Educating Students About Drug Use and Mental Health - Risk and Protective Factors: Youth and Substance Abuse

What Are They? Do They Make A Difference? What Can Teachers and Schools Do?

Why did Robert get involved in drug use while his classmate Spencer did not? Was Robert at greater risk because of his family, or because of his personality? Could the school have helped prevent his eventual drop out? All good questions…….but what are the answers?

Over the last twenty years or so, research has tried to determine how substance use begins and how it progresses. A simple question, which unfortunately bears a slightly more complicated answer. Understanding influences on substance use requires looking at several systems in a person's life including the individual and their family, their community and society as a whole. We need to assess the risk and protective factors in each layer. Simply stated, risk factors increase an individual's likelihood of substance use and abuse while protective factors reduce the risk.

(Click on image for larger version)

It is important to emphasize that when looking at the diagram above or when assessing a student's situation, the risk factors do not necessarily cause substance use / abuse, but rather they put the person more at risk for developing such a problem. Conversely, if many protective factors are present, then behaviours like substance abuse are less likely under these conditions.

Individual:

In looking at the individual, risk factors might include: early age of first use, low self-esteem, social skill deficit and genetic factors. Whereas protective factors could include: personal and social competence, optimism about the future, good problem-solving skills and involvement in pro-social activities. Obviously not an exhaustive list, but it does begin to paint the picture that a person may have many risk factors and still not have substance abuse problems due to protective factors in their life. One other key element for an individual is resilience. Resilience is the ability to cope with adversity in spite of a situation that one might not be able to change (e.g., living with an alcoholic parent). Some children are able to survive impossible odds and thrive, their individual strengths and assets are dynamic and they adapt and go on to develop in positive ways.

The foundations are laid in early childhood for later competence and resilience. For example, the quality of the attachment to a caregiver in infancy and early childhood serves multiple functions including successful adaptation. Parents who are warm but structured with consistent rules and high expectations for behaviour help the child to develop pro social behaviour. The ability of a child to control their emotions, attention, and behaviour is a set of skills known as self-regulation. All of these help with the development of competence and resiliency which will buffer / protect against risk factors.

Interpersonal:

The single best predictor of a youth becoming dependent on substances is having family members who are themselves substance abusers or where there is a family history of substance abuse. General parenting abilities and family functioning are also important influences. Families with disruptions in "family management" such as disorganization or chaos, poorly defined rules and poor communication patterns can lead to behavioural problems. The structure or make-up of a family (i.e., two parent or single parent lead) can have an effect on the stressors (risk) that impact family members, as can the strength (protective) of the extended family network and their involvement in a youth's life.

Other risk factors are experiences of abuse (physical, sexual and emotional), perceived prevalence of use, and substance use by friends. Attaching to a peer group that uses drugs and have a tolerance for substance use is another strong predictor of adolescent drug use.

Community / Societal:

Exposure to drug selling or use in the community, perception of high use in their community as the "norm", lack of law enforcement and economic disadvantage are all risk factors at the community level and need to be considered when working with a youth or when developing policies.

Risk and protective factors can affect youth at different stages of their lives. At each stage, risks occur that can be changed through prevention intervention. Early childhood risks, such as aggressive behaviour, can be changed or prevented with family, school, and community interventions that focus on helping children develop appropriate, positive behaviours. If not addressed, negative behaviours can lead to more risks, such as academic failure and social difficulties, which put children at further risk for later drug abuse. Therefore, an important goal of prevention is to change the balance between risk and protective factors so that protective factors outweigh risk factors. (1)

What are the Highest Risk Periods for Drug Abuse Among Youth?

Research has shown that the key risk periods for drug abuse are during major transitions in a person's life. The first big transition for children is when they leave the security of the family and enter school. Later, when they advance from elementary school, they often experience new academic and social situations, such as learning to get along with a wider group of peers. It is at this stage-early adolescence-that children are likely to encounter drugs for the first time.

When they enter high school, adolescents face additional social, emotional, and educational challenges. At the same time, they may be exposed to greater availability of illegal substances and alcohol, substance abusers, and social activities involving substance use. These challenges can increase the risk that they will abuse alcohol, tobacco, and other substances. When young adults leave home for college or work and are on their own for the first time, their risk for drug and alcohol abuse is very high. Consequently, young adult interventions are needed as well. (2)

What Does this Mean for Teachers and Schools?

