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diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..6833f05 --- /dev/null +++ b/.gitattributes @@ -0,0 +1,3 @@ +* text=auto +*.txt text +*.md text diff --git a/37097-8.txt b/37097-8.txt new file mode 100644 index 0000000..c844321 --- /dev/null +++ b/37097-8.txt @@ -0,0 +1,4271 @@ +The Project Gutenberg EBook of What Works: Schools Without Drugs, by +United States Department of Education + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: What Works: Schools Without Drugs + +Author: United States Department of Education + +Release Date: August 15, 2011 [EBook #37097] + +Language: English + +Character set encoding: ISO-8859-1 + +*** START OF THIS PROJECT GUTENBERG EBOOK WHAT WORKS: SCHOOLS WITHOUT DRUGS *** + + + + +Produced by Curtis Weyant and the Online Distributed +Proofreading Team at https://www.pgdp.net + + + + + + +_What Works_ + +_SCHOOLS WITHOUT DRUGS_ + +United States Department of Education +William J. Bennett, Secretary +1986 + + + + +THE WHITE HOUSE + +WASHINGTON + + +August 4, 1986 + +Drug and alcohol abuse touches all Americans in one form or another, +but it is our children who are most vulnerable to its influence. As +parents and teachers, we need to educate ourselves about the dangers +of drugs so that we can then teach our children. And we must go +further still by convincing them that drugs are morally wrong. + +Now, as more and more individuals and groups are speaking out, young +people are finding it easier to _say no_ to drugs. Encouraged by a +growing public outcry and their own strength of conviction, students +are forming peer support groups in opposition to drug use. It has been +encouraging to see how willingly young people take healthy attitudes +and ideas to heart when they are exposed to an environment that +fosters those values. + +Outside the home, the school is the most influential environment for +our children. This means that schools must protect children from the +presence of drugs, and nurture values that help them reject drugs. + +_Schools Without Drugs_ provides the kind of practical knowledge +parents, educators, students and communities can use to keep their +schools drug-free. Only if our schools are free from drugs can we +protect our children and insure that they can get on with the +enterprise of learning. + +[Illustration: Signature of Nancy Reagan] + + + + +_INTRODUCTION_ + + + "_It is a sad and sobering reality that trying drugs is no longer + the exception among high school students. It is the norm._" + + --California Attorney General John Van De Kemp _Los Angeles + Times_, April 30, 1986 + + + _When 13- to 18-year-olds were asked to name the biggest problems + facing young people today, drugs led their list. The proportion of + teens with this perception has risen steadily in recent years. No + other issue approaches this level of concern._ + + _Four out of five teens believe current laws against both the sale + and the use of drugs (including marijuana) are not strict enough._ + + --The Gallup Youth Surveys, 1985 and 1986 + + + "_Policy is useless without action! Drugs do not have to be + tolerated on our school campuses. Policy to that effect is almost + universally on the books. Drugs remain on campus because + consistent, equitable and committed enforcement is lacking._" + + --Bill Rudolph, Principal, Northside High School, Atlanta, Georgia + + Testimony submitted to the U.S. Senate Committee on Special + Investigations, July 1984 + + + "... _We have a right to be protected from drugs._" + + --Cicely Senior, a seventh-grader, McFarland Junior High, + Washington, D.C. + + + + +William J. Bennett + +Secretary of Education + + +The foremost responsibility of any society is to nurture and protect +its children. In America today, the most serious threat to the health +and well-being of our children is drug use. + +For the past year and a half, I have had the privilege of teaching our +children in the classrooms of this country. I have met some outstanding +teachers and administrators and many wonderful children. I have taken +time during these visits to discuss the problem of drug use with +educators and with police officers working in drug enforcement across +the country. Their experience confirms the information reported in +major national studies: drug use by children is at alarming levels. Use +of some of the most harmful drugs is increasing. Even more troubling is +the fact that children are using drugs at younger ages. Students today +identify drugs as a major problem among their schoolmates as early as +the fourth, fifth, and sixth grades. + +Drug use impairs memory, alertness, and achievement. Drugs erode the +capacity of students to perform in school, to think and act +responsibly. The consequences of using drugs can last a lifetime. The +student who cannot read at age 8 can, with effort, be taught at 9. But +when a student clouds his mind with drugs, he may become a lifelong +casualty. Research tells us that students who use marijuana regularly +are twice as likely as their classmates to average D's and F's, and we +know that drop-outs are twice as likely to be frequent drug users as +graduates. + +In addition, drug use disrupts the entire school. When drug use and +drug dealing are rampant--when many students often do not show up for +class and teachers cannot control them when they do--education +throughout the school suffers. + +Drug use is found among students in the city and country, among the +rich, the poor, and the middle class. Many schools have yet to +implement effective drug enforcement measures. In some schools, drug +deals at lunch are common. In others, intruders regularly enter the +building to sell drugs to students. Even schools with strict drug +policies on paper do not always enforce them effectively. + +_Schools Without Drugs_ provides a practical synthesis of the most +reliable and significant findings available on drug use by school-age +youth. It tells how extensive drug use is and how dangerous it is. It +tells how drug use starts, how it progresses, and how it can be +identified. _Most important, it tells how it can be stopped._ It +recommends strategies--and describes particular communities--that have +succeeded in beating drugs. It concludes with a list of resources and +organizations that parents, students, and educators can turn to for +help. + +This book is designed to be used by parents, teachers, principals, +religious and community leaders, and all other adults--and students--who +want to know what works in drug use prevention. It emphasizes concrete +and practical information. An earlier book, a summary of research +findings on teaching and learning called _What Works_, has already +proved useful to parents, teachers, and administrators. I hope this +book will be as useful to the American people. + +This book focuses on preventing drug use. It should be emphasized that +the term drug use, as contained in the recommendations in the book, +includes the use of alcohol by children. Alcohol is an illegal drug for +minors and should be treated as such. This book does not discuss +techniques for treating drug users. Treatment usually requires +professional help; treatment services are included in the resources +section at the end of the book. But the purpose of the book is to help +prevent drug use in the first place. + +The information in this book is based on the research of drug +prevention experts, and on interviews with parent organizations and +school officials working in drug prevention in all 50 States and the +District of Columbia. Although this volume is a product of the U.S. +Department of Education, I am grateful for the assistance the +Department received from groups and individuals across the country. It +was not possible to include all the information we gathered, but I wish +to thank the many groups that offered their help. + +No one can be a good citizen alone, as Plato tells us. No one is going +to solve our drug problem alone, either. But when parents, schools, and +communities pull together, drugs can be stopped. Drugs have been beaten +in schools like Northside High School in Atlanta, profiled in this +book. Preventing drug experimentation is the key. It requires drug +education starting in the first grades of elementary school. It +requires clear policies against drug use and consistent enforcement of +those policies. And it requires the cooperation of school boards, +principals, teachers, law enforcement personnel, parents, and students. + +_Schools are uniquely situated to be part of the solution to student +drug use._ Children spend much of their time in school. Furthermore, +schools, along with families and religious institutions, are major +influences in transmitting ideals and standards of right and wrong. +Thus, although the problems of drug use extend far beyond the schools, +it is critical that our offensive on drugs center in the schools. + +My purpose in releasing this handbook, therefore, is to help all of +us--parents and children, teachers and principals, legislators and +taxpayers--work more effectively in combating drug use. Knowing the +dangers of drugs is not enough. Each of us must also act to prevent the +sale and use of drugs. We must work to see that drug use is not +tolerated in our homes, in our schools, or in our communities. Because +of drugs, children are failing, suffering, and dying. We have to get +tough, and we have to do it now. + + + + +WHAT CAN WE DO? + + +A Plan for Achieving Schools Without Drugs + +PARENTS: + + 1. Teach standards of right and wrong, and demonstrate these standards +through personal example. + + 2. Help children to resist peer pressure to use drugs by supervising +their activities, knowing who their friends are, and talking with them +about their interests and problems. + + 3. Be knowledgeable about drugs and signs of drug use. When symptoms +are observed, respond promptly. + +SCHOOLS: + + 4. Determine the extent and character of drug use and establish a +means of monitoring that use regularly. + + 5. Establish clear and specific rules regarding drug use that include +strong corrective actions. + + 6. Enforce established policies against drug use fairly and +consistently. Implement security measures to eliminate drugs on school +premises and at school functions. + + 7. Implement a comprehensive drug prevention curriculum for +kindergarten through grade 12, teaching that drug use is wrong and +harmful and supporting and strengthening resistance to drugs. + + 8. Reach out to the community for support and assistance in making the +school's antidrug policy and program work. Develop collaborative +arrangements in which school personnel, parents, school boards, law +enforcement officers, treatment organizations, and private groups can +work together to provide necessary resources. + +STUDENTS: + + 9. Learn about the effects of drug use, the reasons why drugs are +harmful, and ways to resist pressures to try drugs. + +10. Use an understanding of the danger posed by drugs to help other +students avoid them. Encourage other students to resist drugs, +persuade those using drugs to seek help, and report those selling +drugs to parents and the school principal. + +COMMUNITIES: + +11. Help schools fight drugs by providing them with the expertise and +financial resources of community groups and agencies. + +12. Involve local law enforcement agencies in all aspects of drug +prevention: assessment, enforcement, and education. The police and +courts should have well-established and mutually supportive +relationships with the schools. + + + + +CONTENTS + + + Page + +INTRODUCTION iv + +WHAT CAN WE DO? vii + +CHILDREN AND DRUGS 1 + + Extent of Drug Use 5 + _Fact Sheet: Drugs and Dependence_ 6 + How Drug Use Develops 7 + _Fact Sheet: Cocaine: Crack_ 8 + Effects of Drug Use 9 + Drug Use and Learning 10 + +A PLAN FOR ACTION 11 + + What Parents Can Do + Instilling Responsibility 13 + Supervision 15 + _Fact Sheet: Signs of Drug Use_ 16 + Recognizing Drug Use 17 + + What Schools Can Do + Assessing the Problem 19 + Setting Policy 21 + Enforcing Policy 23 + _Fact Sheet: Legal Questions on Search and Seizure_ 24 + _Fact Sheet: Legal Questions on Suspension and + Expulsion_ 25 + _Fact Sheet: Tips for Selecting Drug Prevention + Materials_ 26 + Teaching About Drug Prevention 27 + Enlisting the Community 29 + + What Students Can Do + Learning the Facts 31 + Helping Fight Drug Use 33 + + What Communities Can Do + Providing Support 37 + Tough Law Enforcement 39 + +CONCLUSION 40 + +SPECIAL SECTIONS + + Teaching About Drug Prevention 44 + + How the Law Can Help 49 + + Resources 59 + Specific Drugs and Their Effects 59 + Sources of Information 67 + References 74 + +Acknowledgments 78 + +Ordering Information + + + + + "_I felt depressed and hurt all the time. I hated myself for the + way I hurt my parents and treated them so cruelly, and for the way + I treated others. I hated myself the most, though, for the way I + treated myself. I would take drugs until I overdosed, and fell + further and further in school and work and relationships with + others. I just didn't care anymore whether I lived or died. I + stopped going to school altogether.... I felt constantly depressed + and began having thoughts of suicide, which scared me a lot! I + didn't know where to turn...._" + + --"Stewart," a high school student + + + + +_CHILDREN AND DRUGS_ + + +[Illustration: _Chart 1_ + + Percentage of 13-Year-Olds Who Have Used Marijuana, 1953-1982 + Source: National Institute on Drug Abuse Household Survey 1982] + + + + +Children and Drugs + + +Americans have consistently identified drug use among the top problems +confronting the Nation's schools. Yet many do not recognize the degree +to which their own children, their own schools, and their own +communities are at risk. + +Research shows that drug use among children is 10 times more prevalent +than parents suspect. In addition, many students know that their +parents do not recognize the extent of drug use, and this leads them to +believe that they can use drugs with impunity. + +School administrators and teachers often are unaware that their +students are using and selling drugs, frequently on school property. +School officials who are aware of the situation in their schools admit, +as has Ralph Egers, superintendent of schools in South Portland, Maine, +that "We'd like to think that our kids don't have this problem, but the +brightest kid from the best family in the community could have the +problem." + +The facts are: + + · Drug use is not confined to certain population groups or to + certain economic levels in our society; it affects our entire + Nation. + + · Drugs are a serious problem not only in high schools, but now in + middle and elementary schools as well. + + · All illegal drugs are dangerous; there is no such thing as safe + or responsible use of illegal drugs. + + · Although drug trafficking is controlled by adults, the immediate + source of drugs for most students is other students. + +Continuing misconceptions about the drug problem stand in the way of +corrective action. The following section outlines the nature and extent +of the problem and summarizes the latest research on the effects of +drugs on students and schools. + +[Illustration: _Chart 2_ + +Percentage of High School Seniors Who Have Used Cocaine + +Source: Institute for Social Research 1986] + + +Extent of Drug Use + +Drug use is widespread among American schoolchildren. The United +States has the highest rate of teenage drug use of any industrialized +nation. The drug problem in this country is 10 times greater than in +Japan, for example. Sixty-one percent of high school seniors have used +drugs. Marijuana use remains at an unacceptably high level; 41 percent +of 1985 seniors reported using it in the last year, and 26 percent +said they had used it at least once in the previous month. Thirteen +percent of seniors indicated that they had used cocaine in the past +year. This is the highest level ever observed, more than twice the +proportion in 1975. + +Many students purchase and use drugs at school. A recent study of +teenagers contacting a cocaine hotline revealed that 57 percent of the +respondents bought most of their drugs at school. Among 1985 high +school seniors, one-third of the marijuana users reported that they +had smoked marijuana at school. Of the seniors who used amphetamines +during the past year, two-thirds reported having taken them at school. + +The drug problem affects all types of students. All regions and all +types of communities show high levels of drug use. Forty-three percent +of 1985 high school seniors in nonmetropolitan areas reported illicit +drug use in the previous year, while the rate for seniors in large +metropolitan areas was 50 percent. Although higher proportions of +males are involved in illicit drug use, especially heavy drug use, the +gap between the sexes is lessening. The extent to which high school +seniors reported having used marijuana is about the same for blacks +and whites; for other types of drugs reported, use is slightly higher +among whites. + +Initial drug use occurs at an increasingly early age. The percentage +of students using drugs by the sixth grade has tripled over the last +decade. In the early 1960's, marijuana use was virtually nonexistent +among 13-year-olds, but now about one in six 13-year-olds has used +marijuana. + + +Fact Sheet + +Drugs and Dependence + +Drugs cause physical and emotional dependence. Users may develop an +overwhelming craving for specific drugs, and their bodies may respond +to the presence of drugs in ways that lead to increased drug use. + + · Regular users of drugs develop _tolerance_, a need to take + larger doses to get the same initial effect. They may respond by + combining drugs--frequently with devastating results. Many + teenage drug users calling a national cocaine hotline report + that they take other drugs just to counteract the unpleasant + effects of cocaine. + + · Certain drugs, such as opiates and barbiturates, create _physical + dependence_. With prolonged use, these drugs become part of the + body chemistry. When a regular user stops taking the drug, the + body experiences the physiological trauma known as _withdrawal_. + + · _Psychological dependence_ occurs when drug taking becomes the + center of the user's life. Among children, psychological + dependence erodes school performance and can destroy ties to + family, friendships, outside interests, values, and goals. The + child goes from taking drugs to feel good, to taking them to + keep from feeling bad. Over time, drug use itself heightens the + bad feelings and can leave the user suicidal. _More than half of + all adolescent suicides are drug-related._ + + · _Drugs and their harmful side effects can remain in the body long + after use has stopped._ The extent to which a drug is retained + in the body depends on the drug's chemical composition, that is, + whether or not it is fat-soluble. Fat-soluble drugs such as + marijuana, phencyclidine (PCP), and lysergic acid (LSD) seek out + and settle in the fatty tissues. As a result, they build up in + the fatty parts of the body such as the brain. Such accumulations + of drugs and their slow release over time may cause delayed + effects (flashbacks) weeks and even months after drug use has + stopped. + + +How Drug Use Develops + +Social influences play a key role in making drug use attractive to +children. + +The first temptations to use drugs may come in social situations in the +form of pressures to "act grown up" and "have a good time" by smoking +cigarettes or using alcohol or marijuana. + +A 1983 _Weekly Reader_ survey found that television and movies had the +greatest influence on fourth graders in making drugs and alcohol seem +attractive; other children had the second greatest influence. From the +fifth grade on, peers played an increasingly important role, while +television and movies consistently had the second greatest influence. + +The survey offers insights into _why_ students take drugs. For all +children, the most important reason for taking marijuana is to "fit in +with others." "To feel older" is the second main reason for children in +grades four and five, and "to have a good time" for those in grades six +to twelve. This finding reinforces the need for prevention programs +beginning in the early grades--programs that focus on teaching children +to resist peer pressure and on making worthwhile and enjoyable +drug-free activities available to them. + +Students who turn to more potent drugs usually do so after first using +cigarettes and alcohol, and then marijuana. Initial attempts may not +produce a "high"; however, students who continue to use drugs learn +that drugs can alter their thoughts and feelings. _The greater a +student's involvement with marijuana, the more likely it is the +student will begin to use other drugs in conjunction with marijuana._ + +Drug use frequently progresses in stages--from occasional use, to +regular use, to multiple drug use, and ultimately to total dependency. +With each successive stage, drug use intensifies, becomes more varied, +and results in increasingly debilitating effects. + +But this progression is not inevitable. Drug use can be stopped at any +stage. However, the more involved children are with drugs, the more +difficult it is for them to stop. _The best way to fight drug use +is to begin prevention efforts before children start using drugs._ +Prevention efforts that focus on young children are the most effective +means to fight drug use. + + +Fact Sheet + +Cocaine: Crack + +Cocaine use is the fastest growing drug problem in America. Most +alarming is the recent availability of cocaine in a cheap but potent +form called crack or rock. Crack is a purified form of cocaine that is +smoked. + + · _Crack is inexpensive to try._ Crack is available for as little + as $10. As a result, the drug is affordable to many new users, + including high school and even elementary school students. + + · _Crack is easy to use._ It is sold in pieces resembling small + white gravel or soap chips and is sometimes pressed into small + pellets. Crack can be smoked in a pipe or put into a cigarette. + Because the visible effects disappear within minutes after + smoking, it can be used at almost any time during the day. + + · _Crack is extremely addictive._ Crack is far more addictive than + heroin or barbiturates. Because crack is smoked, it is quickly + absorbed into the blood stream. It produces a feeling of extreme + euphoria, peaking within seconds. The desire to repeat this + sensation can cause addiction within a few days. + + · _Crack leads to crime and severe psychological disorders._ Many + youths, once addicted, have turned to stealing, prostitution, + and drug dealing in order to support their habit. Continued use + can produce violent behavior and psychotic states similar to + schizophrenia. + + · _Crack is deadly._ Cocaine in any form can cause cardiac arrest + and death by interrupting the brain's control over the heart and + respiratory system. + + +Effects of Drug Use + +The drugs students are taking today are more potent, more dangerous, +and more addictive than ever. + +Adolescents are particularly vulnerable to the effects of drugs. Drugs +threaten normal development in a number of ways: + + · Drugs can interfere with memory, sensation, and perception. They + distort experiences and cause a loss of self-control that can + lead users to harm themselves and others. + + · Drugs interfere with the brain's ability to take in, sort, and + synthesize information. As a result, sensory information runs + together, providing new sensations while blocking normal ability + to understand the information received. + + · Drugs can have an insidious effect on perception; for example, + cocaine and amphetamines often give users a false sense of + functioning at their best while on the drug. + +Drug suppliers have responded to the increasing demand for drugs by +developing new strains, producing reprocessed, purified drugs, and +using underground laboratories to create more powerful forms of +illegal drugs. Consequently, users are exposed to heightened or +unknown levels of risk. + + · The _marijuana_ produced today is from five to 20 times stronger + than that available as recently as 10 years ago. Regular use + by adolescents has been associated with an "a motivational + syndrome," characterized by apathy and loss of goals. Research + has shown that severe psychological damage, including paranoia + and psychosis, can occur when marijuana contains 2 percent THC, + its major psychoactive ingredient. Since the early 1980s, most + marijuana has contained from 4 to 6 percent THC--two to three + times the amount capable of causing serious damage. + + · _Crack_, now becoming widely available, is a purified and highly + addictive form of cocaine. + + · _Phencyclidine_ (_PCP_), first developed as an animal tranquilizer, + has unpredictable and often violent effects. Often children do + not even know that they are using this drug when PCP-laced + parsley in cigarette form is passed off as marijuana, or when + PCP in crystal form is sold as lysergic acid (LSD). + + · Some of the new _"designer" drugs_, slight chemical variations + of existing illegal drugs, have been known to cause permanent + brain damage with a single dose. + + +Drug Use and Learning + +Drugs erode the self-discipline and motivation necessary for learning. +Pervasive drug use among students creates a climate in the schools +that is destructive to learning. Research shows that drug use can +cause a decline in academic performance. This has been found to be +true for students who excelled in school prior to drug use as well as +for those with academic or behavioral problems prior to use. According +to one study, students using marijuana were twice as likely to average +D's and F's as other students. The decline in grades often reverses +when drug use is stopped. + +Drug use is closely tied to truancy and dropping out of school. High +school seniors who are heavy drug users are more than three times as +likely to skip school as nonusers. About one-fifth of heavy users +skipped 3 or more schooldays a month, more than six times the truancy +rate of nonusers. In a Philadelphia study, dropouts were almost twice +as likely to be frequent drug users as were high school graduates; +four in five dropouts used drugs regularly. + +Drug use is associated with crime and misconduct that disrupt the +maintenance of an orderly and safe school conducive to learning. Drugs +not only transform schools into marketplaces for dope deals, they also +lead to the destruction of property and to classroom disorder. Among +high school seniors, heavy drug users were two-and-one-half times as +likely to vandalize school property and almost three times as likely +to have been involved in a fight at school as nonusers. Students on +drugs create a climate of apathy, disruption, and disrespect for +others. For example, among teenage callers to a national cocaine +hotline, 44 percent reported that they sold drugs and 31 percent said +that they stole from family, friends, or employers to buy drugs. A +drug-ridden environment is a strong deterrent to learning not only for +drug users, but for other students as well. + + + + +_A PLAN FOR ACTION_ + + +In order to combat student drug use most effectively, the entire +community must be involved: parents, schools, students, law enforcement +authorities, religious groups, social service agencies, and the media. +They all must transmit a single consistent message that drug use is +wrong, dangerous, and will not be tolerated. This message must be +reinforced through strong, consistent law enforcement and disciplinary +measures. + +The following recommendations and examples describe actions that can be +taken by