugabuse.gov for more information on the health effects of inhalants.
These are the key findings from the 2004 MTF:

 

    *

 

      Any illicit drug - 30-day use of any illicit drug decreased significantly among 8th-graders, from 9.7 percent in 2003 to 8.4 percent in 2004.
    *

 

      Inhalants - Lifetime use of inhalants increased significantly among 8th-graders, from 15.8 percent in 2003 to 17.3 percent in 2004, continuing an upward trend in use noted among 8th-graders last year, after several years of decline. Since 2001, there appears to be a gradual decline among 8th-graders in the perceived risk of using inhalants.
    *

 

      Prescription Drugs - Annual use of Ritalin and Rohypnol remained statistically unchanged for all grades from 2003 to 2004. Annual use of Vicodin and OxyContin remained stable among all grades, but at somewhat high levels. Annual use of Vicodin was at 2.5 percent for 8th-graders, 6.2 percent for 10-graders, and 9.3 percent for 12th-graders. Annual use of OxyContin was at 1.7 percent for 8th-graders, 3.5 percent for 10th-graders, and 5.0 percent for 12th-graders. (2)
    *

 

      Marijuana - 30-day use of marijuana was down significantly among 8th-graders, from 7.5 percent in 2003 to 6.4 percent in 2004. Some strengthening of attitudes against marijuana use also occurred among 8th- and 10th-graders.
    *

 

      MDMA (Ecstasy) - Lifetime use of MDMA decreased significantly for 10th-graders, from 5.4 percent in 2003 to 4.3 percent in 2004. Some strengthening of attitudes against use was seen among 10th- and 12th-graders. All grades had decreases in the perception of the availability of MDMA.
    *

 

      Methamphetamine - Use decreased significantly among 8th-graders, from 3.9 percent in 2003 to 2.5 percent in 2004 for lifetime use; from 2.5 percent in 2003 to 1.5 percent in 2004 for annual use; and from 1.2 percent in 2003 to 0.6 percent in 2004 for 30-day use.
    *

 

      GHB and Ketamine - Significant decreases in annual use were seen among 10th-graders for GHB, from 1.4 percent in 2003 to 0.8 percent in 2004, and Ketamine, from 1.9 percent in 2003 to 1.3 percent in 2004.
    *

 

      LSD - Lifetime use of LSD decreased significantly among 12th-graders, from 5.9 percent in 2003 to 4.6 percent in 2004, continuing the pattern of decreases in LSD use noted in 2002 and 2003.
    *

 

      Anabolic Steroids - Use of steroids decreased significantly among 8th-graders, from 2.5 percent in 2003 to 1.9 percent in 2004 for lifetime use and from 1.4 percent in 2003 to 1.1 percent in 2004 for annual use. Among 10th-graders, lifetime use decreased significantly, from 3.0 percent in 2003 to 2.4 percent in 2004, continuing the decrease in use among 10th-graders seen in 2003. Steroid use among 12th-graders, however, remained stable at peak levels.
    *

 

      Cocaine, other than Crack - A significant increase in use of cocaine other than crack was seen among 10th-graders, from 1.1 percent in 2003 to 1.5 percent in 2004, for 30-day use. An increase in the perception of availability of all forms of cocaine was seen among 12th-graders.
    *

 

      Cigarettes/Nicotine - Cigarette smoking decreased significantly among 10th-graders, from 43.0 percent in 2003 to 40.7 percent in 2004 for lifetime use and from 4.1 percent in 2003 to 3.3 percent in 2004 for those smoking one-half pack or more per day. The perception of harm from smoking one or more packs per day increased significantly among 8th- and 10th-graders from 2003 to 2004.
    *

 

      Alcohol, heroin, crack cocaine, hallucinogens other than LSD, PCP, amphetamines, tranquilizers, sedatives, and methaqualone remained stable among all grades from 2003 to 2004.

 

Perceived Risk of Harm, Disapproval, & Perceived Availability

 

In addition to studying drug use among 8th-, 10th-, and 12th-graders, MTF collects information on three attitudinal indicators related to drug use. These are perceived risk of harm in taking a drug, disapproval of others who take drugs, and perceived availability of drugs.

 

The following POSITIVE attitudinal changes are from 2003 to 2004:

 

    *

 

      Marijuana - Significant increases occurred among 8th-graders in perceived risk for regular marijuana use and for trying it once or twice. Additionally, disapproval of trying marijuana once or twice or smoking it occasionally increased significantly among 8th-graders. Among 10th-graders, disapproval of smoking marijuana occasionally or regularly increased significantly. Perceived availability of marijuana decreased significantly among 8th-graders.
    *

 

      Cigarettes/Nicotine - The perceived risk associated with smoking one or more packs of cigarettes per day increased significantly among 8th- and 10th-graders. Perceived availability of cigarettes decreased significantly among 8th-graders.
    *

 

      MDMA (Ecstasy) - Among 10th-graders, the perceived risk of taking MDMA occasionally increased significantly, as did their disapproval of trying MDMA once or twice. Among 12th-graders, disapproval of taking MDMA once or twice increased significantly. Perceived availability of MDMA significantly decreased for all three grades.
    *

 

      Heroin - A significant increase was noted in the percentage of 12th-graders who perceive risk in using heroin occasionally without a needle. Among 8th-graders, the perceived availability of heroin decreased significantly.
    *

 

      Alcohol - Among 12th-graders, a significant increase was seen in the percentage perceiving risk in taking one or two drinks nearly every day.
    *

 

      Inhalants - Among 10th-graders, a significant increase was seen in the percentage disapproving of using inhalants regularly.
    *

 

      LSD - The perceived availability of LSD decreased significantly among 8th-graders. A significant increase was noted in the percentage of 12th-graders who disapprove of using LSD once or twice.
    *

 

      PCP - The perceived availability of PCP decreased significantly among 8th-graders.
    *

 

      Cocaine and Crack - The perceived availability of cocaine and crack decreased significantly among 8th-graders.
    *

 

      The perceived availability of narcotics other than heroin, amphetamines, crystal methamphetamine (ice), tranquilizers, alcohol, and steroids decreased significantly among 8th-graders.

