Educators are well placed to recognize signs of problematic substance use and/or to identify students who may be starting to develop a problem.
Educators need to find out about school and board policies and procedures for dealing with students who appear to be intoxicated or under the influence of substances. Seek direction from your principal if you have questions about what to do. If a problem or potential problem related to substance use by a student is identified, the school should work closely with the parents and mental health professionals to determine the best course of action for supporting the student. The student may also have other mental health problems that should be addressed. If information regarding the student’s needs is being provided to the school, then a range of supports may be put in place.
It should also be noted that students’ ability to learn and concentrate, their cognitive functioning, and their emotional development may be significantly impaired by the use of substances such as alcohol or cannabis, with effects that could include decreased verbal memory, slow processing of information, short attention span, weakened executive functioning (e.g., reduced decision-making, planning, organizing, and strategizing ability), and relationship problems (Hanson et al., 2011; Wills et al., 2006; Jacobus et al., 2009).
In discussing their substance use with students, educators should avoid an exclusive focus on the risks associated with using and the need to stop, as this may increase some students’ unwillingness to quit (Erickson et al., 2005). Instead, educators should encourage students to think critically about what may be happening in their lives that is contributing to their substance use, to identify and discuss some of their immediate and long-term goals, and to consider how the substance use may affect their ability to reach these goals (CARBC, n.d., Q&A). Educators may wish to consider learning about different approaches that have been found to be effective in talking to students about their substance use. For example, a motivational approach, based on helping a student identify goals and the actions needed to achieve those goals, can be designed to take account of the student’s stage of substance use and whether the student also has symptoms of mental health problems (CAMH, 2004, p. 59) (see, for example, The Art of Motivation, a resource professionals can use to help students examine their situation, explore making positive changes to their behaviour, and decide if and what they would like to change [CARBC, n.d., The Art of Motivation]). Table 6.1 provides a brief outline of key strategies for dealing with students who appear to be at risk of substance-use problems.
Background Information
What Are the Causes of Substance Use and
Substance Use Problems?
Young people use substances for many reasons, including the following:
•
experimentation•
as a way of coping with certain social situations or fitting in with a peer group•
as a way of coping with stress and/or mental health concerns•
as an escape from boredom•
as a way to get to sleep, stay awake, or lose weightSubstance use can be a part of normal growth and development, as teens develop independence and autonomy and test various limits set by society. Substance use may also reflect immature judgement, risk- or thrill-seeking tendencies, and/or pleasure-seeking behaviour (if the substance is associated with a positive experience).
There is also evidence of a strong association between substance use and mental health problems (referred to as concurrent disorders) such as depression, anxiety, oppositional defiant disorder (ODD), or conduct disorder (CD), indicating that drug use contributes to the onset of mental health problems and mental health problems contribute to substance use problems (Evans et al., 2005; Degenhardt et al., 2010). Substance use may represent a way to cope with feelings of low self- esteem, sadness, worry, or fear and their associated symptoms. Unfortunately, substance use may actually worsen the symptoms the person is trying to relieve
Table 6.1 Specific strategies to support students who may have problems with substance use • Become familiar with your school and board procedures for dealing with students who appear to be intoxicated or under the influence of substances. • Seek direction from the principal if you have questions about what to do. • Work with the school team and parents to determine ways to best support the student. • Identify appropriate community resources and put the student in touch with them. • Provide the student with accurate, factual information, rather than information based on hearsay or anecdotal evidence or personal opinion. Be careful not to provide incorrect information. • Be aware of the potential harm of “scare” tactics. • Help the student to explore the reasons why he or she is using the substance(s). Source: CARBC, n.d., iMinds, Quick Guide to Drug Use
Substance Use Problems or may cause feelings of depression or anxiety in children and youth who didn’t
previously struggle with these issues.
The causes of substance use problems are complex, with biological, social, and environmental factors all contributing. A variety of social and contextual factors increase the likelihood that young people will start using substances and influence whether they continue and possibly increase their use (Griffin & Botvin, 2010). However, predicting who will go on to have problem use is extremely difficult.
Factors that increase the risk of substance use5 include the availability of the substance(s); whether the student is exposed to substance use by parents, siblings, and peers; the presence of other mental health problems; regular use before age fourteen or repeated intoxication before age sixteen; a disadvantaged background; poor parent-child relationships and parental conflict; a family history of substance use disorders (Sullivan & Kendler, 1999; Schuckit, 2000); and exposure to trauma.
Other risk factors include being male, certain personality traits (e.g., sensation, seeking), and academic difficulties (e.g., poor academic performance, low commitment to education, early school leaving). Another strong risk factor for adolescent substance use is association with substance-using peers. Adolescents who have several of these risk factors together may begin using tobacco, alcohol, and other substances earlier than others – behaviour that increases the chances for problem substance use (Degenhardt & Hall, 2012; Yule & Prince, 2012; Evans et al., 2005, Chapter 17, “Defining Substance Use Disorders”).