parents, schools, students, and communities to stop drug use. +These recommendations are derived from research and from the +experiences of schools throughout the country. They show that the drug +problem can be overcome. + + +_WHAT PARENTS CAN DO_ + + +Parents + +Instilling Responsibility + +_Recommendation #1_: + +Teach standards of right and wrong and demonstrate these standards +through personal example. + +Children who are brought up to value individual responsibility and +self-discipline and to have a clear sense of right and wrong are less +likely to try drugs than those who are not. Parents can help to instill +these ideals by: + + · Setting a good example for children and not using drugs themselves. + + · Explaining to their children at an early age that drug use is + wrong, harmful, and unlawful, and reinforcing this teaching + throughout adolescence. + + · Encouraging self-discipline through giving children everyday duties + and holding them accountable for their actions. + + · Establishing standards of behavior concerning drugs, drinking, + dating, curfews, and unsupervised activities, and enforcing them + consistently and fairly. + + · Encouraging their children to stand by their convictions when + pressured to use drugs. + + + Northside High School, + Atlanta, Georgia + +Northside High School enrolls 1,400 students from 52 neighborhoods. In +1977, drug use was so prevalent that the school was known as "Fantasy +Island." Students smoked marijuana openly at school, and police were +called to the school regularly. + +The combined efforts of a highly committed group of parents and an +effective new principal succeeded in solving Northside's drug problem. +Determined to stop drug use both inside and outside the school, parents +organized and took the following actions: + + · Formed parent-peer groups to learn about the drug problem and + agreed to set curfews, to chaperone parties, and to monitor their + children's whereabouts. They held community meetings to discuss + teenage drug use with law enforcement agents, judges, clergy, and + physicians. + + · Established a coalition that lobbied successfully for State + antidrug and antiparaphernalia laws. + + · Offered assistance to the schools. The school acted on the parents' + recommendations to provide drug prevention education to teachers, + update its prevention curriculum, and establish a new behavior + code. Parents also helped design a system for monitoring + tardiness and provided volunteer help to teachers. + +The new principal, Bill Rudolph, also committed his energy and +expertise to fighting the drug problem. Rudolph established a tough +policy for students who were caught possessing or dealing drugs. +"Illegal drug offenses do not lead to detention hall but to court," he +stated. When students were caught, he immediately called the police and +then notified their parents. Families were given the names of drug +education programs and were urged to participate. One option available +to parents was drug education offered by other parents. + +Today, Northside is a different school. In 1984-85, only three +drug-related incidents were reported. Academic achievement has improved +dramatically; student test scores have risen every year since the +1977-78 school year. Scores on standardized achievement tests rose to +well above the national average, placing Northside among the top +schools in the district for the 1984-85 school year. + + +Parents + +Supervision + +_Recommendation #2_: + +Help children to resist peer pressure to use drugs by supervising +their activities, knowing who their friends are, and talking with them +about their interests and problems. + +When parents take an active interest in their children's behavior, they +provide the guidance and support children need to resist drugs. Parents +can do this by: + + · Knowing their children's whereabouts, activities, and friends. + + · Working to maintain and improve family communications and listening + to their children. + + · Being able to discuss drugs knowledgeably. It is far better for + children to obtain their information from their parents than from + their peers or on the street. + + · Communicating regularly with the parents of their children's + friends and sharing their knowledge about drugs with other + parents. + + · Being selective about their children's viewing of television and + movies that portray drug use as glamorous or exciting. + +In addition, parents can work with the school in its efforts to fight +drugs by: + + · Encouraging the development of a school policy with a clear + no-drug message. + + · Supporting administrators who are tough on drugs. + + · Assisting the school in monitoring students' attendance and + planning and chaperoning school-sponsored activities. + + · Communicating regularly with the school regarding their children's + behavior. + + +Fact Sheet + +Signs of Drug Use + +Changing patterns of performance, appearance, and behavior may signal +use of drugs. The items in the first category listed below provide +direct evidence of drug use; the items in the other categories offer +signs that may indicate drug use. For this reason, adults should look +for extreme changes in children's behavior, changes that together form +a pattern associated with drug use. + + +Signs of Drugs and Drug Paraphernalia + + · Possession of drug-related paraphernalia such as pipes, rolling + papers, small decongestant bottles, or small butane torches. + + · Possession of drugs or evidence of drugs, peculiar plants, or + butts, seeds, or leaves in ashtrays or clothing pockets. + + · Odor of drugs, smell of incense or other "cover-up" scents. + +Identification with Drug Culture + + · Drug-related magazines, slogans on clothing. + + · Conversation and jokes that are preoccupied with drugs. + + · Hostility in discussing drugs. + +Signs of Physical Deterioration + + · Memory lapses, short attention span, difficulty in concentration. + + · Poor physical coordination, slurred or incoherent speech. + + · Unhealthy appearance, indifference to hygiene and grooming. + + · Bloodshot eyes, dilated pupils. + +Dramatic Changes in School Performance + + · Distinct downward turns in student's grades--not just from C's to + F's, but from A's to B's and C's. Assignments not completed. + + · Increased absenteeism or tardiness. + +Changes in Behavior + + · Chronic dishonesty (lying, stealing, cheating). Trouble with the + police. + + · Changes in friends, evasiveness in talking about new ones. + + · Possession of large amounts of money. + + · Increasing and inappropriate anger, hostility, irritability, + secretiveness. + + · Reduced motivation, energy, self-discipline, self-esteem. + + · Diminished interest in extracurricular activities and + hobbies. + + +Parents + +Recognizing Drug Use + +_Recommendation #3_: + +Be knowledgeable about drugs and signs of drug use. When symptoms are +observed, respond promptly. + +Parents are in the best position to recognize early signs of drug use +in their children. In order to prepare themselves, they should: + + · Learn about the extent of the drug problem in their community and + in their children's schools. + + · Be able to recognize signs of drug use. + + · Meet with parents of their children's friends or classmates about + the drug problem at their school. Establish a means of sharing + information to determine which children are using drugs and who + is supplying them. + +Parents who suspect their children are using drugs often must deal with +their own emotions of anger, resentment, and guilt. Frequently they +deny the evidence and postpone confronting their children. Yet the +earlier a drug problem is found and faced, the less difficult it is to +overcome. If parents suspect their children are using drugs, they +should: + + · Devise a plan of action. Consult with school officials and other + parents. + + · Discuss their suspicions with their children in a calm, objective + manner. Do not confront a child while he is under the influence + of drugs. + + · Impose disciplinary measures that help remove the child from those + circumstances where drug use might occur. + + · Seek advice and assistance from drug treatment professionals and + from a parent group. (For further information, consult the + resources section, pages 59-73.) + + +_WHAT SCHOOLS CAN DO_ + + +Schools + +Assessing the Problem + +_Recommendation #4_: + +Determine the extent and character of drug use and establish a means +of monitoring that use regularly. + +School personnel should be informed about the extent of drugs in their +school. School boards, superintendents, and local public officials +should support school administrators in their efforts to assess the +extent of the drug problem and to combat it. + +In order to guide and evaluate effective drug prevention efforts, +schools need to: + + · Conduct anonymous surveys of students and school personnel and + consult with local law enforcement officials to identify the + extent of the drug problem. + + · Bring together school personnel to identify areas where drugs are + being used and sold. + + · Meet with parents to help determine the nature and extent of drug + use. + + · Maintain records on drug use and sale in the school over time, for + use in evaluating and improving prevention efforts. In addition + to self-reported drug use patterns, records may include + information on drug-related arrests and school discipline + problems. + + · Inform the community, in nontechnical language, of the results of + the school's assessment of the drug problem. + + + Anne Arundel County School District, + Annapolis, Maryland + +In response to evidence of a serious drug problem in 1979-80, the +school district of Anne Arundel County implemented a strict new policy +covering both elementary and secondary students. It features +notification of police, involvement of parents, and use of alternative +education programs for offenders. School officials take the following +steps when students are found using or possessing drugs: + + · The school notifies the police, calls the parents, and suspends + students for 1 to 5 school days. + + · The special assistant to the superintendent meets with the students + and parents. In order to return to school, students must state + where and how they obtained the drugs. The students must also + agree either to participate in the district's Alternative Drug + Program at night, while attending school during the day, or to + enroll in the district's Learning Center (grades 7-8) or evening + high school (grades 9-12). Students, accompanied by their + parents, must also take at least 5 hours of counseling. Parents + are also required to sign a Drug/Alcohol Reinstatement Form. + + · If students fail to complete the Alternative Drug Program, they are + transferred to the Learning Center or to evening high school. + + · Students are expelled if caught using or possessing drugs a second + time. + +Distribution and sale of drugs are also grounds for expulsion, and a +student expelled for these offenses is ineligible to participate in the +Alternative Drug Program. + +As a result of these steps, the number of drug offenses has declined by +58 percent, from 507 in 1979-80 to 211 in 1984-85. + + +Schools + +Setting Policy + +_Recommendation #5_: + +Establish clear and specific rules regarding drug use that include +strong corrective actions. + +School policies should clearly establish that drug use, possession, and +sale on the school grounds and at school functions will not be +tolerated. These policies should apply to both students and school +personnel, and may include prevention, intervention, treatment, and +disciplinary measures. + +School policies should: + + · Specify what constitutes a drug offense by defining (1) illegal + substances and paraphernalia, (2) the area of the school's + jurisdiction, for example, the school property, its surroundings, + and all school-related events, such as proms and football games, + and (3) the types of violations (drug possession, use, and sale). + + · State the consequences for violating school policy; as appropriate, + punitive action should be linked with treatment and counseling. + Measures that schools have found effective in dealing with + first-time offenders include: + + --a required meeting of parents and the student with school + officials, concluding with a contract signed by the student and + parents in which (1) they acknowledge a drug problem, (2) the + student agrees not to use drugs, and to participate in drug + counseling or a rehabilitation program. + + --suspension, assignment to an alternative school, in-school + suspension, after-school or Saturday detention with close + supervision and demanding academic assignments. + + --referral to a drug treatment expert or counselor. + + --notification of police. + + Penalties for repeat offenders and for sellers may include + expulsion, legal action, and referral for treatment. + + · Describe procedures for handling violations, including: + + --legal issues associated with disciplinary + actions--confidentiality, due process, and search and + seizure--and how they apply. + + --responsibilities and procedures for reporting suspected + incidents that identify the proper authorities to be contacted + and the circumstances under which incidents should be reported. + + --procedures for notifying parents when their child is suspected + of or caught with drugs. + + --procedures for notifying police. + + · Enlist legal counsel to ensure that the policy is drafted in + compliance with applicable Federal, State, and local laws. + + · Build community support for the policy. Hold open meetings where + views can be aired and differences resolved. + + + Eastside High School, + Paterson, New Jersey + +Eastside High School is located in an inner-city neighborhood and +enrolls 3,200 students. Before 1982, drug dealing was rampant. +Intruders had easy access to the school and sold drugs on the school +premises. Drugs were used in school stairwells and bathrooms. Gangs +armed with razors and knives roamed the hallways. + +A new principal, Joe Clark, was instrumental in ridding the school of +drugs and violence. Hired in 1982, Clark established order, enlisted +the help of police officers in drug prevention education, and raised +academic standards. Among the actions he took were: + + · Establishing and enforcing strict penalties for breaking the + discipline code. In reference to drugs, he stated emphatically, + "If you're smoking or dealing, you're out." He acted on his + warning, removing 300 students from the roll in his first year + for discipline and drug-related violations. + + · Increasing the involvement of local police officers, known as the + "Brothers in Blue," who visited the school regularly to speak to + students about the importance of resisting drugs. + + · Raising academic standards and morale by emphasizing the importance + of doing well, requiring a "C" average for participation in + athletics, and honoring student achievements. + +As a result of actions such as these, Eastside has been transformed. +Today there is no evidence of drug use in the school. Intruders no +longer have access to the school; hallways and stairwells are safe. +Academic performance has improved substantially: in 1981-82, only 56 +percent of the 9th graders passed the State's basic skills test in +math; in 1984-85, 91 percent passed. In reading, the percentage of 9th +graders passing the State basic skills test rose from 40 percent in +1981-82 to 67 percent in 1984-85. + + +Schools + +Enforcing Policy + +_Recommendation #6_: + +Enforce established policies against drug use fairly and consistently. +Implement security measures to eliminate drugs on school premises and +at school functions. + +Ensure that everyone understands the policy and the procedures that +will be followed in case of infractions. Make copies of the school +policy available to all parents, teachers, and students, and take other +steps to publicize the policy. + +Impose strict security measures to bar access to intruders and prohibit +student drug trafficking. Enforcement policies should correspond to the +severity of the school's drug problem. For example: + + · Officials can require students to carry hall passes, supervise + school grounds and hallways, and secure assistance of law + enforcement officials, particularly to help monitor areas around + the schools. + + · For a severe drug problem, officials can use security personnel to + monitor closely school areas where drug sale and use are known to + occur; issue mandatory identification badges for school staff and + students; request the assistance of local police to help stop + drug dealing; and, depending on applicable law, develop a policy + that permits periodic searches of student lockers. + +Review enforcement practices regularly to ensure that penalties are +uniformly and fairly applied. + + +Fact Sheet + +Legal Questions on Search and Seizure + +In 1985, the Supreme Court for the first time analyzed the application +in the public school setting of the Fourth Amendment prohibition of +unreasonable searches and seizures. The Court sought to craft a rule +that would balance the need of school authorities to maintain order and +the privacy rights of students. The questions in this section summarize +the decisions of the Supreme Court and of lower Federal courts. School +officials should consult with legal counsel in formulating their +policies. + +What legal standard applies to school officials who search students +and their possessions for drugs? + + The Supreme Court has held that school officials may institute a + search if there are "reasonable grounds" to believe that the search + will reveal evidence that the student has violated or is violating + either the law or the rules of the school. + +Do school officials need a search warrant to conduct a search for +drugs? + + No, not if they are carrying out the search independent of the + police and other law enforcement officials. A more stringent legal + standard may apply if law enforcement officials are involved in the + search. + +How extensive can a search be? + + The scope of the permissible search will depend on whether the + measures used during the search are reasonably related to the + purpose of the search and are not excessively intrusive in light of + the age and sex of the student being searched. The more intrusive + the search, the greater the justification that will be required by + the courts. + +Do school officials have to stop a search when they find the object of +the search? + + Not necessarily. If a search reveals items suggesting the presence + of other evidence of crime or misconduct, the school official may + continue the search. For example, if a teacher is justifiably + searching a student's purse for cigarettes and finds rolling + papers, it will be reasonable (subject to any local policy to the + contrary) for the teacher to search the rest of the purse for + evidence of drugs. + +Can school officials search student lockers? + + Reasonable grounds to believe that a particular student locker + contains evidence of a violation of the law or school rules will + generally justify a search of that locker. In addition, some courts + have upheld written school policies that authorize school officials + to inspect student lockers at any time. + + +Fact Sheet + +Legal Questions on Suspension and Expulsion + +The following questions and answers briefly describe several Federal +requirements that apply to the use of suspension and expulsion as +disciplinary tools in public schools. These may not reflect all laws, +policies, and judicial precedents applicable to any given school +district. School officials should consult with legal counsel to +determine the application of these laws in their schools and to ensure +that all legal requirements are met. + +What Federal procedural requirements apply to suspension or expulsion? + + · The Supreme Court has held that students facing suspension or + expulsion from school are entitled under the U.S. Constitution to + the basic due process protections of notice and an opportunity to + be heard. The nature and formality of the "hearing" to be + provided depend on the severity of the sanction being imposed. + + · A formal hearing is not required when a school seeks to suspend a + student for 10 days or less. Due process in that situation requires + only that: + + --the school inform the student, either orally or in writing, of + the charges and of the evidence to support those charges; + + --the school give the student an opportunity to deny the charges + and present his or her side of the story; + + --as a general rule, the notice to the student and a rudimentary + hearing should precede a suspension unless a student's presence + poses a continuing danger to persons or property, or threatens to + disrupt the academic process. In such cases, the notice and + rudimentary hearing should follow as soon as possible after the + student's removal. + + · More formal procedures may be required for suspensions longer + than 10 days and for expulsions. In addition, Federal law and + regulations establish special rules governing suspensions and + expulsions of handicapped students. + + · States and local school districts may require additional + procedures. + +Can students be suspended or expelled from school for use, possession, +or sale of drugs? + + Generally, yes. A school may suspend or expel students in + accordance with the terms of its discipline policy. A school policy + may provide for penalties of varying severity, including suspension + or expulsion, to respond to drug-related offenses. It is helpful to + be explicit about the types of offenses that will be punished and + about the penalties that may be imposed for particular types of + offenses (e.g., use, possession, or sale of drugs). Generally, + State and local law will determine the range of sanctions + permitted. + +(For a more detailed discussion of legal issues, see pages 49-58.) + + +Fact Sheet + +Tips for Selecting Drug Prevention Materials + +In evaluating drug prevention materials, keep the following points in +mind: + +Check the date of publication. + +Material published before 1980 may be outdated and even recently +published materials may be inaccurate. + +Look for "warning flag" phrases and concepts. + +These expressions, many of which appear frequently in "pro-drug" +material, falsely imply that there is a "safe" use of mind-altering +drugs: experimental use, recreational use, social use, controlled use, +responsible use, use/abuse. + +"Mood-altering" is a deceptive euphemism for mind-altering. + + The implication of the phrase "mood-altering" is that only + temporary feelings are involved. The fact is that mood changes are + biological changes in the brain. + +"There are no 'good' or 'bad' drugs, just improper use": + + This is a popular semantic camouflage in pro-drug literature. It + confuses young people and minimizes the distinct chemical + differences among substances. + +"The child's own decision": + + Parents cannot afford to leave such hazardous choices to their + children. It is the parents' responsibility to do all in their + power to provide the information and the protection to assure their + children a drug-free childhood and adolescence. + +Be alert for contradictory messages. + +Often an author gives a pro-drug message and then covers his tracks by +including "cautions" about how to use drugs. + +Make certain the health consequences revealed in current research are +adequately described. + +Literature should make these facts clear: The high potency of marijuana +on the market today makes it more dangerous than ever; THC, a +psychoactive ingredient in marijuana, is fat soluble and its +accumulation in the body has many adverse biological effects; cocaine +can cause death and is one of the most addictive drugs known to man. + +Demand material that sets positive standards of behavior for children. + +The message conveyed must be an expectation that children can say no to +drugs. The publication and its message must provide the information and +must support caring family involvement to reinforce the child's courage +to stay drug free. + + +Schools + +Teaching About Drug Prevention + +_Recommendation #7_: + +Implement a comprehensive drug prevention curriculum from kindergarten +through grade 12, teaching that drug use is wrong and harmful and +supporting and strengthening resistance to drugs. + +A model program would have these main objectives: + + · To value and maintain sound personal health. + + · To respect laws and rules prohibiting drugs. + + · To resist pressures to use drugs. + + · To promote student activities that are drug free and offer + healthy avenues for student interests. + +In developing a program, school staff should: + + · Determine curriculum content appropriate for the school's drug + problem and grade levels. + + · Base the curriculum on an understanding of why children try drugs + in order to teach them how to resist pressures to use drugs. + + · Review existing materials for possible adaptation. State and + national organizations--and some lending libraries--that have an + interest in drug prevention make available lists of materials. + +In implementing a program, school staff should: + + · Include all grades. Effective drug education is cumulative. + + · Teach about drugs in health education classes, and reinforce this + curriculum with appropriate materials in such classes as social + studies and science. + + · Develop expertise in drug prevention through training. Teachers + should be knowledgeable about drugs, be personally committed to + opposing drug use, and be skilled at eliciting participation by + students. + +(For more detailed information on topics and learning activities to +incorporate in a drug prevention program, see pages 44-48.) + + + Samuel Gompers Vocational-Technical High School, + New York City + +Samuel Gompers Vocational-Technical High School is located in the South +Bronx in New York City. Enrollment is 1,500 students; 95 percent are +from low-income families. + +In June, 1977, an article in the _New York Times_ likened Gompers to a +"war zone." Students smoked marijuana and sold drugs both inside the +school and on the school grounds; the police had to be called in +daily. + +In 1979, the school board hired a new principal, Victor Herbert, who +turned the school around. Herbert established order, implemented a drug +awareness program, involved the private sector, and instilled pride in +the school among students. Among the actions he took: + + · In cooperation with the police captain, Herbert arranged for the + same two police officers to respond to all calls from Gompers. + These officers came to know the Gompers students; eventually, + students confided in the police about drug sales occurring near + the school. Police also helped school staff patrol the school + grounds and were stationed at a nearby park known for drug + trafficking. + + · Herbert stationed security guards and faculty outside each + bathroom. He organized "hall sweeps" in the middle of class + periods and no longer allowed students to leave the premises at + lunch time. + + · Herbert established a drug education program for teachers, + students, and parents that emphasized recognizing the signs of + drug use. He also implemented other drug awareness programs that + involved the police and community organizations. + + · He persuaded companies, such as IBM, to hire students for + afterschool and summer work. Students had to be drug free to + participate. This requirement demonstrated to students that + employers would not tolerate drug use. + + · A computerized attendance system was installed to notify parents of + their child's absence. Newly hired paraprofessionals, called + "family assistants," worked to locate absentees and bring them + back