 

The following NEGATIVE attitudinal changes are from 2003 to 2004:

 

    *

 

      Heroin - A significant decrease was noted in the percentage of 12th-graders who perceive risk in using heroin regularly.
    *

 

      LSD - A significant decrease occurred in the percentage of 8th-graders who disapprove of taking LSD regularly.
    *

 

      Inhalants - The gradual decline among 8th-graders since 2001 in the perceived risk of using inhalants continued from 2003 to 2004.
    *

 

      Cocaine - An increase in the perception of availability of all forms of cocaine was seen among 12th-graders.

 

(1) For the 2004 MTF, 49,474 students in a nationally representative sample of 406 public and private schools were surveyed about lifetime, annual, 30-day, and daily use of drugs, alcohol, and cigarettes and smokeless tobacco. The latest data are online at www.drugabuse.gov.
(2) For more information on the misuse or nonmedical use of pain medications or other prescription drugs, please visit www.drugabuse.gov and click on Prescription Medications under Drugs of Abuse.

 

 

Teacher's Section

If you judge people, you have no time to love them
-Mother Teresa

Be led by reason. - Greek Proverb

Only the educated are free.

-Epictetus

The significant problems we face cannot be solved at the same level of thinking we were at when we created them. - Albert Einstein

When one door of happiness closes, another opens; but often we look so long at the closed door that we do not see the one which has opened for us
Author: Helen Keller

Whether you think that you can, or that you can't, you are usually right
Author: Henry Ford

Half knowledge is worse than ignorance. - Thomas B. Macaulay
Judge a man by his questions rather than his answers. – Voltaire

What we see depends mainly on what we look for. - John Lubbock
You can fool some of the people some of the time and all of the people some of the time, but you can't fool all of the people all of the time.
Author: Abraham Lincoln

Treat the earth well: it was not given to you by your parents, it was loaned to you by your children. We do not inherit the Earth from our Ancestors, we borrow it from our Children. - Ancient Indian Proverb

Think for yourself. Whatever is happening at the moment, try to think for your self. - Jean Riboud
If we all did the things we are capable of, we would astound ourselves. - Thomas Edison

We can cure physical diseases with medicine, but the only cure for loneliness, despair, and hopelessness is love. There are many in the world who are dying for a piece of bread, but there are many more dying for a little love
Author: Mother Teresa

He that never changes his opinion, never corrects his mistakes, will never be wiser on the morrow that he is today. - Tyron Edwards

They that will not be counseled cannot be helped. If you do not hear reason, she will rap you on the knuckles. - Benjamin Franklin

Talent is God given. Be humble. Fame is man-given. Be grateful. Conceit is self-given. Be careful.
- John Wooden

When everything's coming your way, you're in the wrong lane.

Always remember that you are absolutely unique. Just like everyone else.

Children seldom misquote you. In fact, they usually repeat
word for word what you shouldn't have said.

Cleaning your house while your kids are still growing is like
shoveling the drive before it has stopped snowing.

Children will soon forget your presents. They will always
remember your presence.

The best inheritance parents can give their children is
a few minutes of their time each day.

Alter your attitude and you can alter your life.

It's how you deal with failure that determines how you achieve success. - David Feherty

A positive attitude can really make dreams come true -- it did for me. - Zina Garrison

Nothing in life is so hard that you can't make it easier by the way you take it. - Ellen Glasgow

"To the world, you may be one person; but to one person, you may be the world!"

Yesterday is history. Tomorrow is a mystery. Today is a gift. That's why we call it the present.

It's hard to beat a person who never gives up.-- Babe Ruth

Even if you're on the right track, you'll get run over if you just sit there. -- Will Rogers

Great works are performed not by strength, but by perseverance.
“When the sun comes up, the Gazelle knows it must run faster than the quickest Lion, in order to survive.

When the sun comes up, the Lion knows it must run faster than the slowest Gazelle, in order to survive. When the sun comes up, whoever you are, you’d better be running.”

No one ever won a chess game by betting on each move. Sometimes you have to move backward to get a step forward. -- Amar Gopal Bose

Our greatest glory is not in never falling, but in rising every time we fall. -- Confucius

 You don't drown by falling in the water; you drown by staying there. -- Edwin Louis Cole

There are no secrets to success. It is the result of preparation, hard work, and learning from failure.-- Colin Powell

 

We expect teachers to handle teenage pregnancy, substance abuse, and the failings of the family.  Then we expect them to educate our children.  ~John Sculley

 

"If you always do what you've always done, you'll always get what you've always got" - NLP adage

 

"Spoon feeding in the long run teaches us nothing but the shape of the spoon" - E. M. Forster