The social environment of the school is a key factor influencing the healthy development of young people.  Research has indicated that students who feel attached to their schools are less likely to engage in anti-social behaviour or drug use practices.  On the other hand a feeling of alienation or not belonging can lead to behaviour problems, substance use and anti-social activities.

There is a current focus on schools as communities rather than just institutions. Community in this context is an expression of school culture. School culture is different from school climate. School culture is based on a set of issues and relationships and each school's culture is created by the combination of people at a given time.  It is greater than the sum of individual contributions and is a process.  A positive school culture is linked to improved academic and behavioural outcomes.  Fewer problems are expected because socially cohesive and democratic school cultures instil in students a sense of school membership where they experience feelings of communal acceptance and belonging and attachment to school life. Specifically, environmental conditions shape individual student feelings and attitudes, which in turn exert a direct impact on their academic performance, mental health, and behavioural tendencies.
The quality of the students' relationships with the school, principal, teachers, school rules,  and their peers influences their sense of belonging.  The protective effect of feelings of attachment is provided by:

• warm relationships of mutual respect
• teachers who recognize that children contribute to finding solutions which balance justice, care and truthfulness and conduct their classes based on this philosophy
• teachers who model positive interpersonal behaviour
• teacher styles that stimulate active student participation
• classes that promote democratic attitudes and values
• classes that foster the normative value of helping.

What Can Schools Do?

Schools are encouraged to introduce or strengthen existing programs that provide students and teachers with opportunities to meet and interact with one another on an informal basis.  They are also encouraged to provide students with access to resources and activities that hold potential for promoting positive peer bonding (e.g., school buddies programs, extra-curricular activities, or school clubs). Schools should strengthen policies and programs that promote high academic expectations for their students.

As well, strengthening learning goals that place more emphasis on mastery and understanding of subject matter and less emphasis on competition and relative ability in the evaluation of student performance can produce positive outcomes.

To address negative behavioural norms, schools should consider introducing anti-bullying programs and increase their use of hall monitors. Anti-bullying programs may help to address the high levels of reported verbal abuse. Increased use of hall monitors can be an effective tool in preventing or reducing truancy, drug use on school premises and verbal abuse. Other problems that were mentioned by students, such as fighting, theft of personal property, and vandalism might also be addressed in this way.

Schools can develop a "School as Communities" framework that is built on the following qualities and principles: belonging, equality, fairness, respect, caring, cooperation, trust, recognition, and shared beliefs and value. (3)

What Can Teachers Do?

The quality of the students' relationships with school includes their relationship with teachers because a positive relationship with at least one adult who is not the parent
builds on protective factors. Teachers can also contribute to the framework that increases student's sense of community and attachment by including the qualities and principles in the environment of their classroom.   Teachers can build on the school environment where the protective effect of feelings of attachment are present. For example:

• Set clear classroom boundaries with clear rules and consequences
• Encourage a constructive use of time
• Foster an environment that encourages a commitment to learning
• Encourage reading for pleasure
• Praise student's achievements and accomplishments
• Acknowledge successes and abilities
• Model a sense of optimism and a positive view of learning
• Keep the channels of communication open
• Be a good listener
• Keep an open mind
• Ask students for opinions
• Encourage participation in extra curricular activities

To the best of their abilities, teachers and schools should try to create a sense of community that is caring and supportive.  Schools and classrooms with a positive culture, with high expectations from teachers, administration and other school staff, with clear standards / rules for behaviour and consistent enforcement practices tend to decrease risk factors and increase protective factors for their students. 

References:

(1) & (2) Preventing Drug Abuse Among Children and Adolescents: A Research-Based Guide for Parents, Educators, and Community Leaders, Second Edition
National Institute on Drug Abuse (NIDA), 2003

(3) The Critical Role of School Culture in Student Success
by David DeWit PhD, Christine McKee MA, Jane Fjeld MA, Kim Karioja MBA
Centre for Addiction and Mental Health, December 2003

Prevention in the Classroom:  Drug Education and Gambling Workshops for Educators Influences on Substance Use: Risk and Protective Factors Centre for Addiction and Mental Health, 2002

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