to school. + +The results of Herbert's actions were remarkable. In 1985, there were +no known incidents of students using alcohol or drugs in school or on +school grounds, and only one incident of violence was reported. The +percentage of students reading at or above grade level increased from +45 percent in 1979-80 to 67 percent in 1984-85. + + +Enlisting the Community + +_Recommendation #8:_ + +Reach out to the community for support and assistance in making the +school's antidrug policy and program work. Develop collaborative +arrangements in which school personnel, parents, school boards, law +enforcement officers, treatment organizations, and private groups can +work together to provide necessary resources. + +School officials should recognize that they cannot solve the drug +problem alone. They need to get the community behind their efforts by +taking action to: + + · Increase community understanding of the problem through meetings, + media coverage, and education programs. + + · Build public support for the policy; develop agreement on the goals + of a school drug policy, including prevention and enforcement + goals. + + · Educate the community about the effects and extent of the drug + problem. + + · Strengthen contacts with law enforcement agencies through + discussions about the school's specific drug problems and ways + they can assist in drug education and enforcement. + + · Call on local professionals, such as physicians and pharmacists, to + share their expertise on drug abuse as class lecturers. + + · Mobilize the resources of community groups and local businesses to + support the program. + + +_WHAT STUDENTS CAN DO_ + + +Students + +Learning the Facts + +_Recommendation #9._ + +Learn about the effects of drug use, the reasons why drugs are +harmful, and ways to resist pressures to try drugs. Students can arm +themselves with the knowledge to resist drug use by: + + · Learning about the effects and risks of drugs. + + · Learning the symptoms of drug use and the names of organizations + and individuals who are available to help when friends or family + members are in trouble. + + · Understanding the pressures to use drugs and ways to counteract + them. + + · Knowing the school rules on drugs and ways to help make the school + policy work. + + · Knowing the school procedures for reporting drug offenses. + + · Knowing the laws on drug use and the penalties, for example, for + driving under the influence of drugs and alcohol. Understanding + how the laws protect individuals and society. + + · Developing skill in communicating their opposition to drugs and + their resolve to say no. + + + _R. H. Watkins High School of Jones County, Mississippi, has + developed a pledge, excerpted below, which sets forth the duties and + responsibilities of student counselors in its peer counseling + program_. + + Responsibility Pledge for a Peer Counselor, R. H. Watkins High School + + As a drug education peer counselor you have the opportunity to help + the youth of our community develop to their full potential without + the interference of illegal drug use. It is a responsibility you + must not take lightly. Therefore, please read the following + responsibilities you will be expected to fulfill next school year + and discuss them with your parents or guardians. + + + Responsibilities of a Peer Counselor + + Understand and be able to clearly state your beliefs and attitudes + about drug use among teens and adults. + + Remain drug free. + + Maintain an average of C or better in all classes. + + Maintain a citizenship average of B or better. + + Participate in some club or extracurricular activity that + emphasizes the positive side of school life. + + Successfully complete training for the program, including, for + example, units on the identification and symptoms of drug abuse, + history and reasons for drug abuse, and the legal/economic aspects + of drug abuse. + + Successfully present monthly programs on drug abuse in each of the + elementary and junior high schools of the Laurel City school + system, and to community groups, churches, and statewide groups as + needed. + + Participate in rap sessions or individual counseling sessions with + Laurel City school students. + + Attend at least one Jones County Drug Council meeting per year, + attend the annual Drug Council Awards Banquet, work in the Drug + Council Fair exhibit and in any Drug Council workshops, if needed. + + Grades and credit for Drug Education will be awarded on successful + completion of and participation in all the above-stated activities. + + + _____________________________ __________________________________ + Student's Signature Parent's or Guardian's Signature + + +Students + +Helping Fight Drug Use + +_Recommendation #10_: + +Use an understanding of the danger posed by drugs to help other +students avoid them. Encourage other students to resist drugs, +persuade those using drugs to seek help, and report those selling +drugs to parents and the school principal. + +Although students are the primary victims of drug use in the schools, +drug use cannot be stopped or prevented unless students actively +participate in this effort. + +Students can help fight drug use by: + + · Participating in open discussions about the extent of the problem + at their own school. + + · Supporting a strong school antidrug policy and firm, consistent + enforcement of rules. + + · Setting a positive example for fellow students and speaking + forcefully against drug use. + + · Teaching other students, particularly younger ones, about the + harmful effects of drugs. + + · Encouraging their parents to join with other parents to promote a + drug-free environment outside of school. Some successful parent + groups have been started by the pressure of a son or daughter who + was concerned about drugs. + + · Becoming actively involved in efforts to inform the community about + the drug problem. + + · Starting a drug-resistance club or other activity to create + positive, challenging ways for young people to have fun without + drugs. Obtaining adult sponsorship for the group and publicizing + its activities. + + · Encouraging friends who have a drug problem to seek help and + reporting persons selling drugs to parents and the principal. + + + Greenway Middle School, + Phoenix, Arizona + +Greenway Middle School is in a rapidly growing area of Phoenix. The +student population of 950 is highly transient. + +Greenway developed a comprehensive drug prevention program in the +1979-80 school year. The program provides strict sanctions for students +caught with drugs, but its main emphasis is on prevention. Features +include: + + · Teaching students about drugs in science classes; mini-units on + why people use drugs and what treatment resources are available + to drug users; distributing and discussing current literature on + drugs; sponsoring a 1-day Prevention Fair in which community + experts talk to students about drug prevention. + + · Enrolling students and staff in the "All Star" training program + where they learn how to resist peer pressure, make decisions for + themselves, and develop plans for personal and school + improvement. + + · Providing counselor training for specially selected students; drug + counseling for students who are using drugs. + +Under Greenway's drug policy, first-time offenders who are caught using +or possessing drugs are suspended for 6 to 10 days. First-time +offenders who are caught selling drugs are subject to expulsion. The +policy is enforced in close cooperation with the local police +department. + +As a result of the Greenway program, drug use and disciplinary +referrals declined dramatically between 1979-80 and 1984-85. The number +of drug-related referrals to the school's main office decreased by 78 +percent; overall, discipline-related referrals decreased by 62 percent. + + +_WHAT COMMUNITIES CAN DO_ + + + Project DARE, + Los Angeles, California + +The police department and school district have teamed up to create DARE +(Drug Abuse Resistance Education), now operating in 405 schools from +kindergarten through grade 8 in Los Angeles. Fifty-two carefully +selected and trained frontline officers are teaching students to say no +to drugs, build their self-esteem, manage stress, resist prodrug media +messages, and develop other skills to keep them drug free. In addition, +officers spend time on the playground at recess so that students can +get to know them. Meetings are held with teachers, principals, and +parents to discuss the curriculum. + +Research has shown that DARE has improved students' attitudes about +themselves, increased their sense of responsibility for themselves and +to police, and strengthened resistance to drugs. For example, before +the DARE program began, 51 percent of fifth-grade students equated drug +use with having more friends. After training, only 8 percent reported +this attitude. + +DARE has also changed parent attitudes through an evening program to +teach parents about drugs, the symptoms of drug use, and ways to +increase family communication. Before DARE, 32 percent of parents +thought that it was all right for children to drink alcohol at a party +as long as adults were present. After DARE, no parents reported such a +view. Before DARE, 61 percent thought that there was nothing parents +could do about their children's use of drugs; only 5 percent said so +after the program. + +As a result of the high level of acceptance by principals, teachers, +the community, and students, DARE has spread from 50 elementary schools +in 1983 to all 347 elementary and 58 junior high schools in Los +Angeles. DARE will soon be fully implemented in Virginia. + + +Communities + +Providing Support + +_Recommendation #11_: + +Help schools fight drugs by providing them with the expertise and +financial resources of community groups and agencies. + +Law enforcement agencies and the courts can: + + · Provide volunteers to speak in the schools about the legal + ramifications of drug use. Officers can encourage students to + cooperate with them to stop drug use. + + · Meet with school officials to discuss drug use in the school, + share information on the drug problem outside of school, and + help school officials in their investigations. + +Social service and health agencies can: + + · Provide volunteers to speak in the school about the effects of + drugs. + + · Meet with parents to discuss symptoms of drug use and to inform + them about counseling resources. + + · Provide the schools with health professionals to evaluate + students who may be potential drug users. + + · Provide referrals to local treatment programs for students who + are using drugs. + + · Establish and conduct drug counseling and support groups for + students. + +Businesses can: + + · Speak in the schools about the effects of drug use on + employment. + + · Provide incentives for students who participate in drug + prevention programs and lead drug-free lives. + + · Help schools obtain curriculum materials for their drug + prevention program. + + · Sponsor drug-free activities for young people. + +Parent groups can: + + · Mobilize others through informal discussions, door-to-door + canvassing, and school meetings to ensure that students get a + consistent no-drug message at home, at school, and in the + community. + + · Contribute volunteers to chaperone student parties and other + activities. + +Print and broadcast media can: + + · Educate the community about the nature of the drug problem in + their schools. + + · Publicize school efforts to combat the problem. + + + Operation SPECDA, + New York City + +Operation SPECDA (School Program to Educate and Control Drug Abuse) is +a cooperative program of the New York City Board of Education and the +police department. It operates in 154 schools, serving students and +their parents from kindergarten through grade 12. SPECDA has two +aims: education and enforcement. Police help provide classes and +presentations on drug abuse in the schools. At the same time, they +concentrate enforcement efforts within a two-block radius of schools +to create a drug-free corridor for students. + +The enforcement aspect has had some impressive victories. Police have +made 7,500 arrests to date, 66 percent in the vicinity of elementary +schools. In addition, they have seized narcotics valued at more than +$1 million, as well as $1 million in cash and 139 firearms. + +SPECDA provides a simultaneous focus on education. Carefully selected +police officers team with drug abuse counselors to lead discussion +sessions throughout the fifth and sixth grades. The discussions +emphasize the building of good character and self-respect; the dangers +of drug use; civic responsibility and the consequences of actions; and +constructive alternatives to drug abuse. + +Similar presentations are made in school assemblies for students from +kindergarten through grade 4 and in the junior and senior high +schools. An evening workshop for parents helps them reinforce the +SPECDA message. + +An evaluation of participants in SPECDA demonstrates that a majority +of the students have become more aware of the dangers of drug use, and +show strong positive attitudes toward SPECDA police officers and drug +counselors. When interviewed, students have indicated a strengthened +resolve to resist drugs. + + +Communities + +Tough Law Enforcement + +_Recommendation_ #12: + +Involve local law enforcement agencies in all aspects of drug +prevention: assessment, enforcement, and education. The police and +courts should have well-established and mutually supportive +relationships with the schools. + +Community groups can: + + · Support school officials who take a strong position against drug + use. + + · Support State and local policies to keep drugs and drug + paraphernalia away from schoolchildren. + + · Build a community consensus in favor of strong penalties for + persons convicted of selling drugs, particularly for adults who + have sold drugs to children. + + · Encourage programs to provide treatment to juvenile + first-offenders while maintaining tough penalties for repeat + offenders and drug sellers. + +Law enforcement agencies, in cooperation with schools, can: + + · Establish the procedures each will follow in school drug cases. + + · Provide expert personnel to participate in prevention activities + from kindergarten through grade 12. + + · Secure areas around schools and see that the sale and use of + drugs are stopped. + + · Provide advice and personnel to help improve security in the + school or on school premises. + + + + +_CONCLUSION_ + + +Drugs threaten our children's lives, disrupt our schools, and shatter +families. Drug-related crimes overwhelm our courts, social service +agencies, and police. This situation need not and must not continue. + +Across America schools and communities _have_ found ways to turn the +tide in the battle against drugs. The methods they have used and the +actions they have taken are described in this volume. We know what +works. We know that drug use can be stopped. + +But we also know that defeating drugs is not easy. We cannot expect +the schools to do the job without the help of parents, police, the +courts, and other community groups. Drugs will only be beaten when all +of us work together to deliver a firm, consistent message to those who +would use or sell drugs: a message that illegal drugs will not be +tolerated. It is time to join in a national effort to achieve schools +without drugs. + + + + +_SPECIAL SECTIONS_ + + +TEACHING ABOUT DRUG PREVENTION + +Teaching About Drug Prevention: Sample Topics and Learning Activities + +_An effective drug prevention curriculum covers a broad set of +education objectives. This section presents a model program for +consideration by State and local school authorities who have the +responsibility to design a curriculum that meets local needs and +priorities. The program consists of four objectives, plus sample +topics and learning activities._ + + +OBJECTIVE 1: To value and maintain sound personal health; to +understand how drugs affect health. + +An effective drug prevention education program instills respect for a +healthy body and mind and imparts knowledge of how the body functions, +how personal habits contribute to good health, and how drugs affect +the body. + +At the early elementary level, children learn how to care for their +bodies. Knowledge about habits, medicine, and poisons lays the +foundation for learning about drugs. Older children begin to learn +about the drug problem and study those drugs to which they are most +likely to be exposed. The curriculum for secondary school students is +increasingly drug-specific as students learn about the effects of +certain drugs on their bodies and on adolescent maturation. + +Sample topics for elementary school: + + · The role of nutrition, medicine, and health care professionals + in preventing and treating disease. + + · The difficulties of recognizing which substances are safe to eat + or touch; ways to learn whether a substance is safe: consulting + with an adult, reading labels. + + · The effects of poisons on the body; the effects of medicine on + body chemistry: the wrong drug may make a person ill. + + · The nature of habits: their conscious and unconscious + development. + +Sample topics for secondary school: + + · Stress: how the body responds to stress; how drugs increase + stress. + + · The chemical properties of drugs. + + · The effects of drugs on the circulatory, digestive, nervous, + reproductive, and respiratory systems. The effects of drugs on + adolescent development. + + · Patterns of substance abuse: the progressive effects of drugs on + the body and mind. + + · The drug problem at school, among teenagers, and in society. + + Children tend to be present-oriented and are likely to feel + invulnerable to long-term effects of drugs. For this reason, they + should be taught about the short-term effects of drug use--such as + impact on appearance, alertness, and coordination--as well as + about the cumulative effects. + +Sample learning activities for elementary school: + + · Make a coloring book depicting various substances. Color only + those items that are safe to eat. + + · Use puppets to dramatize what can happen when chemicals are + used. + + · Write stories about what to do if a stranger offers candy, + pills, or a ride. + + · Discuss options in class. + + · Try, for a limited time, to break a bad habit. The teacher + emphasizes that it is easier not to start a bad habit than to + break one. + +Sample learning activities for high school: + + · Discuss the properties of drugs with community experts: + physicians, scientists, pharmacists, or law enforcement officers. + + · Interview social workers in drug treatment centers. Visit an + open meeting of Alcoholics Anonymous or Narcotics Anonymous. + These activities should be open only to mature students; careful + preparation and debriefing are essential. + + · Research the drug problem at school, in the community, or in the + sports and entertainment fields. + + · Design a true/false survey about drug myths and facts; conduct + the survey with classmates and analyze the results. + + · Develop an accessible lending library on drugs, well stocked + with up-to-date and carefully chosen materials. + + When an expert visits a class, both the class and the expert + should be prepared in advance. Students should learn about the + expert's profession and prepare questions to ask during the visit. + The expert should know what the objectives of the session are and + how the session fits into previous and subsequent learning. The + expert should participate in a discussion or classroom activity, + not simply appear as a speaker. + + +OBJECTIVE 2: To respect laws and rules prohibiting drugs. + +The program teaches children to respect rules and laws as the +embodiment of social values and as tools for protecting individuals +and society. It provides specific instruction about laws concerning +drugs. + +Students in the early grades learn to identify rules and to understand +their importance, while older students learn about the school drug +code and laws regulating drugs. + +Sample topics for elementary school: + + · What rules are and what would happen without them. + + · What values are and why they should guide behavior. + + · What responsible behavior is. + + · Why it is wrong to take drugs. + +Sample topics for secondary school: + + · Student responsibilities in promoting a drug-free school. + + · Local, State, and Federal laws on controlled substances; why + these laws exist and how they are enforced. + + · Legal and social consequences of drug use. Penalties for driving + under the influence of alcohol or drugs. The relationship between + drugs and other crimes. + +Sample learning activities for elementary school: + + · Use stories and pictures to identify rules and laws in everyday + life (e.g., lining up for recess). + + · Imagine how to get to school in the absence of traffic laws; try + to play a game that has no rules. + + · Name things important to adults and then list rules they have + made about these things. (This activity helps explain values.) + + · Solve a simple problem (e.g., my sister hits me; my math grades + are low). Discuss which solutions are best and why. + + · Discuss school drug policies with the principal and other staff + members. Learn how students can help make the policy work better. + + · Explain the connection between drug users, drug dealers, and + drug traffickers and law enforcement officers whose lives are + placed at risk or lost in their efforts to stop the drug trade. + +Sample learning activities for secondary school: + + · Resolve hypothetical school situations involving drug use. + Analyze the consequences for the school, other students, and the + individuals involved. + + · Collect information about accidents, crimes, and other problems + related to drugs. Analyze how the problem might have been + prevented and how the incident affected the individuals involved. + + · Conduct research projects. Interview members of the community + such as attorneys, judges, police officers, State highway patrol + officers, and insurance agents about the effects of drug use on + the daily lives of teenagers and their families. + + · Draft a legislative petition proposing enactment of a State law + on drug use. Participate in a mock trial or legislative session + patterned after an actual trial or debate. Through these + activities, students learn to develop arguments on behalf of drug + laws and their enforcement. + + +OBJECTIVE 3: To recognize and resist pressures to use drugs. + +Social influences play a key role in encouraging children to try +drugs. Pressures to use drugs come from internal sources, such as a +child's desire to feel included in a group or to demonstrate +independence, and external influences, such as the opinions and +example of friends, older children, and adults, and media messages. + +Students must learn to identify these pressures. They must then learn +how to counteract messages to use drugs and gain practice in saying +no. The education program emphasizes influences on behavior, +responsible decision-making, and techniques for resisting pressures to +use drugs. + +Sample topics for elementary through high school: + + · The influence of popular culture on behavior. + + · The influence of peers, parents, and other important individuals + on a student's behavior. How the need to feel accepted by others + influences behavior. + + · Ways to make responsible decisions and deal constructively with + disagreeable moments and pressures. + + · Reasons for not taking drugs. + + · Situations in which students may be pressured into using drugs. + + · Ways of resisting pressure to use drugs. + + · Benefits of resisting pressure to use drugs. + +Sample learning activities for elementary through high school: + + · Describe recent personal decisions. In small groups, decide what + considerations influenced the decision (e.g., opinions of family + or friends, beliefs, desire to be popular) and analyze choices + and consequences. + + · Examine ads for cigarettes, over-the-counter drugs, and alcohol, + deciding what images are being projected and whether the ads are + accurate. + + · Read stories about famous people who stood up for their beliefs + in the face of opposition. Students can discuss how these people + withstood the pressure and what they accomplished. + + · Give reasons for not taking drugs. Discuss with a health + educator or drug counselor the false arguments for using drugs. + Develop counter-arguments in response to typical messages or + pressures on behalf of drug use. + + · Given a scenario depicting pressure to use drugs, act out ways + of resisting (simply refusing, giving a reason, leaving the scene, + etc.). Students then practice these techniques repeatedly. + Demonstrate ways of resisting pressures, using older students + specially trained as peer teachers. + + · Present scenarios involving drug-related problems (e.g., + learning that another student is selling drugs, a sibling using + drugs; or being offered a drive home by a friend under the + influence of drugs). Students practice what they would do and + discuss to whom they would turn for help. Teachers should + discuss and evaluate the appropriateness of student responses. + + · Discuss how it feels to resist pressures to take drugs. Hold a + poster contest to depict the benefits derived both from not + using and from saying no (e.g., being in control, increased + respect from others, self-confidence). + + +OBJECTIVE 4: To promote activities that reinforce the positive, +drug-free elements of student life. + +School activities that provide students opportunities to have fun +without drugs--and to contribute to the school community--build +momentum for peer pressure not to use drugs. These school activities +also nurture positive examples by giving older students opportunities +for leadership related to drug prevention. + +Sample activities: + + · Make participation in school activities dependent on an + agreement not to use drugs. + + · Ensure that drugs will not be available at school-sponsored + activities or parties. Plan these events carefully to be certain + that students have attractive alternatives to drug use. + + · Give students opportunities for leadership. They can be trained + to serve as peer leaders in drug prevention programs, write + plays, or design posters for younger students. Activities such + as these provide youthful role models who demonstrate the + importance of not using drugs. Youth training programs are + available that prepare students to assist in drug education and + provide information on how to form drug-free youth groups. + + · Form action teams for school improvement with membership limited + to students who are drug free. These action teams campaign + against drug use, design special drug-free events, conduct and + follow up on surveys of school needs, help teachers with + paperwork, tutor other students, or improve the appearance of + the school. Through these activities, students develop a stake + in their school, have the opportunity to serve others, and have + positive reasons to reject drug use. + + +HOW THE LAW CAN HELP + +Federal law accords school officials broad authority to regulate +student conduct and supports reasonable and fair disciplinary action. +The Supreme Court recently reaffirmed that the constitutional rights +of students in school are not "automatically coextensive with the +rights of adults in other settings."[1] Rather, recognizing that "in +recent years ... drug use and violent crime in the schools have become +major social problems," the Court has emphasized the importance of +effective enforcement of school rules.[2] On the whole, a school "is +allowed to determine the methods of student discipline and need not +exercise its discretion with undue timidity."