Download What School Staff Need to Know about Substance Abuse

What School Staff Need to Know about
Substance Abuse?
Information compiled from the Substance Abuse and Mental Health Services Administration [SAMHSA]. (2009)
National Survey on Drug Use and Health, 2008, and the CDC’s YRBS.
The national Youth Risk Behavior Survey (YRBS 2009) monitors six categories of priority
health-risk behaviors among youth and young adults, including behaviors that contribute to
unintentional injuries and violence; tobacco use; alcohol and other drug use; sexual behaviors
that contribute to unintended pregnancy and sexually transmitted diseases (STDs), including
human immunodeficiency virus (HIV) infection; unhealthy dietary behaviors; and physical
inactivity. The national YRBS is conducted every two years during the spring semester and
provides data representative of students in public and private schools in grades 9-12 in the
United States. For more information, go to: http://www.cdc.gov/HealthyYouth/yrbs/index.htm .
From the most recent information, we know that students reported the following:
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72.5% of students had had at least one drink of alcohol on at least 1 day during their life
and 41.8% of students had had at least one drink of alcohol on at least 1 day during the 30
days before the survey.
Many people begin to drink alcohol during adolescence and young adulthood. Alcohol
consumption during this developmental period may have profound effects on brain structure and
function. Heavy drinking has been shown to affect the neuropsychological performance (e.g.,
memory functions) of young people and may impair the growth and integrity of certain brain
structures. Furthermore, alcohol consumption during adolescence alters measures of brain
functioning, such as blood flow in certain brain regions and electrical brain activities. Not all
adolescents and young adults are equally sensitive to the effects of alcohol consumption,
however. Moderating factors-such as family history of alcohol and other drug use disorders,
gender, age at onset of drinking, drinking patterns, use of other drugs, and co-occurring
psychiatric disorders-may influence the extent to which alcohol consumption interferes with an
adolescent’s normal brain development and functioning.
National Institute of Alcohol Abuse and Alcoholism
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36.8% of students had used marijuana one or more times during their life.
20.8% of students had used marijuana one or more times during the 30 days before the
survey.
According to recently released data from the National Survey on Drug Use and Health
(NSDUH), there were 2.4 million new users of marijuana in 2009. Additionally, the average age
of initiation – first-time use of marijuana − dropped from 17.8 years of age in 2008 to 17.0 years
in 2009. There was also a nine percent increase (from 6.7% to 7.3%) in current users of
marijuana age 12 to 17 between 2008 and 2009.
The lowering of age of initiation and increase in number of people using marijuana is very
alarming. Marijuana use is associated with voluntary treatment admissions, respiratory and
mental illness, poor motor performance, and cognitive impairment, and emergency room
admissions. And young people are the most susceptible group to these negative effects. Plus,
using drugs at an early age increases the likelihood of heavier abuse and addiction later in life.
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11.7% of students had ever sniffed glue, breathed the contents of aerosol spray cans, or
inhaled any paints or sprays to get high one or more times during their life.
Parents and children need to know that even sporadic or single episodes of inhalant abuse can
be extremely dangerous. Inhalant abusers risk an array of other devastating medical
consequences. The highly concentrated chemicals in solvents or aerosol sprays can induce
irregular and rapid heart rhythms and lead to fatal heart failure within minutes of a session of
prolonged sniffing. This syndrome, known as "sudden sniffing death," can result from a single
session of inhalant use by an otherwise healthy young person. Sudden sniffing death is
associated particularly with the abuse of butane, propane, and chemicals in aerosols. Animal
and human research shows that most inhalants are extremely toxic. Perhaps the most
significant toxic effect of chronic exposure to inhalants is widespread and long-lasting damage
to the brain and other parts of the nervous system.
National Institute on Drug Abuse, Revised July 2010
How Can Inhalant Abuse be Recognized?
Early identification and intervention are the best ways to stop inhalant abuse before it causes
serious health consequences. Parents, educators, family physicians, and other health care
practitioners should be alert to the following signs:
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Chemical odors on breath or clothing
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Paint or other stains on face, hands, or clothes
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Hidden empty spray paint or solvent containers, and
chemical-soaked rags or clothing
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Drunk or disoriented appearance
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Slurred speech
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Nausea or loss of appetite
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Inattentiveness, lack of coordination, irritability, and depression
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46.3% of students had ever tried cigarette smoking
(even one or two puffs).
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19.5% of students smoked cigarettes on at least 1 day during the 30
days before the survey.
