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Substance Abuse Prevention Curriculum
Although substance abuse among youth has decreased since the pandemic it continues to be a problem for many students. The topic of substance abuse—and evidence based prevention strategies to build student resistance to this problem—can be readily integrated by teachers into classes across subject areas. The Extent of the Problem
A serious concern is the number of Illinois youth who may need treatment because of their use of and exposure to substances. Results of the 2024 Illinois Youth Survey (IYS) indicate percentages of Illinois students who indicate use of alcohol or drugs to relax, feel better about themselves or fit in, being in a car driven by someone who was high or used alcohol or drugs by themselves, alone. Fourteen percent of 12th graders suffered two or more such problems related to substance use and were in need of a substance abuse assessment according to the CRAFFT Screening Tool. (4) Substances are often heavily used to escape depression. The 2024 Illinois Youth Survey reports an alarming rate of depression among Illinois youth. In the past year 30 percent of 8th graders, 32 percent of 10th graders and 30 percent of 12th graders reported “feeling so sad or hopeless almost every day for two weeks or more in a row that you stopped doing some usual activities.” Problematic use of social media is associated with youth depression. Elsewhere on our website (click here) we indicate ways to address misuse of social media in k-12 classes. A very serious concern is that as many as 25 percent of school-age children and youth live in families where a parent/adult has an alcohol or other substance use disorder. Children from these households are likely to experience a number of problems including guilt and shame. They are more likely than other children to have difficulty in social relationships and abuse drugs. Addressing problems of children and youth living in families with an alcoholic or other drug dependent adult presents challenges. Large numbers of these students blame themselves for their parent’s addiction. This mistaken idea can be countered in classes; for example a student can role play his or her guilt and other students in the class can emphasize that responsibility rests solely with the addicted parent, not the child of the addict. A similar role-play can be conducted to counter the mistaken belief of many children of addicts that the can somehow “fix” their parent’s problem. Teachers can also design exercises emphasizing the capacity for resilience in the face of very difficult circumstances. If children of addicts speak to a teacher about their family issues it is important that the teacher empathize with the student and know to whom the student can be referred—for example the school counselor or social worker who have training to provide counseling to the student. Evidence-Based Prevention Strategies Evidence based prevention strategies to strengthen student resistance to drug problems can be readily incorporated into the study of substance abuse in classes across subject areas. Five evidence based prevention strategies are especially applicable to grade 6-12 classes. (see CIRLI PREVENTION STRATEGIES ).
Integrating Substance Abuse Issues and Prevention Strategies Substance abuse prevention strategies issues and these 5 evidence-based prevention strategies can be readily incorporated into classes across subject areas. In Language Arts classes students can read literature focused on substance abuse issues and write in response to their reading as well as about their own observations of substance use and abuse. Class assignments and discussion can address the damage substances cause individuals, families and communities and the inequities of drug policies (minorities are far more likely to be tried and incarcerated for drug use than white students). Assignments and discussion can also address the personal risk of substance. Language arts classes may include role-playing exercises, strengthening the students’ capacity to avoid situations where drugs are heavily used and their capacity to decline use of drugs. In Math classes students can work with data about the extent and consequences of drug use. The data can naturally lead to discussion of the personal risks of substance abuse and the harm done to individuals, families and communities. Math students can also work with data demonstrating exaggeration of the extent of drug use by peers; they may begin with a survey of their own class comparing the perception of substance use by classmates to actual use. In Social studies classes students can read, write, discuss and develop presentations on the negative impact of substance abuse on families, communities and the larger society. They can study the affects of evolving drug policy on individuals, families and communities including the inequities in enforcement of drug policy and the problem of “mass incarceration” of racial minorities. In Science courses students can read, write about and discuss the damaging effects of drugs on the human body. Class assignments and activities can increase perception of the personal risks of substance abuse and the harm to families and communities and the need for effective prevention. In classes across the curriculum, students can prepare presentations to share what they have learned with younger students and apply what they have learned about substance abuse as they participate in school and community prevention activities.
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Free 5 CPDU online workshop through Northeastern Illinois University’s College of Education
Integrate pressing life issues into classes across the curriculum to effectively engage students in learning and support social emotional growth
CLICK HERE to access the online workshop
No need to come to a training. Download and complete the online workshop at your own pace
Integrate pressing life issues into classes across the curriculum to effectively engage students in learning and support social emotional growth
CLICK HERE to access the online workshop
No need to come to a training. Download and complete the online workshop at your own pace