[3] + +An effective campaign against drug use requires a basic understanding +of legal techniques for searching and seizing drugs and drug-related +material, for suspending and expelling students involved with drugs, +and for assisting law enforcement officials in the prosecution of drug +offenders. Such knowledge will both help schools identify and penalize +students who use or sell drugs at school and enable school officials +to uncover the evidence needed to support prosecutions under Federal +and State criminal laws that contain strong penalties for drug use and +sale. In many cases, school officials can be instrumental in +successful prosecutions. + +In addition to the general Federal statutes that make it a crime to +possess or distribute a controlled substance, there are special +Federal laws designed to protect children and schools from drugs: + + An important part of the Comprehensive Crime Control Act of 1984 + makes it a _Federal crime to sell drugs in or near a public or + private elementary or secondary school._ Under this new + _"schoolhouse" law_, sales within 1,000 feet of school grounds are + punishable by up to _double_ the sentence that would apply if the + sale occurred elsewhere. Even more serious mandatory penalties are + available for repeat offenders.[4] + + _Distribution or sale to minors_ of controlled substances is also + a _Federal crime_. When anyone over age 21 sells drugs to anyone + under 18, the seller runs the risk that he will receive up to + _double_ the sentence that would apply to a sale to an adult. Here + too, more serious penalties can be imposed on repeat offenders.[5] + +By working with Federal and State prosecutors in their area, schools +can help to ensure that these laws and others are used to make +children and schools off-limits to drugs. + +The following pages describe in general terms the Federal laws +applicable to the development of an effective school drug policy. This +handbook is not a compendium of all laws that may apply to a school +district, and it is not intended to provide legal advice on all issues +that may arise. School officials must recognize that many legal issues +in the school context are also governed, in whole or in part, by State +and local laws, which, given their diversity, cannot be covered here. +Advice should be sought from legal counsel in order to understand the +applicable laws and to ensure that the school's policies and actions +make full use of the available methods of enforcement. + +Most private schools, particularly those that receive little or no +financial assistance from public sources and are not associated with a +public entity, enjoy a greater degree of legal flexibility with +respect to combating the sale and use of illegal drugs. Depending on +the terms of their contracts with enrolled students, such schools may +be largely free of the restrictions that normally apply to drug +searches or the suspension or expulsion of student drug users. Private +school officials should consult legal counsel to determine what +enforcement measures may be available to them. + +School procedures should reflect the available legal means for +combating drug use. These procedures should be known to and understood +by school administrators and teachers as well as students, parents, +and law enforcement officials. Everyone should be aware that school +authorities have broad power within the law to take full, appropriate, +and effective action against drug offenders. Additional sources of +information on legal issues in school drug policy are listed at the +end of this handbook. + + +SEARCHING FOR DRUGS WITHIN THE SCHOOL + +In some circumstances, the most important tool for controlling drug +use is an effective program of drug searches. School administrators +should not condone the presence of drugs _anywhere_ on school +property. The presence of any drugs or drug-related materials in +school can mean only one thing--that drugs are being used or +distributed in school. Schools committed to fighting drugs should do +everything they can to determine whether school grounds are being used +to facilitate the possession, use, or distribution of drugs and to +prevent such crimes. + +In order to institute an effective drug search policy in schools with +a substantial problem, school officials can take several steps. First, +they can identify the specific areas in the school where drugs are +likely to be found or used. Student lockers, bathrooms, and "smoking +areas" are obvious candidates. Second, school administrators can +clearly announce _in writing_ at the _beginning_ of the school year +that these areas will be subject to unannounced searches and that +students should consider such areas "public" rather than "private." +The more clearly a school specifies that these portions of the +school's property are public, the less likely it is that a court will +conclude that students retain any reasonable expectation of privacy in +these places and the less justification will be needed to search such +locations. + +School officials should, therefore, formulate and disseminate to all +students and staff a written policy that will permit an effective +program of drug searches. Courts have usually upheld locker searches +where schools have established written policies under which the school +retains joint control over student lockers, maintains duplicate or +master keys for all lockers, and reserves the right to inspect lockers +at any time.[6] While this has not become established law in every +part of the country, it will be easier to justify locker searches in +schools that have such policies. Moreover, the mere existence of such +policies can have a salutary effect. If students know that their +lockers may be searched, drug users will find it much more difficult +to maintain quantities of drugs in school. + +The effectiveness of such searches may be improved with the use of +specially trained dogs. Courts have generally held that the use of +dogs to detect drugs on or in _objects_ such as lockers, ventilators, +or desks as opposed to persons, is not a "search" within the meaning +of the Fourth Amendment.[7] Accordingly, school administrators are +generally justified in using dogs in this way. + +It is important to remember that any illicit drugs and drug-related +items discovered at school are evidence that may be used in a criminal +trial. School officials should be careful, first, to protect the +evidentiary integrity of such seizures by making sure that the items +are obtained in permissible searches, since unlawfully acquired +evidence will not be admissible in criminal proceedings. Second, +school officials should work closely with local law enforcement +officials to preserve, in writing, the nature and circumstances of any +seizure of drug contraband. In a criminal prosecution, the State must +prove that the items produced as evidence in court are the same items +that were seized from the suspect. Thus, the State must establish a +"chain of custody" over the seized items which accounts for the +possession of the evidence from the moment of its seizure to the +moment it is introduced in court. School policy regarding the +disposition of drug-related items should include procedures for the +custody and safekeeping of drugs and drug-related materials prior to +their removal by the police and procedures for recording the +circumstances regarding the seizure. + + +_Searching Students_ + +In some circumstances, teachers or other school personnel will wish to +search a student whom they believe to be in possession of drugs. The +Supreme Court has stated that searches may be carried out according to +"the dictates of reason and common sense."[8] The Court has recognized +that the need of school authorities to maintain order justifies +searches that might otherwise be unreasonable if undertaken by police +officers or in the larger community. Thus the Court held in 1985 that +school officials, unlike the police, do _not_ need "probable cause" to +conduct a search. Nor do they need a search warrant.[9] + +Under the Supreme Court's ruling: + + · School officials may institute a search if there are "reasonable + grounds" to believe that the search will reveal evidence that + the student has violated or is violating either the law or the + rules of the school. + + · The extent of the permissible search will depend on whether the + measures used are reasonably related to the purpose of the + search and are not excessively intrusive in light of the age and + sex of the student. + + · School officials are not required to obtain search warrants when + they carry out searches independent of the police and other law + enforcement officials. A more stringent legal standard may apply + if law enforcement officials are involved in the search. + + +_Interpretation of "Reasonable Grounds"_ + +Lower courts are beginning to interpret and apply the "reasonable +grounds" standard in the school setting. From these cases it appears +that courts will require more than general suspicion, curiosity, +rumor, or a hunch to justify searching a student or his possessions. +Factors that will help sustain a search include the observation of +specific and describable behavior or activities leading one reasonably +to believe that a given student is engaging in or has engaged in +prohibited conduct. The more specific the evidence in support of +searching a particular student, the more likely the search will be +upheld. For example, courts using a "reasonable grounds" (or similar) +standard have upheld the right of school officials to search: + + · A student's purse, after a teacher saw her smoking in a restroom + and the student denied having smoked or being a smoker.[10] + + · A student's purse, after several other students said that she + had been distributing firecrackers.[11] + + · A student's pockets, based on a phone tip about drugs from an + anonymous source believed to have previously provided accurate + information.[12] + + +_Scope of the Permissible Search_ + +School officials are authorized to conduct searches within reasonable +limits. The Supreme Court has described two aspects of these limits. +First, when officials conduct a search, they must use only measures +that are reasonably related to the purpose of the search; second, the +search may not be excessively intrusive in light of the age or sex of +the student. For example, if a teacher believes she has seen one +student passing a marijuana cigarette to another student, she might +reasonably search the students and any nearby belongings in which the +students might have tried to hide the drug. If it turns out that what +the teacher saw was a stick of gum, she would have no justification +for any further search for drugs. + +The more intrusive the search, the greater the justification that will +be required by the courts. A search of a student's jacket or bookbag +can often be justified as reasonable. At the other end of the +spectrum, strip searches are considered a highly intrusive invasion of +an individual's privacy and are viewed with disfavor by the courts +(although even these searches have been upheld in certain +extraordinary circumstances). + +School officials do not necessarily have to stop a search if they find +what they are looking for. If the search of a student reveals items +that create reasonable grounds for suspecting that he may also possess +other evidence of crime or misconduct, the school officials may +continue the search. For example, if a teacher justifiably searches a +student's purse for cigarettes and finds rolling papers like those +used for marijuana cigarettes, it will then be reasonable for the +teacher to search the rest of the purse for other evidence of drugs. + + +_Consent_ + +If a student consents to a search, the search is permissible, +regardless of whether there would otherwise be reasonable grounds for +the search. To render such a search valid, however, the student must +give consent knowingly and voluntarily. + +Establishing whether the student's consent was voluntary can be +difficult, and the burden is on the school officials to prove +voluntary consent. If a student agrees to be searched out of fear or +as a result of other coercion, that consent will probably be found +invalid. Similarly, if school officials indicate that a student must +agree to a search or if the student is very young or otherwise unaware +that he has the right to object, his consent will also be held +invalid. School officials may find it helpful to explain to students +that they need not consent to a search. In some cases, standard +consent forms may be useful. + +If a student is asked to consent to a search and refuses, that refusal +does not mean that the search may not be conducted. Rather, in the +absence of consent, school officials retain the authority to conduct a +search when there are reasonable grounds to justify it, as described +previously. + + +_Special Types of Student Searches_ + +Schools with severe drug problems may occasionally wish to resort to +more intrusive searches, such as the use of trained dogs or urinalysis +to screen students for drug use. The Supreme Court has yet to address +these issues. The following paragraphs explain the existing rulings on +these subjects by other courts: + + · _Specially trained dogs._ The few courts that have considered + this issue disagree as to whether the use of a specially trained + dog to detect drugs on students constitutes a search within the + meaning of the Fourth Amendment. Some courts have held that a + dog's sniffing of a student is a search, and that, in the school + setting, individualized grounds for reasonable suspicion are + required in order for such a "sniff-search" to be held + constitutional.[13] Under this standard, a blanket search of a + school's entire student population by specially trained dogs + would be prohibited. + + At least one other court has held that the use of trained dogs + does not constitute a search, and has permitted the use of such + dogs without individualized grounds for suspicion.[14] Another + factor that courts may consider is the way that the dogs detect + the presence of drugs. In some instances, the dogs are merely + led down hallways or classroom aisles. In contrast, having the + dogs actually touch parts of the students' bodies is more + intrusive and would likely require specific justification. + + Courts have generally held that the use of specially trained + dogs to detect drugs on objects, as opposed to persons, is not a + search within the meaning of the Fourth Amendment. Therefore, + school officials may often be able to use dogs to inspect + student lockers and school property.[15] + + · _Drug testing._ The use of urinalysis or other tests to screen + students for drugs is a relatively new phenomenon and the law in + this area is still evolving. The few courts that have considered + this issue so far have not upheld urinalysis to screen public + school students for drugs.[16] The permissibility of drug + testing of students has not yet been determined under all + circumstances, although drug testing of adults has been upheld + in the criminal law setting. + + +SUSPENSION AND EXPULSION + +A school policy may lawfully provide for penalties of varying +severity, including suspension and expulsion, to respond to +drug-related offenses. The Supreme Court has recently held that +because schools "need to be able to impose disciplinary sanctions for +a wide range of unanticipated conduct disruptive of the educational +process," a school's disciplinary rules need not be as detailed as a +criminal code.[17] Nonetheless, it is helpful for school policies to +be explicit about the types of offenses that will be punished and +about the penalties that may be imposed for each of these (e.g., use, +possession, or sale of drugs). State and local law will usually +determine the range of sanctions that is permissible. In general, +courts will require only that the penalty imposed for drug-related +misconduct be rationally related to the severity of the offense. + +School officials should not forget that they have jurisdiction to +impose punishment for some drug-related offenses that occur off +campus. Depending upon State and local laws, schools are often able to +punish conduct at off-campus, school-sponsored events as well as +off-campus conduct that has a direct and immediate effect on school +activities. + + +_Procedural Guidelines_ + +Students facing suspension or expulsion from school are entitled under +the U.S. Constitution and most State constitutions to common sense due +process protections of notice and an opportunity to be heard. Because +the Supreme Court has recognized that a school's ability to maintain +order would be impeded if formal procedures were required every time +school authorities sought to discipline a student, the Court has held +that the nature and formality of the "hearing" will depend on the +severity of the sanction being imposed. + +A formal hearing is not required when a school seeks to suspend a +student for 10 days or less.[18] The Supreme Court has held that due +process in that situation requires only that: + + · The school must inform the student, either orally or in writing, + of the charges against him and of the evidence to support those + charges. + + · The school must give the student an opportunity to deny the + charges and present his side of the story. + + · As a general rule, this notice and rudimentary hearing should + precede a suspension. However, a student whose presence poses a + continuing danger to persons or property or an ongoing threat of + disrupting the academic process may be immediately removed from + school. In such a situation, the notice and rudimentary hearing + should follow as soon as possible. + +The Supreme Court has also stated that more formal procedures may be +required for suspensions longer than 10 days and for expulsions. +Although the Court has not established specific procedures to be +followed in those situations, other Federal courts[19] have set the +following guidelines for expulsions. These guidelines would apply to +suspensions longer than 10 days as well: + + · The student must be notified in writing of the specific charges + against him which, if proven, would justify expulsion. + + · The student should be given the names of the witnesses against + him and an oral or written report on the facts to which each + witness will testify. + + · The student should be given the opportunity to present his own + defense against the charges and to produce witnesses or + testimony on his behalf. + +Many States have laws governing the procedures required for +suspensions and expulsions. Because applicable statutes and judicial +rulings vary across the country, local school districts may enjoy a +greater or lesser degree of flexibility in establishing procedures for +suspensions and expulsions. + +School officials must also be aware of the special procedures that +apply to suspension or expulsion of handicapped students under Federal +law and regulations.[20] + + +_Effect of Criminal Proceedings Against a Student_ + +A school may usually pursue disciplinary action against a student +regardless of the status of any outside criminal prosecution. That is, +Federal law does not require the school to await the outcome of the +criminal prosecution before initiating proceedings to suspend or expel +a student or to impose whatever other penalty is appropriate for the +violation of the school's rules. In addition, a school is generally +free under Federal law to discipline a student when there is evidence +that the student has violated a school rule, even if a juvenile court +has acquitted (or convicted) the student or if local authorities have +declined to prosecute criminal charges stemming from the same +incident. Schools may wish to discuss this subject with counsel. + + +_Effect of Expulsion_ + +State and local law will determine the effect of expelling a student +from school. Some State laws require the provision of alternative +schooling for students below a certain age. In other areas, expulsion +may mean the removal from public schools for the balance of the school +year or even the permanent denial of access to the public school +system. + + +CONFIDENTIALITY OF EDUCATION RECORDS + +To rid their schools of drugs, school officials will periodically need +to report drug-related crimes to police and to assist local law +enforcement authorities in detecting and prosecuting drug offenders. +In doing so, schools will need to take steps to ensure compliance with +Federal and State laws governing confidentiality of student records. + +The Federal law that addresses this issue is the Family Educational +Rights and Privacy Act (FERPA),[21] which applies to any school that +receives Federal funding and which limits the disclosure of certain +information about students that is contained in education records.[22] +Under FERPA, disclosure of information in education records to +individuals or entities other than parents, students, and school +officials is only permissible in specified situations.[23] In many +cases, unless the parents or an eligible student[24] provides written +consent, FERPA will limit a school's ability to turn over education +records or to disclose information from them to the police. Such +disclosure is permitted, however, if (1) it is required by a court +order or subpoena, or (2) it is warranted by a health or safety +emergency. In the first of these two cases, reasonable efforts must be +made to notify the student's parents before the disclosure is made. +FERPA also permits disclosure if a State law enacted before November +19, 1974, specifically requires disclosure to State and local +officials. + +Schools should be aware, however, that because FERPA only governs +information in education records, it does not limit disclosure of +other information. Thus, school employees are free to disclose any +information of which they become aware through personal observation. +For example, a teacher who witnesses a drug transaction may, when the +police arrive, report what he witnessed. Similarly, evidence seized +from a student during a search is not an education record and may be +turned over to the police without constraint. + +State laws and school policies may impose additional, and sometimes +more restrictive, requirements regarding the disclosure of information +about students. Since this area of the law is complicated, it is +especially important that an attorney be involved in formulating +school policy under FERPA and applicable State laws. + + +OTHER LEGAL ISSUES + +_Lawsuits Against Schools or School Officials_ + +Disagreements between parents or students and school officials about +disciplinary measures usually can be resolved informally. Occasionally, +however, a school's decisions and activities relating to disciplinary +matters are the subject of lawsuits by parents or students against +administrators, teachers, and school systems. For these reasons, it is +advisable that school districts obtain adequate insurance coverage for +themselves and for _all_ school personnel for liability arising from +disciplinary actions. + +Suits may be brought in Federal or State court; typically, they are +based on a claim that a student's constitutional or statutory rights +have been violated. Frequently, these suits will seek to revoke the +school district's imposition of some disciplinary measure, for +example, by ordering the reinstatement of a student who has been +expelled or suspended. Suits may also attempt to recover money damages +from the school district or the employee involved, or both, however, +court awards of money damages are extremely rare. Moreover, although +there can be no guarantee of a given result in any particular case, +courts in recent years have tended to discourage such litigation. + +In general, disciplinary measures imposed reasonably and in accordance +with established legal requirements will be upheld by the courts. As a +rule, Federal judges will not substitute their interpretations of +school rules or regulations for those of local school authorities or +otherwise second-guess reasonable decisions by school officials.[25] +In addition, school officials are entitled to a qualified good faith +immunity from personal liability for damages for having violated a +student's Federal constitutional or civil rights.[26] When this +immunity applies, it shields school officials from any personal +liability for money damages. Thus, as a general matter, personal +liability is very rare, because officials should not be held +personally liable unless their actions are clearly unlawful, +unreasonable, or arbitrary. + +When a court does award damages, the award may be "compensatory" or +"punitive." Compensatory damages are awarded to compensate the student +for injuries actually suffered as a result of the violation of his or +her rights and cannot be based upon the abstract "value" or +"importance" of the constitutional rights in question.[27] The burden +is on the student to prove that he suffered actual injury as a result +of the deprivation. Thus, a student who is suspended, but not under +the required procedures, will not be entitled to compensation if he +would have been suspended had a proper hearing been held. If the +student cannot prove that the failure to hold a hearing itself caused +him some compensable harm, then the student is entitled to no more +than nominal damages, such as $1.00.