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20% of teens say they have taken a prescription drug without a
doctor's prescription.
This is a growing concern among our youth. The most commonly used and
abused prescription drugs fall into three classes:
 Opioids
Examples: oxycodone (OxyContin), hydrocodone (Vicodin), and meperidine (Demerol)
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Medical uses: Opioids are used to treat pain or relieve coughs or diarrhea. How they work:
Opioids attach to opioid receptors in the central nervous system (the brain and the spinal
cord), preventing the brain from receiving pain messages.
 Central Nervous System (CNS) Depressants
Examples: pentobarbital sodium (Nembutal), diazepam (Valium), and alprazolam (Xanax)
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Medical uses: CNS depressants are used to treat anxiety, tension, panic attacks, and sleep
disorders. How they work: CNS depressants slow down brain activity by increasing the
activity of a neurotransmitter called GABA. The result is a drowsy or calming effect.
 Stimulants
Examples: methylphenidate (Ritalin) and amphetamine/dextroamphetamine (Adderall)
 Medical uses: Stimulants can be used to treat narcolepsy and ADHD. How they work:
Stimulants increase brain activity, resulting in greater alertness, attention, and energy.
Over-the-Counter Drugs
Some people mistakenly think that prescription drugs are more powerful because you need a
prescription for them. It is also possible to abuse or become addicted to over-the-counter (OTC)
medications.
For example, dextromethorphan (DXM) is found in some OTC cough medicines. When
someone takes the number of teaspoons or tablets that are recommended, everything is fine;
although high doses can cause problems with the senses (especially vision and hearing) and
can lead to confusion, stomach pain, numbness, and even hallucinations
Signs of Prescription Drug Abuse and What to do
Have you noticed changes in your student's behavior? Does your student have
friends that you suspect might be abusing prescription or over-the-counter
(OTC) drugs? Whatever the reason - don't ignore the issue at this critical time.
The problem is more common than many parents and school staff may think. More teens are
abusing prescription drugs than any illicit drug, except marijuana.
Here are some tips:
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Be absolutely clear with your students about the
“I know I have to do
dangers of drugs and drug abuse. If you can work the
something, but
topic into your lessons, talk about the dangers and
results of drug and alcohol abuse.
where do I start?”
Use TV reports, anti-drug commercials, or school
discussions about drugs to help you introduce the
subject in a natural, unforced way. Get more specifics
on using teachable moments.
Learn the facts about substance use and abuse.
Don't react in a way that will cut off further discussion. If your students make
statements that challenge or shock you, turn them into a calm discussion of why your
students think people use drugs, or whether the effect is worth the risk.
Role-play with your students and practice ways to refuse drugs in different situations.
Acknowledge how tough these moments can be. Get more specifics on using role-playing.
If you suspect a student is using, talk with your school mental health professionals and/or
their parents about your concerns.
Source: The National Youth Anti-Drug Media Campaign's Behavior Change Expert Panel
Take Early Action Against Teen Drug Use including Drinking:
Think your students may be “experimenting” with drugs? It’s better to find out the truth now than
wait until the problem is out of control. Read more in the Action Guide for Parents
LEARN:
Drug Information
Know What to Watch for
Signs & Symptoms
Tips for Parents
Read More
EVALUATE:
Think You Know Your Teen?
Take This Quiz.
Hear Real Stories and Advice
Your Own Use
Read More
TAKE ACTION:
Advice for Parents & Families
Help for Single Parents
Find Help Locally
Resource List
Read More
Helpful Articles
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Grade school kids need early alcohol-use prevention
Prevention needs a comprehensive, communitywide approach
Generation Rx: The alarming rise in prescription drug abuse
Underage drinking -- not a harmless rite of passage
Changes in brain increase teen risk of drug addiction
Talking with Kids about Alcohol and Drugs
Study: Early drinking a strong predictor of alcoholism
Teens and Prescription Drugs (PDF)
Other Helpful Resources
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National Institute on Drug Abuse: http://www.nida.nih.gov/parent-teacher.html
Parents, the Anti-drug: http://www.theantidrug.com/advice/
Colorado Alliance for Drug Endangered Children: http://www.coloradodec.org/
The El Paso and Teller Counties Alliance for Drug Endangered Children:
Center for Substance Abuse Treatment: http://csat.samhsa.gov/mission.aspx
National Institute of Alcohol Abuse and Alcoholism: http://www.niaaa.nih.gov/
The Partnership: http://www.drugfree.org/