[28] "Punitive damages" are +awarded to punish the perpetrator of the injury. Normally, punitive +damages are awarded only when the conduct in question is malicious, +unusually reckless, or otherwise reprehensible. + +Parents and students can also claim that actions by a school or school +officials have violated State law. For example, it can be asserted +that a teacher "assaulted" a student in violation of a State criminal +law. The procedures and standards in actions involving such violations +are determined by each State. Some States provide a qualified immunity +from tort liability under standards similar to the "good faith" +immunity in Federal civil rights actions. Other States provide +absolute immunity under their law for actions taken in the course of a +school official's duties. + + +_Nondiscrimination in Enforcement of Discipline_ + +Federal law applicable to programs or activities receiving Federal +financial assistance prohibits school officials who are administering +discipline from discriminating against students on the basis of race, +color, national origin, or sex. Schools should therefore administer +their discipline policies even-handedly, without regard to such +considerations. Thus, as a general matter, students with similar +disciplinary records who violate the same rule in the same way should +be treated similarly. For example, if male and female students with no +prior record of misbehavior are caught together smoking marijuana, it +would not, in the absence of other relevant factors, be advisable for +the school to suspend the male for 10 days while imposing only an +afternoon detention on the female. Such divergent penalties for the +same offense may be appropriate, however, if, for example, the student +who received the harsher punishment had a history of misconduct or +committed other infractions after this first confrontation with school +authorities. + +School officials should also be aware of and adhere to the special +rules and procedures for the disciplining of handicapped students +under the Education of the Handicapped Act, 20 USC § 1400-20, and +Section 504 of the Rehabilitation Act of 1973, 29 USC § 794. + +(For legal citations, see reference section.) + + +_RESOURCES_ + +_Specific Drugs and Their Effects_ + + +CANNABIS + +Effects + +All forms of cannabis have negative physical and mental effects. +Several regularly observed physical effects of cannabis are a +substantial increase in the heart rate, bloodshot eyes, a dry mouth +and throat, and increased appetite. + +Use of cannabis may impair or reduce short-term memory and +comprehension, alter sense of time, and reduce ability to perform +tasks requiring concentration and coordination, such as driving a car. +Research also shows that students do not retain knowledge when they +are "high." Motivation and cognition may be altered, making the +acquisition of new information difficult. Marijuana can also produce +paranoia and psychosis. + +Because users often inhale the unfiltered smoke deeply and then hold +it in their lungs as long as possible, marijuana is damaging to the +lungs and pulmonary system. Marijuana smoke contains more +cancer-causing agents than tobacco. + +Long-term users of cannabis may develop psychological dependence and +require more of the drug to get the same effect. The drug can become +the center of their lives. + + Type What is What does it How is + it called? look like? it used? + ------------------------------------------------------------------- + Marijuana Pot Dried parsley mixed Eaten + Grass with stems that Smoked + Weed may include seeds + Reefer + Dope + Mary Jane + Sinsemilla + Acapulco Gold + Thai Sticks + ------------------------------------------------------------------- + Tetrahydro- THC Soft gelatin capsules Taken orally + cannabinol Smoked + ------------------------------------------------------------------- + Hashish Hash Brown or black Eaten + cakes or balls Smoked + ------------------------------------------------------------------- + Hashish Oil Hash Oil Concentrated Smoked--mixed + syrupy liquid with tobacco + varying in color + from clear to black + ------------------------------------------------------------------- + + +INHALANTS + +Effects + +Immediate negative effects of inhalants include nausea, sneezing, +coughing, nose-bleeds, fatigue, lack of coordination, and loss of +appetite. Solvents and aerosol sprays also decrease the heart and +respiratory rates, and impair judgment. Amyl and butyl nitrite cause +rapid pulse, headaches, and involuntary passing of urine and feces. +Long-term use may result in hepatitis or brain hemorrhage. + +Deeply inhaling the vapors, or using large amounts over a short +period of time, may result in disorientation, violent behavior, +unconsciousness, or death. High concentrations of inhalants can cause +suffocation by displacing the oxygen in the lungs or by depressing the +central nervous system to the point that breathing stops. + +Long-term use can cause weight loss, fatigue, electrolyte imbalance, +and muscle fatigue. Repeated sniffing of concentrated vapors over time +can permanently damage the nervous system. + + Type What is What does it How is + it called? look like? it used? + ------------------------------------------------------------------- + Nitrous Laughing gas Propellant for Vapors inhaled + Oxide Whippets whipped + cream in aerosol + spray can + Small 8-gram metal + cylinder sold with + a balloon or + pipe (buzz bomb) + ------------------------------------------------------------------- + Amyl Poppers Clear yellowish Vapors inhaled + Nitrite Snappers liquid in ampules + ------------------------------------------------------------------- + Butyl Rush Packaged in small Vapors inhaled + Nitrite Bolt bottles + Locker room + Bullet + Climax + ------------------------------------------------------------------- + Chlorohydro- Aerosol Aerosol paint cans Vapors inhaled + carbons sprays Containers of cleaning + fluid + ------------------------------------------------------------------- + Hydrocarbons Solvents Cans of aerosol Vapors inhaled + propellants, + gasoline, glue, + paint thinner + ------------------------------------------------------------------- + + +STIMULANT: COCAINE + +Effects + +Cocaine stimulates the central nervous system. Its immediate effects +include dilated pupils and elevated blood pressure, heart rate, +respiratory rate, and body temperature. Occasional use can cause a +stuffy or runny nose, while chronic use can ulcerate the mucous +membrane of the nose. Injecting cocaine with unsterile equipment can +cause AIDS, hepatitis, and other diseases. Preparation of freebase, +which involves the use of volatile solvents, can result in death or +injury from fire or explosion. Cocaine can produce psychological and +physical dependency, a feeling that the user cannot function without +the drug. In addition, tolerance develops rapidly. + +Crack or freebase rock is extremely addictive, and its effects are +felt within 10 seconds. The physical effects include dilated pupils, +increased pulse rate, elevated blood pressure, insomnia, loss of +appetite, tactile hallucinations, paranoia, and seizures. + +The use of cocaine can cause death by disrupting the brain's control +of the heart and respiration. + + Type What is What does it How is + it called? look like? it used? + ------------------------------------------------------------------- + Cocaine Coke White crystalline Inhaled + Snow powder, often through + Flake diluted with nasal + White other ingredients passages + Blow Injected + Nose Candy Smoked + Big C + Snowbirds + Lady + ------------------------------------------------------------------- + Crack or Crack Light brown or Smoked + cocaine Freebase rocks beige pellets--or + Rock crystalline rocks + that resemble coagulated + soap; often packaged + in small vials + ------------------------------------------------------------------- + + +OTHER STIMULANTS + +Effects + +Stimulants can cause increased heart and respiratory rates, elevated +blood pressure, dilated pupils, and decreased appetite. In addition, +users may experience sweating, headache, blurred vision, dizziness, +sleeplessness, and anxiety. Extremely high doses can cause a rapid or +irregular heartbeat, tremors, loss of coordination, and even physical +collapse. An amphetamine injection creates a sudden increase in blood +pressure that can result in stroke, very high fever, or heart failure. + +In addition to the physical effects, users report feeling restless, +anxious, and moody. Higher doses intensify the effects. Persons who +use large amounts of amphetamines over a long period of time can +develop an amphetamine psychosis that includes hallucinations, +delusions, and paranoia. These symptoms usually disappear when drug +use ceases. + + Type What is What does it How is + it called? look like? it used? + ------------------------------------------------------------------- + Amphetamines Speed Capsules Taken orally + Uppers Pills Injected + Ups Tablets Inhaled + Black Beauties through + Pep Pills nasal + Copilots passages + Bumblebees + Hearts + Benzedrine + Dexedrine + Footballs + Biphetamine + ------------------------------------------------------------------- + Metham- Crank White powder Taken orally + phetamines Crystal Meth Pills Injected + Crystal A rock which Inhaled + Methedrine resembles a through + Speed block of paraffin nasal + passages + ------------------------------------------------------------------- + Additional Ritalin Pills Taken orally + Stimulants Cylert Capsules Injected + Preludin Tablets + Didrex + Pre-State + Voranil + Tenuate + Tepanil + Pondimin + Sandrex + Plegine + Ionamin + ------------------------------------------------------------------- + + +DEPRESSANTS + +Effects + +The effects of depressants are in many ways similar to the effects of +alcohol. Small amounts can produce calmness and relaxed muscles, but +somewhat larger doses can cause slurred speech, staggering gait, and +altered perception. Very large doses can cause respiratory depression, +coma, and death. The combination of depressants and alcohol can +multiply the effects of the drugs, thereby multiplying the risks. + +The use of depressants can cause both physical and psychological +dependence. Regular use over time may result in a tolerance to the +drug, leading the user to increase the quantity consumed. When regular +users suddenly stop taking large doses, they may develop withdrawal +symptoms ranging from restlessness, insomnia, and anxiety to +convulsions and death. + +Babies born to mothers who abuse depressants during pregnancy may be +physically dependent on the drugs and show withdrawal symptoms shortly +after they are born. Birth defects and behavioral problems also may +result. + + Type What is What does it How is + it called? look like? it used? + ------------------------------------------------------------------- + Barbiturates Downers Red, yellow, blue, Taken orally + Barbs or red and blue + Blue Devils capsules + Red Devils + Yellow Jacket + Yellows + Nembutal + Seconal + Amytal + Tuinals + ------------------------------------------------------------------- + Methaqualone Quaaludes Tablets Taken orally + Ludes + Sopors + ------------------------------------------------------------------- + Tranquilizers Valium Tablets Taken orally + Librium Capsules + Equanil + Miltown + Serax + Tranxene + ------------------------------------------------------------------- + + +HALLUCINOGENS + +Effects + +Phencyhdine (PCP) interrupts the functions of the neocortex, the +section of the brain that controls the intellect and keeps instincts +in check. Because the drug blocks pain receptors, violent PCP episodes +may result in self-inflicted injuries. + +The effects of PCP vary, but users frequently report a sense of +distance and estrangement. Time and body movement are slowed down. +Muscular coordination worsens and senses are dulled. Speech is blocked +and incoherent. + +Chronic users of PCP report persistent memory problems and speech +difficulties. Some of these effects may last 6 months to a year +following prolonged daily use. Mood disorders--depression, anxiety, +and violent behavior--also occur in later stages of chronic use, users +often exhibit paranoid and violent behavior and experience +hallucinations. + +Large doses may produce convulsions and coma, heart and lung failure, +or ruptured blood vessels in the brain. + +Lysergic acid (LSD), mescaline, and psilocybin cause illusions and +hallucinations. The physical effects may include dilated pupils, +elevated body temperature, increased heart rate and blood pressure, +loss of appetite, sleeplessness, and tremors. + +Sensations and feelings may change rapidly. It is common to have a bad +psychological reaction to LSD, mescaline, and psilocybin. The user may +experience panic, confusion, suspicion, anxiety, and loss of control. +Delayed effects, or flashbacks, can occur even after use has ceased. + + Type What is What does it How is + it called? look like? it used? + ------------------------------------------------------------------- + Phencychdine PCP Liquid Taken orally + Angel Dust Capsules Injected + Loveboat White crystalline Smoked--can + Lovely powder be sprayed + Hog Pills on cigarettes, + Killer Weed parsley, and + marijuana + ------------------------------------------------------------------- + Lysergic Acid LSD Brightly colored tablets Taken orally + Acid Acid Impregnated blotter paper Licked off + Diethylamide Green or Red Thin squares of gelatin paper + Dragon Clear liquid Gelatin and + White Lightning liquid can + Blue Heaven be put in + Sugar Cubes the eyes + Microdot + ------------------------------------------------------------------- + Mescaline Mesc Hard brown discs Discs--chewed, + and Peyote Buttons Tablets swallowed, + Cactus Capsules or smoked + Tablets and + capsules-- + taken + orally + ------------------------------------------------------------------- + Psilocybin Magic Fresh or dried mushroom Chewed and + mushrooms swallowed + Mushrooms + ------------------------------------------------------------------- + + +NARCOTICS + +Effects + +Narcotics initially produce a feeling of euphoria that often is +followed by drowsiness, nausea, and vomiting. Users also may +experience constricted pupils, watery eyes, and itching. An overdose +may produce slow and shallow breathing, clammy skin, convulsions, +coma, and possibly death. + +Tolerance to narcotics develops rapidly and dependence is likely. The +use of contaminated syringes may result in diseases such as AIDS, +endocarditis, and hepatitis. Addiction in pregnant women can lead to +premature, stillborn, or addicted infants who experience severe +withdrawal symptoms. + + Type What is What does it How is + it called? look like? it used? + ------------------------------------------------------------------- + Heroin Smack Powder, white to dark Injected + Horse brown Inhaled + Brown Sugar Tar-like substance through + Junk nasal + Mud passages + Big H Smoked + Black Tar + ------------------------------------------------------------------- + Methadone Dolophine Solution Taken orally + Methadose Injected + Amidone + ------------------------------------------------------------------- + Codeine Empirin Dark liquid varying Taken orally + compound in thickness Injected + with Capsules + Codeine Tablets + Tylenol with + Codeine + Codeine + Codeine in + cough + medicines + ------------------------------------------------------------------- + Morphine Pectoral White crystals Injected + syrup Hypodermic tablets Taken orally + Injectable solutions Smoked + ------------------------------------------------------------------- + Meperidine Pethidine White powder Taken orally + Demerol Solution Injected + Mepergan Tablets + ------------------------------------------------------------------- + Opium Paregoric Dark brown chunks Smoked + Dover's Powder Powder Eaten + Parepectolin + ------------------------------------------------------------------- + Other Percocet Tablets Taken orally + Narcotics Percodan Capsules Injected + Tussionex Liquid + Fentanyl + Darvon + Talwin + Lomotil + ------------------------------------------------------------------- + + +DESIGNER DRUGS + +Effects + +Illegal drugs are defined in terms of their chemical formulas. To +circumvent these legal restrictions, underground chemists modify the +molecular structure of certain illegal drugs to produce analogs known +as designer drugs. These drugs can be several hundred times stronger +than the drugs they are designed to imitate. + +The narcotic analogs can cause symptoms such as those seen in +Parkinson's disease--uncontrollable tremors, drooling, impaired speech, +paralysis, and irreversible brain damage. Analogs of amphetamines and +methamphetamines cause nausea, blurred vision, chills or sweating, and +faintness. Psychological effects include anxiety, depression, and +paranoia. As little as one dose can cause brain damage. The analogs of +phencyclidine cause illusions, hallucinations, and impaired perception. + + Type What is What does it How is + it called? look like? it used? + ------------------------------------------------------------------- + Analogs of Synthetic White powder Inhaled + Fentanyl Heroin resembling heroin through + (Narcotic) China White nasal + passages + Injected + ------------------------------------------------------------------- + Analogs of Synthetic White powder Inhaled + Meperidine Heroin through + (Narcotic) MPTP (New nasal + Heroin) passages + MPPP Injected + PEPAP + ------------------------------------------------------------------- + Analogs of MDMA (Ecstasy, White powder Taken orally + Ampheta- XTC, Adam, Tablets Injected + mines and Essence) Capsules Inhaled + Metham- MDM through + phetamines STP nasal + (Hallucino- PMA passages + gens) 2, 5-DMA + TMA + DOM + DOB + ------------------------------------------------------------------- + Analogs of PCPy White powder Taken orally + Phency- PCE Injected + clidine TCP Smoked + (PCP) + (Hallucinogens) + ------------------------------------------------------------------- + + +_Sources of Information_ + +TOLLFREE INFORMATION + +1-800-554-KIDS--THE NATIONAL FEDERATION OF PARENTS FOR DRUG-FREE YOUTH +(NFP). + +A national information and referral service that focuses primarily on +preventing drug addiction in children and adolescents. By referral to +the caller's "State networker" or a member group in the caller's +community, NFP also provides assistance to anyone concerned about a +child already using alcohol or drugs. Call between 9:00 am and 5:00 pm +(Eastern time). + +1-800-241-9746--PRIDE DRUG INFORMATION LINE. + +A national resource and information center, Parents' Resource +Institute for Drug Education (PRIDE) refers concerned parents to +parent groups in their State or local area, gives information on how +parents can form a group in their community, provides telephone +consulting and referrals to emergency health centers, and maintains a +series of drug information tapes that callers can listen to, +free-of-charge, by calling after 5:00 pm. + +1-800-638-2045--NATIONAL INSTITUTE ON DRUG ABUSE (NIDA), U.S. +DEPARTMENT OF HEALTH AND HUMAN SERVICES. + +A national information service that provides technical assistance to +individuals and groups wishing to start drug prevention programs. +Currently, the program focuses on the establishment of the "Just Say +No To Drugs" clubs. + +1-800-662-HELP--NIDA HOTLINE. + +NIDA Hotline is a confidential information and referral line that +directs callers to cocaine abuse treatment centers in the local +community. Free materials on drug abuse are also distributed in +response to inquiries. + +1-800-COCAINE--COCAINE HELPLINE. + +A round-the-clock information and referral service. Reformed cocaine +addict counselors answer the phones, offer guidance, and refer drug +users and parents to local public and private treatment centers and +family learning centers. + + +GENERAL READINGS AND VIDEOTAPES + +The publications in the following list that are followed by an (a) or +(b) are available from these organizations: + + (a) National Federation of Parents for Drug-Free Youth (NFP), 8730 + Georgia Avenue, Suite 200, Silver Spring, MD 20910. Telephone + tollfree nationwide 1-800-554-KIDS or, in the Washington, DC area, + 585-KIDS. + + (b) Parents' Resource Institute for Drug Education, Inc. (PRIDE), + Woodruff Bldg., Suite 1002, 100 Edgewood Avenue, Atlanta, GA + 30303. Telephone tollfree nationwide 1-800-241-9746. + +_Adolescent Drug and Alcohol Abuse_, by Donald I. MacDonald, 1984. A +200-page book on stages of drug involvement, drugs, diagnosis, and +treatment. The author, a pediatrician who experienced the problem in +his own family, addresses physicians and parents. Year Book Publishers, +35 East Wacker Drive, Chicago, IL 60601. Telephone 1-800-621-9262. +Paperback, $15.95. + +_Courtwatch Manual_. A 111-page manual explains the court system, the +criminal justice process, Courtwatch activities, and what can be done +before and after a criminal is sentenced. Washington Legal Foundation, +1705 N Street, NW, Washington, DC 20036. Enclose $2.00 for postage and +handling. + +_Drug Use Among American High School Students, College Students, and +Other Young Adults: National Trends Through 1985_, by Jerald G. +Bachman, Lloyd D. Johnson, and Patrick M. O'Malley, 1986. A 237-page +book reporting on trends in drug use and attitudes of high school +seniors, based on an annual survey conducted since 1975. The National +Institute on Drug Abuse, Rockville, MD 20857, ADM 86-1450. Single +copies are available free. + +_Getting Tough on Gateway Drugs_, by Robert DuPont, Jr., 1984. A +330-page book describing the drug problem, the drug-dependence +syndrome, the gateway drugs, and ways that families can prevent and +treat drug problems. American Psychiatric Press Inc., paperback, $7.95 +(a)(b). + +_Gone Way Down, Teenage Drug-Use Is a Disease_, by Miller Newton, 1981. +A 72-page book describing the stages of adolescent drug use. American +Studies Press, paperback, $2.95(a). + +_How to Talk to Your Kids About Growing up Without Drugs and Alcohol._ +A videotape that offers a practical, easy-to-follow approach to improve +family communications, particularly on the subject of adolescent drug +and alcohol use. It includes interviews with experts in the field. +$23.00(a). + +_Kids and Drugs: A Handbook for Parents and Professionals_, by Joyce +Tobias, 1986. A 96-page handbook about adolescent drug and alcohol use, +the effects of drugs and the drug culture, stages of chemical use, +parent groups and their creation and maintenance, and resources +available to parents and professionals. PANDA Press, 4111 Watkins +Trail, Annandale, VA 22003. Telephone (703) 750-9285, paperback, $3.95 +(volume discounts). + +_Marijuana Alert_, by Peggy Mann, 1985. A 526-page book about +marijuana: the crisis, health hazards, and activities of parent groups, +industry, and government. McGraw-Hill Paperbacks, $15.95(a)(b). + +_Not My Kid_, by Beth Polson and Miller Newton, 1984. A 224-page guide +for parents to aid in prevention, recognition, and treatment of +adolescent chemical use. It is especially strong on overcoming denial +and recognizing problems, with numerous personal vignettes. Avon +Paperback Books, #69997-4, $2.95; hardcover, $15.95(b). + +_Parents, Peers and Pot_, by Marsha Manatt, 1979. A 96-page book that +recounts the evolution of the drug culture, the development of the +first parent peer group, actions for parents to take, and information +on marijuana. U.S. Department of Health and Human Services, $3.00(b). + +_Parents, Peers and Pot II: Parents in Action_, by Marsha Manatt, 1983. +A 160-page book that describes the formation of parent groups in rural, +suburban, and urban communities. U.S. Department of Health and Human +Services, $1.00(b). + +_Peer Pressure Reversal_, by Sharon Scott, 1985. A 183-page guidebook +for parents, teachers, and concerned citizens to enable them to provide +peer pressure reversal skills to children. Human Resource Development +Center, Amherst, MA, $9.95(a)(b). + +_Pot Safari_, by Peggy Mann, 1982. For parents and teenagers. +Distinguished research scientists are interviewed on the subject of +marijuana. Woodmere Press, New York, NY, $6.95(a)(b). + +_Strategies for Controlling Adolescent Drug Use_, by J. Michael Polich +et al., 1984. A 196-page book that reviews the scientific literature on +the nature of drug use and the effectiveness of drug law enforcement, +treatment, and prevention programs. The Rand Corporation, 1700 Main +Street, P.O. Box 2138, Santa Monica, CA 90406-2138, paperback, $15.00. + +_Team Up for Drug Prevention With America's Young Athletes._ A free +booklet for coaches that includes alcohol and drug information, reasons +why athletes use drugs, suggested activities for coaches, a prevention +program, a survey for athletes and coaches, and sample letters to +parents. Drug Enforcement Administration, Public Affairs Staff, 1405 I +Street, NW, Washington, DC 20537. + + +FREE CATALOGS OF DRUG ABUSE PUBLICATIONS + +COMP CARE PUBLICATIONS. A source for pamphlets, books, and charts on +drug and alcohol abuse, chemical awareness, and self-help. Telephone +1-800-328-3330. + +HAZELDEN EDUCATIONAL MATERIALS. A source for pamphlets and books on +drug abuse and alcoholism and curriculum materials for drug prevention. +Telephone 1-800-328-9000. + + +SCHOOL AND COMMUNITY RESOURCES + +ALCOHOL AND DRUG ABUSE EDUCATION PROGRAM, U.S. Department of +Education. The "School Team" approach offered in this program is +designed to develop the capability of local schools to prevent and +reduce drug and alcohol abuse and associated disruptive behaviors. +Five regional centers now provide training and technical assistance to +local school districts that apply. For information, write to the U.S. +Department of Education, Alcohol and Drug Abuse Education Program, 400 +Maryland Avenue, SW, Washington, DC 20202-4101. + +AMERICAN COUNCIL ON DRUG EDUCATION (ACDE). ACDE organizes conferences; +develops media campaigns; reviews scientific findings; publishes +books, a quarterly newsletter, and education kits for physicians, +schools, and libraries; and produces films. 5820 Hubbard Drive, +Rockville, MD 20852. Telephone (301) 984-5700. + +COMMITTEES OF CORRESPONDENCE, INC. This organization provides a +newsletter and emergency news flashes that give extensive information +on issues, ideas, and contacts. Provides a resource list and sells +many pamphlets. Membership is $15.00. 57 Conant Street, Room 113, +Danvers, MA 09123. Telephone (617) 774-2641. + +FAMILIES IN ACTION. This organization maintains a drug information +center with more than 100,000 documents. Publishes _Drug Abuse +Update_, a 16-page newsletter containing abstracts of articles +published in medical and academic journals and newspapers throughout +the Nation. $10.00 for 4 issues. 3845 North Druid Hills Road, Suite +300, Decatur, GA 30033. Telephone (404) 325-5799. + +NARCOTICS EDUCATION, INC. This organization publishes pamphlets, +books, teaching aids, posters, audiovisual aids, and prevention +magazines especially good for classroom use: WINNER for preteens and +LISTEN for teens. 6830 Laurel Street, NW, Washington, DC 20012. +Telephone 1-800-548-8700, or in the Washington, DC area, call +722-6740. + +NATIONAL FEDERATION OF PARENTS FOR DRUG-FREE YOUTH (NFP). This +national umbrella organization helps parent groups get started and +stay in contact. Publishes a newsletter, legislative updates, resource +lists for individuals and libraries, brochures, kits, and a +_Training Manual for Drug-Free Youth Groups._ It sells many books +and offers discounts for group purchases. Conducts an annual +conference. Membership: Individual $15.00, Group $35.00 (group +membership offers tax-exemption). 8730 Georgia Avenue, Suite 200, +Silver Spring, MD 20910. Telephone: Washington, DC area 585-KIDS, or +toll-free HOTLINE 1-800-554-KIDS. + +PARENTS' RESOURCE INSTITUTE FOR DRUG EDUCATION, INC. (PRIDE). This +national resource and information center offers consultant services to +parent groups, school personnel, and youth groups, and provides a drug +use survey service. It conducts an annual conference; publishes a +newsletter, youth group handbook, and many other publications; and +sells and rents books, films, videos and slide programs. Membership +$8.00. Woodruff Bldg., Suite 1002, 100 Edgewood Avenue, Atlanta, GA +30303. Telephone 1-800-241-9746. + +TARGET. Conducted by the National Federation of State High School +Associations, an organization of interscholastic activities +associations, TARGET offers workshops, training seminars, and an +information bank on chemical abuse and prevention. A computerized +referral service to substance abuse literature and prevention programs +will begin operating in 1987. National Federation of State High School +Associations, 11724 Plaza Circle, P.O. Box 20626, Kansas City, MO +64195. Telephone (816) 464-5400. + +TOUGHLOVE. This national self-help group for parents, children, and +communities emphasizes cooperation, personal initiative, avoidance of +blame, and action. It publishes a newsletter and a number of brochures +and books and holds workshops across the country each year. P.O. Box +1069, Doylestown, PA 18901. Telephone (215) 348-7090. + +U.S. CLEARINGHOUSES. (A publication list is available on request, +along with placement on mailing list for new publications. Single +copies are free.) + + National Institute on Alcoholism and Alcohol Abuse (NIAAA), P.O. + Box 2345, Rockville, MD 20852. Telephone (301) 468-2600. + + National Institute on Drug Abuse (NIDA), Room 10-A-43, 5600 + Fishers Lane, Rockville, MD 20852. Telephone (301) 443-6500. + + +ADOLESCENT DRUG REHABILITATION PROGRAMS + +To find programs, call your city or county substance abuse or mental +health agency, hospitals, schools, local hotlines listed in the yellow +pages, and the hotlines listed previously. It is best to visit +prospective programs and to talk with people who have completed the +program. + +This section lists several unique national adolescent programs that +illustrate the wide diversity of long-term intensive treatment +programs available at low cost. + +PALMER DRUG ABUSE PROGRAM (PDAP). PDAP is a free program supported by +private donations and located mainly in southwestern, western, and +midwestern States. It accepts out-of-town clients. It is a long-term +out-patient counseling program with daycare capability based on the 12 +steps of Alcoholics Anonymous (AA). It uses recuperating users as peer +counselors. The program also maintains parent groups that may be +attended by parents who do not have children in the PDAP program. +National Office: 3300 North A Street, Building 8, Suite 204, Midland, +TX 79705. Telephone (915) 687-4311. + +STRAIGHT INC. Located in selected States, primarily in the East and +Midwest, the program accepts out-of-town clients. The program is a +long term, highly structured outpatient program based on the 12 steps +of Alcoholics Anonymous (AA). During the early phase of the program, +the new client lives in the home of another child advanced in the +program. This family system provides positive role modeling, close +supervision, and a 24-hour, drug-free environment at low cost. +National Office: Straight Inc. National Training and Development +Center, 3001 Gandy Blvd., P.O. Box 21686, St. Petersburg, FL 33742. +Telephone (813) 576-8929. + +TEEN CHALLENGE. This Christian-oriented residential program has +facilities across the country and overseas. It serves young people +with a variety of behavior problems besides drug use. Occupational +skills are taught. National Office: Teen Challenge Training Center, +Inc., P.O. Box 198, Rehrersburg, PA 19550. Telephone (717) 933-4181. + + +READINGS ON LEGAL ISSUES + +_American Public School Law_, Alexander, Kern. 2d ed., St. Paul, MN: +West Publishing Company, 1985. + +_Education Law_, Rapp, J. A. New York, NY: Matthew Bender and Company, +Inc., 1986. A comprehensive, frequently updated, four-volume, looseleaf +treatise on all issues of education law. + +_The Journal of Law and Education_ includes articles on a wide range of +education issues and includes a section on recent developments in the +law. It is published quarterly by Jefferson Law Book Company, P.O. Box +1936, Cincinnati, OH 45201. + +_The Law of Public Education_, Reuter, E. Edmund. 3d ed. Mineola, NY: +Foundation Press, 1985. + +_School Law Bulletin_ is a quarterly magazine published by the +Institute of Government, University of North Carolina at Chapel Hill, +Chapel Hill, NC 27514-6059. + +_School Law News_ is a newsletter that describes recent developments in +the field. It is published by Capitol Publications, Inc., 1300 North +17th Street, Arlington, VA 22209. + +_The Schools and the Courts_ contains briefs of selected court cases +involving elementary and secondary schools. It is published quarterly +by School Administration Publications, P.O. Box 8492, Asheville, NC +28814. + +_Specialty Law Digest: Education Cases_ is a monthly compilation of +cases and comments published by the Bureau of National Affairs, Inc., +Suite 204, 10301 University Avenue, NE, Blaine, MN 55433. + +_West's Education Law Reporter_ reprints the full text of Federal and +State education law cases. Also included in this series are education +articles and comments selected from legal periodicals. It is published +by West Publishing Company, 50 W. Kellogg Blvd., P.O. Box 64526, St. +Paul, MN 55164-0526. + + +OTHER SOURCES OF MATERIALS ON LEGAL ISSUES + +COUNCIL OF SCHOOL ATTORNEYS, NATIONAL SCHOOL BOARDS ASSOCIATION +provides a national forum on the practical legal problems faced by +local public school districts and the attorneys who serve them. This +organization conducts programs and seminars and publishes monographs +on a wide range of legal issues affecting public school districts. +1680 Duke Street, Alexandria, VA 22314. Telephone (703) 838-NSBA. + +NATIONAL ASSOCIATION OF SECONDARY SCHOOL PRINCIPALS (NASSP) publishes +periodic newsletters and monographs on legal issues, some of which +relate to school discipline and student behavior. 1904 Association +Drive, Reston, VA 22091. Telephone (703) 860-0200. + +NATIONAL ORGANIZATION ON LEGAL PROBLEMS OF EDUCATION (NOLPE) is a +nonprofit, nonadvocacy organization that disseminates information +about current issues in school law. NOLPE publishes newsletters, +serials, books, and monographs on a variety of school law topics; +hosts seminars; and serves as a clearinghouse for information on +education law. 3601 Southwest 29th, Suite 223, Topeka, KS 66614. +Telephone (913) 273-3550. + + +_References_ + +Children and Drugs + +Friedman, Alfred. "Does Drug and Alcohol Use Lead to Failure to +Graduate from High School?" _Journal of Drug Education_, Vol. 15(4), +1985. + +Johnston, Lloyd D., Jerald G. Bachman, and Patrick M. O'Malley. +_Monitoring the Future Questionnaire Responses From the Nation's High +School Seniors._ Ann Arbor, MI, University of Michigan, Institute for +Social Research, forthcoming (and unpublished information). + +Tobias, Joyce M. _Kids and Drugs._ Annandale, VA, Panda Press, 1986. + + +Extent of Drug Use + +Johnston, Lloyd D., Jerald G. Bachman, and Patrick M. O'Malley. +_Monitoring the Future Questionnaire Responses From the Nation's High +School Seniors._ Ann Arbor, MI, University of Michigan, Institute for +Social Research forthcoming (and unpublished information). + +Johnston, Lloyd D., Patrick M. O'Malley and Jerald G. Bachman. _Drug +Use Among American High School Students, College Students, and Other +Young Adults National Trends Through 1985._ Rockville, MD, National +Institute on Drug Abuse, 1986 (ADM 86-1450). + +Miller, Judith D., Ira H. Cisin, and Herbert I. Abelson. _National +Survey on Drug Abuse Main Findings, 1982._ Rockville, MD, National +Institute on Drug Abuse, 1983 (ADM) 83-1263. + +National Center for Juvenile Justice. _Delinquency in the United +States, 1982._ Pittsburgh, PA, National Council of Juvenile and Family +Court Judges, 1985. + +National Police Agency of Japan _Drug Problems in Japan._ National +Police Agency of Japan, 1985. + +O. Malley, Patrick M., Jerald G. Bachman, and Lloyd D. Johnston. +_Student Drug Use in America Differences Among High Schools._ Ann +Arbor, MI, University of Michigan, Institute for Social Research, +(unpublished) preliminary draft. + +Statistics Bureau, Management and Coordination Agency. _Japan +Statistics Yearbook, 1985_, 1985. + +Washton, Arnold M., and Mark S. Gold. "Recent Trends in Cocaine Abuse A +View from the National Hotline, 800-COCAINE," _Advances in Alcohol and +Substance Abuse_, forthcoming. + + +How Drug Use Develops + +Bolton, Iris M. "Educated Suicide Prevention," _School Safety._ Spring, +1986. + +DuPont, Robert L. _Getting Tough on Gateway Drugs._ Washington, DC, +American Psychiatric Press, 1984. + +Gold, Mark S., Linda Semlitz, Charles A. Dackis, and Irl Extein. "The +Adolescent Cocaine Epidemic," _Seminars in Adolescent Medicine_, Vol. +1(4). New York, NY, Thieme Inc., December, 1985. + +Holzman, David. "Crack Shatters the Cocaine Myth," _Insight_. June 23, +1986. + +Holzman, David. "Hot Line Taking 1,200 Calls a Day," _Insight_. June +23, 1986. + +Jaffe, Jerome H. _Testimony before Subcommittee on Children, Family, +Drugs and Alcoholism._ February 20, 1986. Washington, DC, U.S. +Government Printing Office, 1986. + +Mann, Peggy. _Marijuana Alert._ New York, NY, McGraw Hill, 1985. + +Mills, Carol J., and Harvey L. Noyes. "Patterns and Correlates of +Initial and Subsequent Drug Use Among Adolescents," _Journal of +Consulting and Clinical Psychology_, Vol. 52(2), 1984. + +Morganthau, Tom, Mark Miller, Janet Huck, and Jeanne DeQuinne. "Kids +and Cocaine," _Newsweek_. March 17, 1986. + +National Institute on Drug Abuse. _Cocaine Addiction It Costs Too +Much._ Rockville, MD, National Institute on Drug Abuse, 1985. + +Tobias, Joyce M. _Kids and Drugs._ Annandale, VA, Panda Press, 1986. + +Weekly Reader Publications. _A Study of Children's Attitudes and +Perceptions About Drugs and Alcohol._ Middletown, CT, Xerox Educational +Publications, 1983. + + +Effects of Drug Use + +Deadwyler, Sam A. "Correlating Behavior with Neural Activity An +Approach to Study the Action of Drugs in the Behaving Animal," +_Neuroscience Methods in Drug Abuse Research_, Rockville, MD, National +Institute on Drug Abuse, 1985. + +Mann, Peggy. _Marijuana Alert._ New York, NY, McGraw-Hill, 1985. + +Tobias, Joyce M. _Kids and Drugs._ Annandale, VA, Panda Press, 1986. + + +Drug Use and Learning + +Friedman, Alfred. Does Drug and Alcohol Use Lead to Failure to Graduate +from High School? _Journal of Drug Education_, Vol. 15(4), 1985. + +Johnston, Lloyd D., Jerald G. Bachman, and Patrick M. O'Malley. +_Monitoring the Future Questionnaire Responses from the Nation's High +School Seniors._ Ann Arbor, MI, University of Michigan, Institute for +Social Research, forthcoming (and unpublished information). + +Niven, Robert G. "Marijuana in the School Clinical Observation and +Needs," _Marijuana and Youth._ Rockville, MD, National Institute on +Drug Abuse, 1982. + +Washton, Arnold M. and Mark S. Gold. "Recent Trends in Cocaine Abuse A +View from the National Hotline, '800-COCAINE'". _Advances in Alcohol +and Substance Abuse_, forthcoming. + + +What Parents Can Do + +American Association of School Administrators and the Quest National +Center. _Positive Prevention Successful Approaches to Preventing +Youthful Drug and Alcohol Use._ Arlington, VA, American Association of +School Administrators, 1985. + +Fraser, M. W., and J. D. Hawkins. _Parent Training for Delinquency +Prevention A Review._ Seattle, WA, Center for Law and Justice, +University of Washington, 1982. + +Manatt, Marsha. _Parents, Peers, and Pot II._ Rockville, MD National +Institute on Drug Abuse, 1983. + +Mann, Peggy. _Marijuana Alert._ New York, NY, McGraw-Hill, 1985. + +National Institute on Drug Abuse. _Drugs and the Family_. Rockville, +MD, National Institute on Drug Abuse, 1981 (ADM 83 1151). + +National Institute on Drug Abuse. _Parents What You Can Do About Drug +Abuse--Get Involved._ Rockville, MD, National Institute on Drug Abuse, +1983 (ADM 84 1267). + +Tobias, Joyce M. _Kids and Drugs._ Annandale, VA, Panda Press, 1986. + + +What Schools Can Do + +Adams, Tom, with Bernard R. McColgan, Steven E Gardner, and Maureen E. +Sullivan. _Drug Abuse Prevention and the Schools._ Rockville, MD, +National Institute on Drug Abuse, June, 1984 (unpublished paper). + +_Assisting Athletes with Alcohol and Other Drug Problems._ Rockland, +ME, The State of Maine, March, 1986. + +Hampshire Informed Parents, Inc. "Evaluation of Drug Literature". +Amherst, MA, Hampshire Informed Parents, Inc. + +Hawley, R. _A School Answers Back Responding to Student Drug Use._ +Rockville, MD, American Council for Drug Education, 1984. + +Kennedy, Dorothy. "A Teacher, Help Me Stop Drug Abuse," _The Executive +Educator_. October, 1980, p. 23. + +National Institute on Alcohol Abuse and Alcoholism. _Prevention Plus +Involving Schools, Parents, and the Community in Alcohol and Drug +Education._ Washington, DC, U.S. Government Printing Office, 1983 (ADM +83 1256). + +National Institute on Drug Abuse. _Handbook for Prevention Evaluation._ +Rockville, MD, National Institute on Drug Abuse, 1981. + +National School Boards Association. _Resolutions of the NSBA._ +Alexandria, VA, National School Boards Association, April, 1986. + +Pyramid Project. _School Drug Policy._ Berkeley, CA, Pacific Institute +for Research and Evaluation, July, 1986. + +The Rand Corporation. _Teens In Action Creating a Drug Free Future for +America's Youth._ Rockville, MD, National Institute on Drug Abuse, 1985 +(ADM 85-1376). + +Rubel, Robert J. _A Comprehensive Approach to Drug Prevention._ Austin, +TX, National Alliance for Safe Schools, 1984. + +South Dakota High School Activities Association. _Chemical Health +School Athletics and Fine Arts Activities._ Pierre, SD, South Dakota +High School Athletics Association, 1968. + +Strong, Gerald. "It's Time to Get Tough on Alcohol and Drug Abuse in +Schools," _The American School Board Journal_. February, 1983. + +U.S. Department of Justice. _For Coaches Only How to Start a Drug +Prevention Program._ Washington, DC, Drug Enforcement Administration, +1984. + +U.S. Department of Justice. _Team Up for Prevention._ Washington, DC, +Drug Enforcement Administration, 1984. + + +What Communities Can Do + +Blizard, R. A. and R. W. Teague. "Alternatives to Drug Use An +Alternative Approach to Drug Education," _The International Journal +of the Addictions_, 1981, pp 371-375. + +Evaluation and Training Institute. _Final Evaluation Report, 1984 85 +Project DARE (Drug Abuse Resistance Education)._ Los Angeles, CA,, +Evaluation and Training Institute, August, 1985. + +Manatt, Marsha. _Parents, Peers, and Pot II._ Rockville, MD, National +Institute on Drug Abuse, 1983. + +National Institute on Drug Abuse. _Preventing Adolescent Drug Abuse +Intervention Strategies._ Rockville, MD, National Institute on Drug +Abuse, 1983. + + +Teaching About Drug Prevention + +Bausen, William B. and C. Kevin Molotte. _Well and Good._ Hollywood, +CA, Health Promotion Associates, 1984. + +Ellickson, Phyllis L. and Gail Zellman. _Adapting the Social Influence +Model to Drug Prevention, The Project Alert Curriculum._ Paper +presented at annual meeting of the American Public Health Association, +Washington, DC, November, 1985. + +Health Behavior Research Institute. _Project SMART._ Los Angeles, CA, +University of Southern California, 1982. + +National Institute on Drug Abuse. _Adolescent Peer Pressure._ +Rockville, MD, National Institute on Drug Abuse, 1981 (ADM 84-1152). + +National Institute on Drug Abuse. _Teaching Tools for Primary +Prevention._ Rockville, MD, National Institute on Drug Abuse, December, +1982 (unpublished paper). + +New Hampshire State Department of Education. _K-12 Guidelines for +School Preventive Drug Education._ Concord, NH, The State of New +Hampshire, 1979. + + +How the Law Can Help + + [1] _Bethel_ v. _Fraser_, No. 84 1667, 54 USLW 5054, 5056 (July +7, 1986). + + [2] _New Jersey_ v. _TLO_, 105 S. Ct. 733,742 (1985). + + [3] 2 J. Rapp, _Education Law_, § 9 06[2] at 9-128 (1986). + + [4] _See_ 21 USC 845A. + + [5] _See_ 21 USC 845. + + [6] _See, e.g., Zamora_ v. _Pomeroy_, 639 F2d 662 (10th Cir. 1981) +(locker search conducted after trained police dog indicated presence +of marijuana inside). + + [7] _See, e.g., Horton_ v. _Goose Creek Independent School District_, +690 F2d 470, 476-77 (5th Cir. 1982) (en banc) (citing cases and so +holding), _cert. denied_, 463 U.S. 1207 (1983). + + [8] _New Jersey_ v. _TLO_, 105 S. Ct. at 744. + + [9] _Id._ at 743. + +[10] _Id._ at 745 47. + +[11] _Bahr_ v. _Jenkins_, 539 F Supp. 483, 488 (E.D. Ky., 1982). + +[12] _Martens_ v. _District No. 220_, 620 F. Supp. 29 (N.D. 111, 1985). + +[13] _See Horton_ v. _Goose Creek Independent School District_, 690 F2d +at 477 (1982), _Jones_ v. _Latexo Independent School District_, 499 F. +Supp. 223 (E.D. Tex., 1980). + +[14] _See Doe_ v. _Renfrow_, 475 F. Supp. 1012 (N.D. Ind. 1979), _aff'd +in relevant part_, 631 F2d 91 (7th Cir.), _cert. denied_, 451 U.S. 1022 +(1981). + +[15] _Horton_ v. _Goose Creek Independent School District_, 690 F2d at +477. + +[16] _See Odenheim_ v. _Carlstadt East Rutherford Regional School +District_, No. C-4305-85E (N.J. Super. Ct. Ch. Div. December 9, 1985), +_Anable_ v. _Ford_, Civ. No. 84 6033 (WD Ark. July 15, 1985), +_modified_, (WD Ark. September 6, 1985). + +[17] _Bethel School District_ v. _Fraser_, 54 USLW at 5054 (July 7, +1986). + +[18] _Goss_ v. _Lopez_, 419 U.S. 565 (1975). + +[19] One of the leading cases is _Dixon_ v. _Alabama State Board of +Education_, 294 F2d 150 (5th Cir.), _cert. denied_, 368 U.S. 930 +(1961). + +[20] _See_ Education of the Handicapped Act, 20 USC §§ 1400-20, and +Section 504 of the Rehabilitation Act of 1973, 29 USC § 794. + +[21] _See generally_ 20 USC § 1232g and 34 C FR Part 99. + +[22] The term "education records" is defined as records that are +directly related to a student and maintained by or for the education +agency or institution. The term does not include certain records +maintained by a separate law enforcement unit of an education agency. + +[23] FERPA permits a school to disclose information from education +records to its own officials (including teachers) who have a legitimate +educational interest in the information. A school may determine in its +FERPA policy that one such interest is the need to decide on the +appropriateness of discipline. + +[24] An eligible student is a student who is 18 or older or attending +an institution of postsecondary education. + +[25] _See Board of Education_ v. _McCluskey_, 458 U.S. 966, 970-71 +(1982) (per cunam), _see also Tarter_ v. _Raybuck_, 742 F2d 977, 983 +(6th Cir. 1984), _cert. denied_, 105 S. Ct. 1749 (1985). + +[26] _See Harlow_ v. _Fitzgerald_, 457 U.S. 800 (1982), _Wood_ v. +_Strickland_, 420 U.S. 308 (1975). Under these cases, officials will be +immune from personal liability so long as their conduct does not +violate clearly established constitutional or Federal statutory rights +of which a reasonable person should have known. + +[27] _Memphis Community School District_ v. _Stachura_, No. 85-410, 54 +USLW 4771 (June 25, 1986). + +[28] _Carey_ v. _Piphus_, 435 U.S. 247 (1978). + + +Specific Drugs and Their Effects + +Drug Enforcement Administration. _Drugs of Abuse._ U.S. Government +Printing Office, 1985. + +Mann, Peggy. _Pot Safari A Visit to the Top Marijuana Research in the +U.S._ New York, NY, Woodmere Press, 1985. + +National Institute on Drug Abuse. _Cocaine Use in America Epidemiologic +and Clinical Perspectives._ ADM 85-1414, 1985. + +National Institute on Drug Abuse. _Drug Abuse and Drug Abuse Research._ +ADM 85-1372, 1984. + +National Institute on Drug Abuse. _Hallucinogens and PCP._ ADM 83-1306, +1983. + +National Institute on Drug Abuse. _Inhalants._ ADM 83-1307, 1983. + +National Institute on Drug Abuse. _Marijuana._ ADM 83-1307, 1983. + +National Institute on Drug Abuse. _NIDA Capsules_, various issues. + +National Institute on Drug Abuse. _Opiates._ ADM 84-1308, 1984. + +National Institute on Drug Abuse. _Phencyclidine An Update._ ADM +86-1443. + +National Institute on Drug Abuse. _Sedative Hypnotics._ ADM 84-1309, +1984. + +National Institute on Drug Abuse. _Stimulants and Cocaine._ ADM +84-1304, 1984. + +_Newsweek._ March 17, 1986, page 58. + +Tobias, Joyce. _Kids and Drugs._ Annandale, VA, Panda Press, May, 1986. + + + + +_ACKNOWLEDGMENTS_ + + +The following employees of the U.S. Department of Education assisted +in the preparation of this volume: + + Beverley Blondell + Henry Bretzfield + Ronald Bucknam + Adriana de Kanter + Elizabeth Farquhar + Alan Ginsburg + Gregory Henschel + Daphne Kaplan + Amy Katz + Ross McNutt + Valena White Plisko + Sandra Richardson + Daniel Schecter + Amy L. Schwartz + Barbara Vespucci + John P. Walters + + + + +_ORDERING INFORMATION_ + + +To obtain an additional copy of this handbook free of charge, please +call the Department of Education's tollfree number: + + 1-800-624-0100 + +In the Washington, DC, metropolitan area, call 659-4854. + +Or send your name and address to: + + Schools Without Drugs + Pueblo, CO 81009 + +The Resources Section contains lists of recommended readings and +organizations to contact for information and help in combating student +drug use. + +We welcome your comments on or questions about the material contained +in this handbook. Please contact the Department's Information Office +at 1-800-424-1616, or write to: + + Information Office + U.S. Department of Education + 555 New Jersey Avenue, NW + Washington, DC 20208 + + + + + + +End of the Project Gutenberg EBook of What Works: Schools Without Drugs, by +United States Department of Education + +*** END OF THIS PROJECT GUTENBERG EBOOK WHAT WORKS: SCHOOLS WITHOUT DRUGS *** + +***** This file should be named 37097-8.txt or 37097-8.zip ***** +This and all associated files of various formats will be found in: + https://www.gutenberg.org/3/7/0/9/37097/ + +Produced by Curtis Weyant and the Online Distributed +Proofreading Team at https://www.pgdp.net + + +Updated editions will replace the previous one--the old editions +will be renamed. + +Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. 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You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: What Works: Schools Without Drugs + +Author: United States Department of Education + +Release Date: August 15, 2011 [EBook #37097] + +Language: English + +Character set encoding: ISO-8859-1 + +*** START OF THIS PROJECT GUTENBERG EBOOK WHAT WORKS: SCHOOLS WITHOUT DRUGS *** + + + + +Produced by Curtis Weyant and the Online Distributed +Proofreading Team at https://www.pgdp.net + + + + + + +</pre> + +<p class="fm2"> +<i>What Works</i> +</p> +<hr align="left" noshade size="4" width="40%"> +<p class="fm1"> +<i>SCHOOLS<br>WITHOUT<br>DRUGS</i> +</p> +<hr align="left" noshade size="6" width="40%"> +<br><br><br> +<p> +<b>United States Department of Education<br> +William J. Bennett, Secretary<br> +1986</b> +</p> + +<hr class="med"> + + +<p class="ctr"> +<big>THE WHITE HOUSE</big> +</p> + +<p class="ctr"> +WASHINGTON +</p> + +<br> +<p class="ctr"> +August 4, 1986 +</p> +<br> +<p> +Drug and alcohol abuse touches all Americans in one form or another, +but it is our children who are most vulnerable to its influence. As +parents and teachers, we need to educate ourselves about the dangers +of drugs so that we can then teach our children. And we must go +further still by convincing them that drugs are morally wrong. +</p> + +<p> +Now, as more and more individuals and groups are speaking out, young +people are finding it easier to <i>say no</i> to drugs. Encouraged by +a growing public outcry and their own strength of conviction, students +are forming peer support groups in opposition to drug use. It has been +encouraging to see how willingly young people take healthy attitudes +and ideas to heart when they are exposed to an environment that +fosters those values. +</p> + +<p> +Outside the home, the school is the most influential environment for +our children. This means that schools must protect children from the +presence of drugs, and nurture values that help them reject drugs. +</p> + +<p> +<u>Schools Without Drugs</u> provides the kind of practical knowledge +parents, educators, students and communities can use to keep their +schools drug-free. Only if our schools are free from drugs can we +protect our children and insure that they can get on with the +enterprise of learning. +</p> + +<p class="ralign"> +<img src="images/signature.jpg" alt="Signature of Nancy Reagan" width="284" height="62"> +</p> + + +<hr class="med"> + +<p class="fm2"> +<i>INTRODUCTION</i><a name="piv"> </a> +</p> +<hr align="left" noshade size="4" width="40%"> +<br> + +<p> + "<i>It is a sad and sobering reality that trying drugs is no + longer the exception among high school students. It is the + norm.</i>" +</p> + +<p class="small"> + —California Attorney General John Van De Kemp <i>Los Angeles + Times</i>, April 30, 1986 +</p> +<br> + +<p> + <i>When 13- to 18-year-olds were asked to name the biggest + problems facing young people today, drugs led their list. The + proportion of teens with this perception has risen steadily in + recent years. No other issue approaches this level of concern.</i> +</p> + +<p> + <i>Four out of five teens believe current laws against both the + sale and the use of drugs (including marijuana) are not strict + enough.</i> +</p> + +<p class="small"> + —The Gallup Youth Surveys, 1985 and 1986 +</p> +<br> + +<p> + "<i>Policy is useless without action! Drugs do not have to be + tolerated on our school campuses. Policy to that effect is almost + universally on the books. Drugs remain on campus because + consistent, equitable and committed enforcement is lacking.</i>" +</p> + +<p class="small"> + —Bill Rudolph, Principal, Northside High School, Atlanta, Georgia +<br> + Testimony submitted to the U.S. Senate Committee on Special + Investigations, July 1984 +</p> +<br> + +<p> + "… <i>We have a right to be protected from drugs.</i>" +</p> + +<p class="small"> + —Cicely Senior, a seventh-grader,<br>McFarland Junior High, + Washington, D.C. +</p> + +<hr class="med"> + + +<p> +<b>William J. Bennett</b> +<br> +Secretary of Education +</p> + + +<p> +The foremost responsibility of any society is to nurture and protect +its children. In America today, the most serious threat to the health +and well-being of our children is drug use. +</p> + +<p> +For the past year and a half, I have had the privilege of teaching our +children in the classrooms of this country. I have met some outstanding +teachers and administrators and many wonderful children. I have taken +time during these visits to discuss the problem of drug use with +educators and with police officers working in drug enforcement across +the country. Their experience confirms the information reported in +major national studies: drug use by children is at alarming levels. Use +of some of the most harmful drugs is increasing. Even more troubling is +the fact that children are using drugs at younger ages. Students today +identify drugs as a major problem among their schoolmates as early as +the fourth, fifth, and sixth grades. +</p> + +<p> +Drug use impairs memory, alertness, and achievement. Drugs erode the +capacity of students to perform in school, to think and act +responsibly. The consequences of using drugs can last a lifetime. The +student who cannot read at age 8 can, with effort, be taught at 9. But +when a student clouds his mind with drugs, he may become a lifelong +casualty. Research tells us that students who use marijuana regularly +are twice as likely as their classmates to average D's and F's, and we +know that drop-outs are twice as likely to be frequent drug users as +graduates. +</p> + +<p> +In addition, drug use disrupts the entire school. When drug use and +drug dealing are rampant—when many students often do not show up for +class and teachers cannot control them when they do—education +throughout the school suffers. +</p> + +<p> +Drug use is found among students in the city and country, among the +rich, the poor, and the middle class. Many schools have yet to +implement effective drug enforcement measures. In some schools, drug +deals at lunch are common. In others, intruders regularly enter the +building to sell drugs to students. Even schools with strict drug +policies on paper do not always enforce them effectively. +</p> + +<p> +<i>Schools Without Drugs</i> provides a practical synthesis of the most +reliable and significant findings available on drug use by school-age +youth. It tells how extensive drug use is and how dangerous it is. It +tells how drug use starts, how it progresses, and how it can be +identified. <i>Most important, it tells how it can be stopped.</i> It +recommends strategies—and describes particular communities—that have +succeeded in beating drugs. It concludes with a list of resources and +organizations that parents, students, and educators can turn to for +help. +</p> + +<p> +This book is designed to be used by parents, teachers, principals, +religious and community leaders, and all other adults—and +students—who want to know what works in drug use prevention. It +emphasizes concrete and practical information. An earlier book, a +summary of research findings on teaching and learning called <i>What +Works</i>, has already proved useful to parents, teachers, and +administrators. I hope this book will be as useful to the American +people. +</p> + +<p> +This book focuses on preventing drug use. It should be emphasized that +the term drug use, as contained in the recommendations in the book, +includes the use of alcohol by children. Alcohol is an illegal drug for +minors and should be treated as such. This book does not discuss +techniques for treating drug users. Treatment usually requires +professional help; treatment services are included in the resources +section at the end of the book. But the purpose of the book is to help +prevent drug use in the first place. +</p> + +<p> +The information in this book is based on the research of drug +prevention experts, and on interviews with parent organizations and +school officials working in drug prevention in all 50 States and the +District of Columbia. Although this volume is a product of the U.S. +Department of Education, I am grateful for the assistance the +Department received from groups and individuals across the country. It +was not possible to include all the information we gathered, but I wish +to thank the many groups that offered their help. +</p> + +<p> +No one can be a good citizen alone, as Plato tells us. No one is going +to solve our drug problem alone, either. But when parents, schools, and +communities pull together, drugs can be stopped. Drugs have been beaten +in schools like Northside High School in Atlanta, profiled in this +book. Preventing drug experimentation is the key. It requires drug +education starting in the first grades of elementary school. It +requires clear policies against drug use and consistent enforcement of +those policies. And it requires the cooperation of school boards, +principals, teachers, law enforcement personnel, parents, and students. +</p> + +<p> +<i>Schools are uniquely situated to be part of the solution to student +drug use.</i> Children spend much of their time in school. Furthermore, +schools, along with families and religious institutions, are major +influences in transmitting ideals and standards of right and wrong. +Thus, although the problems of drug use extend far beyond the schools, +it is critical that our offensive on drugs center in the schools. +</p> + +<p> +My purpose in releasing this handbook, therefore, is to help all of +us—parents and children, teachers and principals, legislators and +taxpayers—work more effectively in combating drug use. Knowing the +dangers of drugs is not enough. Each of us must also act to prevent the +sale and use of drugs. We must work to see that drug use is not +tolerated in our homes, in our schools, or in our communities. Because +of drugs, children are failing, suffering, and dying. We have to get +tough, and we have to do it now. +</p> + +<hr class="med"> + + + +<p class="fm2"> +WHAT CAN WE DO?<a name="pvii"> </a> +</p> +<hr align="left" noshade size="4" width="40%"> +<br> + + +<p> +<b>A Plan for Achieving Schools Without Drugs</b> +</p> + +<p> +<b>PARENTS:</b> +</p> + +<p> + 1. Teach standards of right and wrong, and demonstrate these standards +through personal example. +</p> + +<p> + 2. Help children to resist peer pressure to use drugs by supervising +their activities, knowing who their friends are, and talking with them +about their interests and problems. +</p> + +<p> + 3. Be knowledgeable about drugs and signs of drug use. When symptoms +are observed, respond promptly. +</p> +<br> +<p> +<b>SCHOOLS:</b> +</p> + +<p> + 4. Determine the extent and character of drug use and establish a +means of monitoring that use regularly. +</p> + +<p> + 5. Establish clear and specific rules regarding drug use that include +strong corrective actions. +</p> + +<p> + 6. Enforce established policies against drug use fairly and +consistently. Implement security measures to eliminate drugs on school +premises and at school functions. +</p> + +<p> + 7. Implement a comprehensive drug prevention curriculum for +kindergarten through grade 12, teaching that drug use is wrong and +harmful and supporting and strengthening resistance to drugs. +</p> + +<p> + 8. Reach out to the community for support and assistance in making the +school's antidrug policy and program work. Develop collaborative +arrangements in which school personnel, parents, school boards, law +enforcement officers, treatment organizations, and private groups can +work together to provide necessary resources. +</p> +<br> +<p> +<b>STUDENTS:</b> +</p> + +<p> + 9. Learn about the effects of drug use, the reasons why drugs are +harmful, and ways to resist pressures to try drugs. +</p> + +<p> +10. Use an understanding of the danger posed by drugs to help other +students avoid them. Encourage other students to resist drugs, +persuade those using drugs to seek help, and report those selling +drugs to parents and the school principal. +</p> +<br> +<p> +<b>COMMUNITIES:</b> +</p> + +<p> +11. Help schools fight drugs by providing them with the expertise and +financial resources of community groups and agencies. +</p> + +<p> +12. Involve local law enforcement agencies in all aspects of drug +prevention: assessment, enforcement, and education. The police and +courts should have well-established and mutually supportive +relationships with the schools. +</p> + +<hr class="med"> + + +<p class="fm2"> +CONTENTS +</p> +<hr align="left" noshade size="4" width="40%"> +<br> + + +<table summary="Contents"> +<tr> +<td class="minor" colspan="2"> </td> +<td class="pg">Page</td> +</tr> + +<tr> +<td class="major" colspan="2"><b>INTRODUCTION</b></td> +<td class="pg"><a href="#piv">iv</a></td> +</tr> + +<tr> +<td class="major" colspan="2"><b>WHAT CAN WE DO?</b></td> +<td class="pg"><a href="#pvii">vii</a></td> +</tr> + +<tr> +<td class="thin" colspan="3"> </td> +</tr> + +<tr> +<td class="major" colspan="2"><b>CHILDREN AND DRUGS</b></td> +<td class="pg"><a href="#p1">1</a></td> +</tr> + +<tr> +<td class="thin" colspan="3"> </td> +</tr> + + +<tr> +<td class="minor" colspan="2">Extent of Drug Use</td> +<td class="pg"><a href="#p5">5</a></td> +</tr> + + +<tr> +<td class="minor" colspan="2"><i>Fact Sheet: Drugs and Dependence</i></td> +<td class="pg"><a href="#p6">6</a></td> +</tr> + +<tr> +<td class="minor" colspan="2">How Drug Use Develops</td> +<td class="pg"><a href="#p7">7</a></td> +</tr> + +<tr> +<td class="minor" colspan="2"><i>Fact Sheet: Cocaine: Crack</i></td> +<td class="pg"><a href="#p8">8</a></td> +</tr> + +<tr> +<td class="minor" colspan="2">Effects of Drug Use</td> +<td class="pg"><a href="#p9">9</a></td> +</tr> + +<tr> +<td class="minor" colspan="2">Drug Use and Learning</td> +<td class="pg"><a href="#p10">10</a></td> +</tr> + +<tr> +<td class="thin" colspan="3"> </td> +</tr> + +<tr> +<td class="major" colspan="2"><b>A PLAN FOR ACTION</b></td> +<td class="pg"><a href="#p11">11</a></td> +</tr> + +<tr> +<td class="thin" colspan="3"> </td> +</tr> + +<tr> +<td class="minor" colspan="2"><b>What Parents Can Do</b></td> +<td class="pg"> </td> +</tr> + + +<tr> +<td class="minor" colspan="2">Instilling Responsibility</td> +<td class="pg"><a href="#p13">13</a></td> +</tr> + +<tr> +<td class="minor" colspan="2">Supervision</td> +<td class="pg"><a href="#p15">15</a></td> +</tr> + +<tr> +<td class="minor" colspan="2"><i>Fact Sheet: Signs of Drug Use</i></td> +<td class="pg"><a href="#p16">16</a></td> +</tr> + +<tr> +<td class="minor" colspan="2">Recognizing Drug Use</td> +<td class="pg"><a href="#p17">17</a></td> +</tr> + +<tr> +<td class="thin" colspan="3"> </td> +</tr> + + +<tr> +<td class="minor" colspan="2"><b>What Schools Can Do</b></td> +<td class="pg"> </td> +</tr> + +<tr> +<td class="minor" colspan="2">Assessing the Problem</td> +<td class="pg"><a href="#p19">19</a></td> +</tr> + +<tr> +<td class="minor" colspan="2">Setting Policy</td> +<td class="pg"><a href="#p21">21</a></td> +</tr> + +<tr> +<td class="minor" colspan="2">Enforcing Policy</td> +<td class="pg"><a href="#p23">23</a></td> +</tr> + +<tr> +<td class="minor" colspan="2"><i>Fact Sheet: Legal Questions on Search and Seizure</i></td> +<td class="pg"><a href="#p24">24</a></td> +</tr> + +<tr> +<td class="minor" colspan="2"><i>Fact Sheet: Legal Questions on Suspension and Expulsion</i></td> +<td class="pg"><a href="#p25">25</a></td> +</tr> + +<tr> +<td class="minor" colspan="2"><i>Fact Sheet: Tips for Selecting Drug Prevention Materials</i></td> +<td class="pg"><a href="#p26">26</a></td> +</tr> + +<tr> +<td class="minor" colspan="2">Teaching About Drug Prevention</td> +<td class="pg"><a href="#p27">27</a></td> +</tr> + +<tr> +<td class="minor" colspan="2">Enlisting the Community</td> +<td class="pg"><a href="#p29">29</a></td> +</tr> + +<tr> +<td class="thin" colspan="3"> </td> +</tr> + +<tr> +<td class="minor" colspan="2"><b>What Students Can Do</b></td> +<td class="pg"> </td> +</tr> + +<tr> +<td class="minor" colspan="2">Learning the Facts</td> +<td class="pg"><a href="#p31">31</a></td> +</tr> + + +<tr> +<td class="minor" colspan="2">Helping Fight Drug Use</td> +<td class="pg"><a href="#p33">33</a></td> +</tr> + + +<tr> +<td class="thin" colspan="3"> </td> +</tr> + +<tr> +<td class="minor" colspan="2"><b>What Communities Can Do</b></td> +<td class="pg"> </td> +</tr> + +<tr> +<td class="minor" colspan="2">Providing Support</td> +<td class="pg"><a href="#p37">37</a></td> +</tr> + +<tr> +<td class="minor" colspan="2">Tough Law Enforcement</td> +<td class="pg"><a href="#p39">39</a></td> +</tr> + + +<tr> +<td class="thin" colspan="3"> </td> +</tr> + + +<tr> +<td class="major" colspan="2"><b>CONCLUSION</b></td> +<td class="pg"><a href="#p40">40</a></td> +</tr> + + +<tr> +<td class="thin" colspan="3"> </td> +</tr> + + +<tr> +<td class="major" colspan="2"><b>SPECIAL SECTIONS</b></td> +<td class="pg"> </td> +</tr> + +<tr> +<td class="thin" colspan="3"> </td> +</tr> + +<tr> +<td class="minor" colspan="2"><b>Teaching About Drug Prevention</b></td> +<td class="pg"><a href="#p44">44</a></td> +</tr> + + +<tr> +<td class="thin" colspan="3"> </td> +</tr> + +<tr> +<td class="minor" colspan="2"><b>How the Law Can Help</b></td> +<td class="pg"><a href="#p49">49</a></td> +</tr> + + +<tr> +<td class="thin" colspan="3"> </td> +</tr> + +<tr> +<td class="minor" colspan="2"><b>Resources</b></td> +<td class="pg"><a href="#p59a">59</a></td> +</tr> + +<tr> +<td class="minor" colspan="2">Specific Drugs and Their Effects</td> +<td class="pg"><a href="#p59b">59</a></td> +</tr> + +<tr> +<td class="minor" colspan="2">Sources of Information</td> +<td class="pg"><a href="#p67">67</a></td> +</tr> + +<tr> +<td class="minor" colspan="2">References</td> +<td class="pg"><a href="#p74">74</a></td> +</tr> + + +<tr> +<td class="thin" colspan="3"> </td> +</tr> + + +<tr> +<td class="major" colspan="2"><b>Acknowledgments</b></td> +<td class="pg"><a href="#p78">78</a></td> +</tr> + +<tr> +<td class="major" colspan="2"><b>Ordering Information</b></td> +<td class="pg"> </td> +</tr> +</table> + +<hr class="med"> + + +<p> + "<i>I felt depressed and hurt all the time. I hated myself for the + way I hurt my parents and treated them so cruelly, and for the way + I treated others. I hated myself the most, though, for the way I + treated myself. I would take drugs until I overdosed, and fell + further and further in school and work and relationships with + others. I just didn't care anymore whether I lived or died. I + stopped going to school altogether.... I felt constantly depressed + and began having thoughts of suicide, which scared me a lot! I + didn't know where to turn....</i>" +</p> + +<p class="small"> + —"Stewart," a high school student +</p> + + +<hr class="med"> + +<p class="fm2"> +<i>CHILDREN AND DRUGS</i><a name="p1"> </a> +</p> +<hr align="left" noshade size="4" width="40%"> +<br> + +<div class="figcenter"><img src="images/001.jpg" alt="Chart 1" width="318" height="450"></div> +<p class="caption"><i>Chart 1</i> +<br> + Percentage of 13-Year-Olds Who Have Used Marijuana, 1953-1982 +<br>Source: National Institute on Drug Abuse Household Survey 1982 +</p> + + + +<br> +<p> +<b>Children and Drugs</b> +</p> + +<p> +<b>Americans have consistently identified drug use among the top +problems confronting the Nation's schools. Yet many do not recognize +the degree to which their own children, their own schools, and their +own communities are at risk.</b> +</p> + +<p> +Research shows that drug use among children is 10 times more prevalent +than parents suspect. In addition, many students know that their +parents do not recognize the extent of drug use, and this leads them to +believe that they can use drugs with impunity. +</p> + +<p> +School administrators and teachers often are unaware that their +students are using and selling drugs, frequently on school property. +School officials who are aware of the situation in their schools admit, +as has Ralph Egers, superintendent of schools in South Portland, Maine, +that "We'd like to think that our kids don't have this problem, but the +brightest kid from the best family in the community could have the +problem." +</p> + +<p> +The facts are: +</p> +<ul> +<li>Drug use is not confined to certain population groups or to + certain economic levels in our society; it affects our entire + Nation. +</li> + +<li class="space">Drugs are a serious problem not only in high schools, but now in + middle and elementary schools as well. +</li> + +<li class="space">All illegal drugs are dangerous; there is no such thing as safe + or responsible use of illegal drugs. +</li> + +<li class="space">Although drug trafficking is controlled by adults, the immediate + source of drugs for most students is other students. +</li> +</ul> + +<p> +Continuing misconceptions about the drug problem stand in the way of +corrective action. The following section outlines the nature and extent +of the problem and summarizes the latest research on the effects of +drugs on students and schools. +</p> + +<div class="figcenter"><img src="images/002.jpg" alt="Chart 2" width="331" height="450"></div> +<p class="caption"><i>Chart 2</i> +<br> +Percentage of High School Seniors Who Have Used Cocaine +<br> +Source: Institute for Social Research 1986 +</p> +<br> + +<p> +<b>Extent of Drug Use</b><a name="p5"> </a> +</p> + +<p> +<b>Drug use is widespread among American schoolchildren.</b> The United +States has the highest rate of teenage drug use of any industrialized +nation. The drug problem in this country is 10 times greater than in +Japan, for example. Sixty-one percent of high school seniors have used +drugs. Marijuana use remains at an unacceptably high level; 41 percent +of 1985 seniors reported using it in the last year, and 26 percent said +they had used it at least once in the previous month. Thirteen percent +of seniors indicated that they had used cocaine in the past year. This +is the highest level ever observed, more than twice the proportion in +1975. +</p> + +<p> +<b>Many students purchase and use drugs at school.</b> A recent study +of teenagers contacting a cocaine hotline revealed that 57 percent of +the respondents bought most of their drugs at school. Among 1985 high +school seniors, one-third of the marijuana users reported that they had +smoked marijuana at school. Of the seniors who used amphetamines during +the past year, two-thirds reported having taken them at school. +</p> + +<p> +<b>The drug problem affects all types of students.</b> All regions and +all types of communities show high levels of drug use. Forty-three +percent of 1985 high school seniors in nonmetropolitan areas reported +illicit drug use in the previous year, while the rate for seniors in +large metropolitan areas was 50 percent. Although higher proportions of +males are involved in illicit drug use, especially heavy drug use, the +gap between the sexes is lessening. The extent to which high school +seniors reported having used marijuana is about the same for blacks and +whites; for other types of drugs reported, use is slightly higher among +whites. +</p> + +<p> +<b>Initial drug use occurs at an increasingly early age.</b> The +percentage of students using drugs by the sixth grade has tripled over +the last decade. In the early 1960's, marijuana use was virtually +nonexistent among 13-year-olds, but now about one in six 13-year-olds +has used marijuana. +</p> + +<br> + +<p> +<b>Fact Sheet</b><a name="p6"> </a> +</p> + +<p> +<b>Drugs and Dependence</b> +</p> + +<p> +<b>Drugs cause physical and emotional dependence.</b> Users may develop +an overwhelming craving for specific drugs, and their bodies may +respond to the presence of drugs in ways that lead to increased drug +use. +</p> + +<ul> +<li>Regular users of drugs develop <i>tolerance</i>, a need to take + larger doses to get the same initial effect. They may respond by + combining drugs—frequently with devastating results. Many + teenage drug users calling a national cocaine hotline report that + they take other drugs just to counteract the unpleasant effects + of cocaine. +</li> + +<li class="space">Certain drugs, such as opiates and barbiturates, create <i>physical + dependence</i>. With prolonged use, these drugs become part of + the body chemistry. When a regular user stops taking the drug, + the body experiences the physiological trauma known as + <i>withdrawal</i>. +</li> + +<li class="space"><i>Psychological dependence</i> occurs when drug taking becomes the + center of the user's life. Among children, psychological + dependence erodes school performance and can destroy ties to + family, friendships, outside interests, values, and goals. The + child goes from taking drugs to feel good, to taking them to keep + from feeling bad. Over time, drug use itself heightens the bad + feelings and can leave the user suicidal. <i>More than half of + all adolescent suicides are drug-related.</i> +</li> + +<li class="space"><i>Drugs and their harmful side effects can remain in the body long + after use has stopped.</i> The extent to which a drug is retained + in the body depends on the drug's chemical composition, that is, + whether or not it is fat-soluble. Fat-soluble drugs such as + marijuana, phencyclidine (PCP), and lysergic acid (LSD) seek out + and settle in the fatty tissues. As a result, they build up in + the fatty parts of the body such as the brain. Such accumulations + of drugs and their slow release over time may cause delayed + effects (flashbacks) weeks and even months after drug use has + stopped. +</li> +</ul> +<br> + +<p> +<b>How Drug Use Develops</b><a name="p7"> </a> +</p> + +<p> +<b>Social influences play a key role in making drug use attractive to +children.</b> +</p> + +<p> +The first temptations to use drugs may come in social situations in the +form of pressures to "act grown up" and "have a good time" by smoking +cigarettes or using alcohol or marijuana. +</p> + +<p> +A 1983 <i>Weekly Reader</i> survey found that television and movies had +the greatest influence on fourth graders in making drugs and alcohol +seem attractive; other children had the second greatest influence. From +the fifth grade on, peers played an increasingly important role, while +television and movies consistently had the second greatest influence. +</p> + +<p> +The survey offers insights into <i>why</i> students take drugs. For all +children, the most important reason for taking marijuana is to "fit in +with others." "To feel older" is the second main reason for children in +grades four and five, and "to have a good time" for those in grades six +to twelve. This finding reinforces the need for prevention programs +beginning in the early grades—programs that focus on teaching children +to resist peer pressure and on making worthwhile and enjoyable +drug-free activities available to them. +</p> + +<p> +Students who turn to more potent drugs usually do so after first using +cigarettes and alcohol, and then marijuana. Initial attempts may not +produce a "high"; however, students who continue to use drugs learn +that drugs can alter their thoughts and feelings. <i>The greater a +student's involvement with marijuana, the more likely it is the student +will begin to use other drugs in conjunction with marijuana.</i> +</p> + +<p> +Drug use frequently progresses in stages—from occasional use, to +regular use, to multiple drug use, and ultimately to total dependency. +With each successive stage, drug use intensifies, becomes more varied, +and results in increasingly debilitating effects. +</p> + +<p> +But this progression is not inevitable. Drug use can be stopped at any +stage. However, the more involved children are with drugs, the more +difficult it is for them to stop. <i>The best way to fight drug use is +to begin prevention efforts before children start using drugs.</i> +Prevention efforts that focus on young children are the most effective +means to fight drug use. +</p> + + +<br> + +<p> +<b>Fact Sheet</b><a name="p8"> </a> +</p> + +<p> +<b>Cocaine: Crack</b> +</p> + +<p> +Cocaine use is the fastest growing drug problem in America. Most +alarming is the recent availability of cocaine in a cheap but potent +form called crack or rock. Crack is a purified form of cocaine that is +smoked. +</p> + +<ul> +<li><i>Crack is inexpensive to try.</i> Crack is available for as + little as $10. As a result, the drug is affordable to many new + users, including high school and even elementary school students. +</li> + +<li class="space"><i>Crack is easy to use.</i> It is sold in pieces resembling small + white gravel or soap chips and is sometimes pressed into small + pellets. Crack can be smoked in a pipe or put into a cigarette. + Because the visible effects disappear within minutes after + smoking, it can be used at almost any time during the day. +</li> + +<li class="space"><i>Crack is extremely addictive.</i> Crack is far more addictive + than heroin or barbiturates. Because crack is smoked, it is + quickly absorbed into the blood stream. It produces a feeling of + extreme euphoria, peaking within seconds. The desire to repeat + this sensation can cause addiction within a few days. +</li> + +<li class="space"><i>Crack leads to crime and severe psychological disorders.</i> + Many youths, once addicted, have turned to stealing, + prostitution, and drug dealing in order to support their habit. + Continued use can produce violent behavior and psychotic states + similar to schizophrenia. +</li> + +<li class="space"><i>Crack is deadly.</i> Cocaine in any form can cause cardiac + arrest and death by interrupting the brain's control over the + heart and respiratory system. +</li> +</ul> + +<br> +<p> +<b>Effects of Drug Use</b><a name="p9"> </a> +</p> + +<p> +<b>The drugs students are taking today are more potent, more dangerous, +and more addictive than ever.</b> +</p> + +<p> +Adolescents are particularly vulnerable to the effects of drugs. Drugs +threaten normal development in a number of ways: +</p> + +<ul> +<li>Drugs can interfere with memory, sensation, and perception. They + distort experiences and cause a loss of self-control that can + lead users to harm themselves and others. +</li> + +<li class="space">Drugs interfere with the brain's ability to take in, sort, and + synthesize information. As a result, sensory information runs + together, providing new sensations while blocking normal ability + to understand the information received. +</li> + +<li class="space">Drugs can have an insidious effect on perception; for example, + cocaine and amphetamines often give users a false sense of + functioning at their best while on the drug. +</li> +</ul> + +<p> +Drug suppliers have responded to the increasing demand for drugs by +developing new strains, producing reprocessed, purified drugs, and +using underground laboratories to create more powerful forms of +illegal drugs. Consequently, users are exposed to heightened or +unknown levels of risk. +</p> + +<ul> +<li>The <i>marijuana</i> produced today is from five to 20 times + stronger than that available as recently as 10 years ago. Regular + use by adolescents has been associated with an "a motivational + syndrome," characterized by apathy and loss of goals. Research + has shown that severe psychological damage, including paranoia + and psychosis, can occur when marijuana contains 2 percent THC, + its major psychoactive ingredient. Since the early 1980s, most + marijuana has contained from 4 to 6 percent THC—two to three + times the amount capable of causing serious damage. +</li> + +<li class="space"><i>Crack</i>, now becoming widely available, is a purified and + highly addictive form of cocaine. +</li> + +<li class="space"><i>Phencyclidine</i> (<i>PCP</i>), first developed as an animal + tranquilizer, has unpredictable and often violent effects. Often + children do not even know that they are using this drug when + PCP-laced parsley in cigarette form is passed off as marijuana, + or when PCP in crystal form is sold as lysergic acid (LSD). +</li> + +<li class="space">Some of the new <i>"designer" drugs</i>, slight chemical + variations of existing illegal drugs, have been known to cause + permanent brain damage with a single dose. +</li> +</ul> + +<br> + +<p> +<b>Drug Use and Learning</b><a name="p10"> </a> +</p> + +<p> +<b>Drugs erode the self-discipline and motivation necessary for +learning. Pervasive drug use among students creates a climate in the +schools that is destructive to learning.</b> Research shows that drug +use can cause a decline in academic performance. This has been found to +be true for students who excelled in school prior to drug use as well +as for those with academic or behavioral problems prior to use. +According to one study, students using marijuana were twice as likely +to average D's and F's as other students. The decline in grades often +reverses when drug use is stopped. +</p> + +<p> +<b>Drug use is closely tied to truancy and dropping out of school.</b> +High school seniors who are heavy drug users are more than three times +as likely to skip school as nonusers. About one-fifth of heavy users +skipped 3 or more schooldays a month, more than six times the truancy +rate of nonusers. In a Philadelphia study, dropouts were almost twice +as likely to be frequent drug users as were high school graduates; four +in five dropouts used drugs regularly. +</p> + +<p> +<b>Drug use is associated with crime and misconduct that disrupt the +maintenance of an orderly and safe school conducive to learning.</b> +Drugs not only transform schools into marketplaces for dope deals, they +also lead to the destruction of property and to classroom disorder. +Among high school seniors, heavy drug users were two-and-one-half times +as likely to vandalize school property and almost three times as likely +to have been involved in a fight at school as nonusers. Students on +drugs create a climate of apathy, disruption, and disrespect for +others. For example, among teenage callers to a national cocaine +hotline, 44 percent reported that they sold drugs and 31 percent said +that they stole from family, friends, or employers to buy drugs. A +drug-ridden environment is a strong deterrent to learning not only for +drug users, but for other students as well. +</p> + + +<br> +<br> +<br> + +<p class="fm2"> +<i>A PLAN FOR ACTION</i><a name="p11"> </a> +</p> +<hr align="left" noshade size="4" width="40%"> +<br> + + +<p> +In order to combat student drug use most effectively, the entire +community must be involved: parents, schools, students, law enforcement +authorities, religious groups, social service agencies, and the media. +They all must transmit a single consistent message that drug use is +wrong, dangerous, and will not be tolerated. This message must be +reinforced through strong, consistent law enforcement and disciplinary +measures. +</p> + +<p> +The following recommendations and examples describe actions that can be +taken by parents, schools, students, and communities to stop drug use. +These recommendations are derived from research and from the +experiences of schools throughout the country. They show that the drug +problem can be overcome. +</p> + +<br> +<p> +<b><i>WHAT PARENTS CAN DO</i></b> +</p> +<br> + + +<p> +<b>Parents</b> +</p> + + +<p> +<b>Instilling Responsibility<a name="p13"> </a> +</b></p> + + +<p> +<i>Recommendation #1</i>: +</p> + +<p> +<b>Teach standards of right and wrong and demonstrate these standards +through personal example.</b> +</p> + +<p> +Children who are brought up to value individual responsibility and +self-discipline and to have a clear sense of right and wrong are less +likely to try drugs than those who are not. Parents can help to instill +these ideals by: +</p> + +<ul> +<li>Setting a good example for children and not using drugs themselves. +</li> + +<li class="space">Explaining to their children at an early age that drug use is + wrong, harmful, and unlawful, and reinforcing this teaching + throughout adolescence. +</li> + +<li class="space">Encouraging self-discipline through giving children everyday duties + and holding them accountable for their actions. +</li> + +<li class="space">Establishing standards of behavior concerning drugs, drinking, + dating, curfews, and unsupervised activities, and enforcing them + consistently and fairly. +</li> + +<li class="space">Encouraging their children to stand by their convictions when + pressured to use drugs. +</li> +</ul> + +<br> +<div class="blockquote"> +<hr align="right" noshade size="4" width="40%"> +<p class="ralign"> +<b>Northside High School,<br>Atlanta, Georgia</b> +</p> + +<p> +Northside High School enrolls 1,400 students from 52 neighborhoods. In +1977, drug use was so prevalent that the school was known as "Fantasy +Island." Students smoked marijuana openly at school, and police were +called to the school regularly. +</p> + +<p> +The combined efforts of a highly committed group of parents and an +effective new principal succeeded in solving Northside's drug problem. +Determined to stop drug use both inside and outside the school, parents +organized and took the following actions: +</p> + +<ul> +<li>Formed parent-peer groups to learn about the drug problem and + agreed to set curfews, to chaperone parties, and to monitor their + children's whereabouts. They held community meetings to discuss + teenage drug use with law enforcement agents, judges, clergy, and + physicians. +</li> + +<li class="space">Established a coalition that lobbied successfully for State + antidrug and antiparaphernalia laws. +</li> + +<li class="space">Offered assistance to the schools. The school acted on the parents' + recommendations to provide drug prevention education to teachers, + update its prevention curriculum, and establish a new behavior + code. Parents also helped design a system for monitoring + tardiness and provided volunteer help to teachers. +</li> +</ul> + +<p> +The new principal, Bill Rudolph, also committed his energy and +expertise to fighting the drug problem. Rudolph established a tough +policy for students who were caught possessing or dealing drugs. +"Illegal drug offenses do not lead to detention hall but to court," he +stated. When students were caught, he immediately called the police and +then notified their parents. Families were given the names of drug +education programs and were urged to participate. One option available +to parents was drug education offered by other parents. +</p> + +<p> +Today, Northside is a different school. In 1984-85, only three +drug-related incidents were reported. Academic achievement has improved +dramatically; student test scores have risen every year since the +1977-78 school year. Scores on standardized achievement tests rose to +well above the national average, placing Northside among the top +schools in the district for the 1984-85 school year. +</p></div> + +<br> +<p> +<b>Parents</b> +</p> + +<p> +<b>Supervision</b><a name="p15"> </a> +</p> + +<p> +<i>Recommendation #2</i>: +</p> + +<p> +<b>Help children to resist peer pressure to use drugs by supervising +their activities, knowing who their friends are, and talking with them +about their interests and problems.</b> +</p> + +<p> +When parents take an active interest in their children's behavior, they +provide the guidance and support children need to resist drugs. Parents +can do this by: +</p> + +<ul> +<li>Knowing their children's whereabouts, activities, and friends. +</li> + +<li class="space">Working to maintain and improve family communications and listening + to their children. +</li> + +<li class="space">Being able to discuss drugs knowledgeably. It is far better for + children to obtain their information from their parents than from + their peers or on the street. +</li> + +<li class="space">Communicating regularly with the parents of their children's + friends and sharing their knowledge about drugs with other + parents. +</li> + +<li class="space">Being selective about their children's viewing of television and + movies that portray drug use as glamorous or exciting. +</li> +</ul> + +<p> +In addition, parents can work with the school in its efforts to fight +drugs by: +</p> + +<ul> +<li>Encouraging the development of a school policy with a clear + no-drug message. +</li> + +<li class="space">Supporting administrators who are tough on drugs. +</li> + +<li class="space">Assisting the school in monitoring students' attendance and + planning and chaperoning school-sponsored activities. +</li> + +<li class="space">Communicating regularly with the school regarding their children's + behavior. +</li> +</ul> + +<br> + +<p> +<b>Fact Sheet</b><a name="p16"> </a> +</p> + +<p> +<b>Signs of Drug Use</b> +</p> + +<p> +Changing patterns of performance, appearance, and behavior may signal +use of drugs. The items in the first category listed below provide +direct evidence of drug use; the items in the other categories offer +signs that may indicate drug use. For this reason, adults should look +for extreme changes in children's behavior, changes that together form +a pattern associated with drug use. +</p> + +<p> +<b>Signs of Drugs and Drug Paraphernalia</b> +</p> + +<ul> +<li>Possession of drug-related paraphernalia such as pipes, rolling + papers, small decongestant bottles, or small butane torches. +</li> + +<li class="space">Possession of drugs or evidence of drugs, peculiar plants, or + butts, seeds, or leaves in ashtrays or clothing pockets. +</li> + +<li class="space">Odor of drugs, smell of incense or other "cover-up" scents. +</li> +</ul> + +<p> +<b>Identification with Drug Culture</b> +</p> + +<ul> +<li>Drug-related magazines, slogans on clothing. +</li> + +<li class="space">Conversation and jokes that are preoccupied with drugs. +</li> + +<li class="space">Hostility in discussing drugs. +</li> +</ul> + +<p> +<b>Signs of Physical Deterioration</b> +</p> + +<ul> +<li>Memory lapses, short attention span, difficulty in concentration. +</li> + +<li class="space">Poor physical coordination, slurred or incoherent speech. +</li> + +<li class="space">Unhealthy appearance, indifference to hygiene and grooming. +</li> + +<li class="space">Bloodshot eyes, dilated pupils. +</li> +</ul> + +<p> +<b>Dramatic Changes in School Performance</b> +</p> + +<ul> +<li>Distinct downward turns in student's grades—not just from C's to + F's, but from A's to B's and C's. Assignments not completed. +</li> + +<li class="space">Increased absenteeism or tardiness. +</li> +</ul> + +<p> +<b>Changes in Behavior</b> +</p> + +<ul> +<li>Chronic dishonesty (lying, stealing, cheating). Trouble with the + police. +</li> + +<li class="space">Changes in friends, evasiveness in talking about new ones. +</li> + +<li class="space">Possession of large amounts of money. +</li> + +<li class="space">Increasing and inappropriate anger, hostility, irritability, + secretiveness. +</li> + +<li class="space">Reduced motivation, energy, self-discipline, self-esteem. +</li> + +<li class="space">Diminished interest in extracurricular activities and + hobbies. +</li> +</ul> + +<br> +<p> +<b>Parents</b> +</p> + + +<p> +<b>Recognizing Drug Use</b><a name="p17"> </a> +</p> + +<p> +<i>Recommendation #3</i>: +</p> + +<p> +<b>Be knowledgeable about drugs and signs of drug use. When symptoms +are observed, respond promptly.</b> +</p> + +<p> +Parents are in the best position to recognize early signs of drug use +in their children. In order to prepare themselves, they should: +</p> + +<ul> +<li>Learn about the extent of the drug problem in their community and + in their children's schools. +</li> + +<li class="space">Be able to recognize signs of drug use. +</li> + +<li class="space">Meet with parents of their children's friends or classmates about + the drug problem at their school. Establish a means of sharing + information to determine which children are using drugs and who + is supplying them. +</li> +</ul> + +<p> +Parents who suspect their children are using drugs often must deal with +their own emotions of anger, resentment, and guilt. Frequently they +deny the evidence and postpone confronting their children. Yet the +earlier a drug problem is found and faced, the less difficult it is to +overcome. If parents suspect their children are using drugs, they +should: +</p> + +<ul> +<li>Devise a plan of action. Consult with school officials and other + parents. +</li> + +<li class="space">Discuss their suspicions with their children in a calm, objective + manner. Do not confront a child while he is under the influence + of drugs. +</li> + +<li class="space">Impose disciplinary measures that help remove the child from those + circumstances where drug use might occur. +</li> + +<li class="space">Seek advice and assistance from drug treatment professionals and + from a parent group. (For further information, consult the + resources section, pages 59-73.) +</li> +</ul> + +<br> +<p> +<b><i>WHAT SCHOOLS CAN DO</i></b> +</p> +<br> + +<p> +<b>Schools</b> +</p> + + +<p> +<b>Assessing the Problem</b><a name="p19"> </a> +</p> + +<p> +<i>Recommendation #4</i>: +</p> + +<p> +<b>Determine the extent and character of drug use and establish a means +of monitoring that use regularly.</b> +</p> + +<p> +School personnel should be informed about the extent of drugs in their +school. School boards, superintendents, and local public officials +should support school administrators in their efforts to assess the +extent of the drug problem and to combat it. +</p> + +<p> +In order to guide and evaluate effective drug prevention efforts, +schools need to: +</p> + +<ul> +<li>Conduct anonymous surveys of students and school personnel and + consult with local law enforcement officials to identify the + extent of the drug problem. +</li> + +<li class="space">Bring together school personnel to identify areas where drugs are + being used and sold. +</li> + +<li class="space">Meet with parents to help determine the nature and extent of drug + use. +</li> + +<li class="space">Maintain records on drug use and sale in the school over time, for + use in evaluating and improving prevention efforts. In addition + to self-reported drug use patterns, records may include + information on drug-related arrests and school discipline + problems. +</li> + +<li class="space">Inform the community, in nontechnical language, of the results of + the school's assessment of the drug problem. +</li> +</ul> + + +<br> +<div class="blockquote"> +<hr align="right" noshade size="4" width="40%"> +<p class="ralign"> +<b>Anne Arundel County School District,<br>Annapolis, Maryland</b> +</p> + +<p> +In response to evidence of a serious drug problem in 1979-80, the +school district of Anne Arundel County implemented a strict new policy +covering both elementary and secondary students. It features +notification of police, involvement of parents, and use of alternative +education programs for offenders. School officials take the following +steps when students are found using or possessing drugs: +</p> + +<ul> +<li>The school notifies the police, calls the parents, and suspends + students for 1 to 5 school days. +</li> + +<li class="space">The special assistant to the superintendent meets with the students + and parents. In order to return to school, students must state + where and how they obtained the drugs. The students must also + agree either to participate in the district's Alternative Drug + Program at night, while attending school during the day, or to + enroll in the district's Learning Center (grades 7-8) or evening + high school (grades 9-12). Students, accompanied by their + parents, must also take at least 5 hours of counseling. Parents + are also required to sign a Drug/Alcohol Reinstatement Form. +</li> + +<li class="space">If students fail to complete the Alternative Drug Program, they are + transferred to the Learning Center or to evening high school. +</li> + +<li class="space">Students are expelled if caught using or possessing drugs a second + time. +</li> +</ul> + +<p> +Distribution and sale of drugs are also grounds for expulsion, and a +student expelled for these offenses is ineligible to participate in the +Alternative Drug Program. +</p> + +<p> +As a result of these steps, the number of drug offenses has declined by +58 percent, from 507 in 1979-80 to 211 in 1984-85. +</p> +</div> + +<br> +<p> +<b>Schools</b> +</p> + + +<p> +<b>Setting Policy</b><a name="p21"> </a> +</p> + +<p> +<i>Recommendation #5</i>: +</p> + +<p> +<b>Establish clear and specific rules regarding drug use that include +strong corrective actions.</b> +</p> + +<p> +School policies should clearly establish that drug use, possession, and +sale on the school grounds and at school functions will not be +tolerated. These policies should apply to both students and school +personnel, and may include prevention, intervention, treatment, and +disciplinary measures. +</p> + +<p> +School policies should: +</p> + +<ul> +<li>Specify what constitutes a drug offense by defining (1) illegal + substances and paraphernalia, (2) the area of the school's + jurisdiction, for example, the school property, its surroundings, + and all school-related events, such as proms and football games, + and (3) the types of violations (drug possession, use, and sale). +</li> + +<li class="space">State the consequences for violating school policy; as appropriate, + punitive action should be linked with treatment and counseling. + Measures that schools have found effective in dealing with + first-time offenders include: +</li></ul> + +<ul class="none"> +<li>—a required meeting of parents and the student with school + officials, concluding with a contract signed by the student and + parents in which (1) they acknowledge a drug problem, (2) the + student agrees not to use drugs, and to participate in drug + counseling or a rehabilitation program. +</li> + +<li class="space">—suspension, assignment to an alternative school, in-school + suspension, after-school or Saturday detention with close + supervision and demanding academic assignments. +</li> + +<li class="space">—referral to a drug treatment expert or counselor. +</li> + +<li class="space">—notification of police. +</li> + +<li class="space">Penalties for repeat offenders and for sellers may include + expulsion, legal action, and referral for treatment. +</li></ul> + +<ul> +<li>Describe procedures for handling violations, including: +</li></ul> + +<ul class="none"> +<li>—legal issues associated with disciplinary + actions—confidentiality, due process, and search and + seizure—and how they apply. +</li> + +<li class="space">—responsibilities and procedures for reporting suspected + incidents that identify the proper authorities to be contacted + and the circumstances under which incidents should be reported. +</li> + +<li class="space">—procedures for notifying parents when their child is suspected + of or caught with drugs. +</li> + +<li class="space">—procedures for notifying police. +</li></ul> + +<ul> +<li>Enlist legal counsel to ensure that the policy is drafted in + compliance with applicable Federal, State, and local laws. +</li> + +<li class="space">Build community support for the policy. Hold open meetings where + views can be aired and differences resolved. +</li> +</ul> + +<br> +<div class="blockquote"> +<hr align="right" noshade size="4" width="40%"> +<p class="ralign"> +<b>Eastside High School,<br>Paterson, New Jersey</b> +</p> + +<p> +Eastside High School is located in an inner-city neighborhood and +enrolls 3,200 students. Before 1982, drug dealing was rampant. +Intruders had easy access to the school and sold drugs on the school +premises. Drugs were used in school stairwells and bathrooms. Gangs +armed with razors and knives roamed the hallways. +</p> + +<p> +A new principal, Joe Clark, was instrumental in ridding the school of +drugs and violence. Hired in 1982, Clark established order, enlisted +the help of police officers in drug prevention education, and raised +academic standards. Among the actions he took were: +</p> + +<ul> +<li>Establishing and enforcing strict penalties for breaking the + discipline code. In reference to drugs, he stated emphatically, + "If you're smoking or dealing, you're out." He acted on his + warning, removing 300 students from the roll in his first year + for discipline and drug-related violations. +</li> + +<li class="space">Increasing the involvement of local police officers, known as the + "Brothers in Blue," who visited the school regularly to speak to + students about the importance of resisting drugs. +</li> + +<li class="space">Raising academic standards and morale by emphasizing the importance + of doing well, requiring a "C" average for participation in + athletics, and honoring student achievements. +</li> +</ul> + +<p> +As a result of actions such as these, Eastside has been transformed. +Today there is no evidence of drug use in the school. Intruders no +longer have access to the school; hallways and stairwells are safe. +Academic performance has improved substantially: in 1981-82, only 56 +percent of the 9th graders passed the State's basic skills test in +math; in 1984-85, 91 percent passed. In reading, the percentage of 9th +graders passing the State basic skills test rose from 40 percent in +1981-82 to 67 percent in 1984-85. +</p></div> + +<br> +<p> +<b>Schools</b> +</p> + + +<p> +<b>Enforcing Policy</b><a name="p23"> </a> +</p> + +<p> +<i>Recommendation #6</i>: +</p> + +<p> +<b>Enforce established policies against drug use fairly and consistently. +Implement security measures to eliminate drugs on school premises and +at school functions.</b> +</p> + +<p> +Ensure that everyone understands the policy and the procedures that +will be followed in case of infractions. Make copies of the school +policy available to all parents, teachers, and students, and take other +steps to publicize the policy. +</p> + +<p> +Impose strict security measures to bar access to intruders and prohibit +student drug trafficking. Enforcement policies should correspond to the +severity of the school's drug problem. For example: +</p> + +<ul> +<li>Officials can require students to carry hall passes, supervise + school grounds and hallways, and secure assistance of law + enforcement officials, particularly to help monitor areas around + the schools. +</li> + +<li class="space">For a severe drug problem, officials can use security personnel to + monitor closely school areas where drug sale and use are known to + occur; issue mandatory identification badges for school staff and + students; request the assistance of local police to help stop + drug dealing; and, depending on applicable law, develop a policy + that permits periodic searches of student lockers. +</li> +</ul> + +<p> +Review enforcement practices regularly to ensure that penalties are +uniformly and fairly applied. +</p> + +<br> + +<p> +<b>Fact Sheet</b><a name="p24"> </a> +</p> + +<p> +<b>Legal Questions on Search and Seizure</b> +</p> + +<p> +In 1985, the Supreme Court for the first time analyzed the application +in the public school setting of the Fourth Amendment prohibition of +unreasonable searches and seizures. The Court sought to craft a rule +that would balance the need of school authorities to maintain order and +the privacy rights of students. The questions in this section summarize +the decisions of the Supreme Court and of lower Federal courts. School +officials should consult with legal counsel in formulating their +policies. +</p> + +<p> +<b>What legal standard applies to school officials who search students +and their possessions for drugs?</b> +</p> + +<p class="indent"> + The Supreme Court has held that school officials may institute a + search if there are "reasonable grounds" to believe that the search + will reveal evidence that the student has violated or is violating + either the law or the rules of the school. +</p> + +<p> +<b>Do school officials need a search warrant to conduct a search for +drugs?</b> +</p> + +<p class="indent"> + No, not if they are carrying out the search independent of the + police and other law enforcement officials. A more stringent legal + standard may apply if law enforcement officials are involved in the + search. +</p> + +<p> +<b>How extensive can a search be?</b> +</p> + +<p class="indent"> + The scope of the permissible search will depend on whether the + measures used during the search are reasonably related to the + purpose of the search and are not excessively intrusive in light of + the age and sex of the student being searched. The more intrusive + the search, the greater the justification that will be required by + the courts. +</p> + +<p> +<b>Do school officials have to stop a search when they find the object +of the search?</b> +</p> + +<p class="indent"> + Not necessarily. If a search reveals items suggesting the presence + of other evidence of crime or misconduct, the school official may + continue the search. For example, if a teacher is justifiably + searching a student's purse for cigarettes and finds rolling + papers, it will be reasonable (subject to any local policy to the + contrary) for the teacher to search the rest of the purse for + evidence of drugs. +</p> + +<p> +<b>Can school officials search student lockers?</b> +</p> + +<p class="indent"> + Reasonable grounds to believe that a particular student locker + contains evidence of a violation of the law or school rules will + generally justify a search of that locker. In addition, some courts + have upheld written school policies that authorize school officials + to inspect student lockers at any time. +</p> + + +<br> +<p> +<b>Fact Sheet</b> +</p> + + +<p> +<b>Legal Questions on Suspension and Expulsion</b><a name="p25"> </a> +</p> + +<p> +The following questions and answers briefly describe several Federal +requirements that apply to the use of suspension and expulsion as +disciplinary tools in public schools. These may not reflect all laws, +policies, and judicial precedents applicable to any given school +district. School officials should consult with legal counsel to +determine the application of these laws in their schools and to ensure +that all legal requirements are met. +</p> + +<p> +<b>What Federal procedural requirements apply to suspension or +expulsion?</b> +</p> + +<ul> +<li>The Supreme Court has held that students facing suspension or + expulsion from school are entitled under the U.S. Constitution to + the basic due process protections of notice and an opportunity to + be heard. The nature and formality of the "hearing" to be + provided depend on the severity of the sanction being imposed. +</li> + +<li class="space">A formal hearing is not required when a school seeks to suspend a + student for 10 days or less. Due process in that situation requires + only that: +</li> +</ul> + +<ul class="none"> +<li>—the school inform the student, either orally or in writing, of + the charges and of the evidence to support those charges; +</li> + +<li class="space">—the school give the student an opportunity to deny the charges + and present his or her side of the story; +</li> + +<li class="space">—as a general rule, the notice to the student and a rudimentary + hearing should precede a suspension unless a student's presence + poses a continuing danger to persons or property, or threatens to + disrupt the academic process. In such cases, the notice and + rudimentary hearing should follow as soon as possible after the + student's removal. +</li> +</ul> + +<ul> +<li>More formal procedures may be required for suspensions longer + than 10 days and for expulsions. In addition, Federal law and + regulations establish special rules governing suspensions and + expulsions of handicapped students. +</li> + +<li class="space">· States and local school districts may require additional + procedures. +</li> +</ul> + + +<p> +<b>Can students be suspended or expelled from school for use, +possession, or sale of drugs?</b> +</p> + +<p class="indent"> + Generally, yes. A school may suspend or expel students in + accordance with the terms of its discipline policy. A school policy + may provide for penalties of varying severity, including suspension + or expulsion, to respond to drug-related offenses. It is helpful to + be explicit about the types of offenses that will be punished and + about the penalties that may be imposed for particular types of + offenses (e.g., use, possession, or sale of drugs). Generally, + State and local law will determine the range of sanctions + permitted. +</p> + +<p> +(For a more detailed discussion of legal issues, see pages 49-58.) +</p> + + +<br> + +<p> +<b>Fact Sheet</b><a name="p26"> </a> +</p> + +<p> +<b>Tips for Selecting Drug Prevention Materials</b> +</p> + +<p> +In evaluating drug prevention materials, keep the following points in +mind: +</p> + +<p> +<b>Check the date of publication.</b> +</p> + +<p> +Material published before 1980 may be outdated and even recently +published materials may be inaccurate. +</p> + +<p> +<b>Look for "warning flag" phrases and concepts.</b> +</p> + +<p> +These expressions, many of which appear frequently in "pro-drug" +material, falsely imply that there is a "safe" use of mind-altering +drugs: experimental use, recreational use, social use, controlled use, +responsible use, use/abuse. +</p> + +<p> +"Mood-altering" is a deceptive euphemism for mind-altering. +</p> + +<p class="indent"> + The implication of the phrase "mood-altering" is that only + temporary feelings are involved. The fact is that mood changes are + biological changes in the brain. +</p> + +<p> +"There are no 'good' or 'bad' drugs, just improper use": +</p> + +<p class="indent"> + This is a popular semantic camouflage in pro-drug literature. It + confuses young people and minimizes the distinct chemical + differences among substances. +</p> + +<p> +"The child's own decision": +</p> + +<p class="indent"> + Parents cannot afford to leave such hazardous choices to their + children. It is the parents' responsibility to do all in their + power to provide the information and the protection to assure their + children a drug-free childhood and adolescence. +</p> + +<p> +<b>Be alert for contradictory messages.</b> +</p> + +<p> +Often an author gives a pro-drug message and then covers his tracks by +including "cautions" about how to use drugs. +</p> + +<p> +<b>Make certain the health consequences revealed in current research +are adequately described.</b> +</p> + +<p> +Literature should make these facts clear: The high potency of marijuana +on the market today makes it more dangerous than ever; THC, a +psychoactive ingredient in marijuana, is fat soluble and its +accumulation in the body has many adverse biological effects; cocaine +can cause death and is one of the most addictive drugs known to man. +</p> + +<p> +<b>Demand material that sets positive standards of behavior for +children.</b> +</p> + +<p> +The message conveyed must be an expectation that children can say no to +drugs. The publication and its message must provide the information and +must support caring family involvement to reinforce the child's courage +to stay drug free. +</p> + + +<br> +<p> +<b>Schools</b> +</p> + + +<p> +<b>Teaching About Drug Prevention</b><a name="p27"> </a> +</p> + +<p> +<i>Recommendation #7</i>: +</p> + +<p> +<b>Implement a comprehensive drug prevention curriculum from +kindergarten through grade 12, teaching that drug use is wrong and +harmful and supporting and strengthening resistance to drugs.</b> +</p> + +<p> +A model program would have these main objectives: +</p> + +<ul> +<li>To value and maintain sound personal health. +</li> + +<li class="space">To respect laws and rules prohibiting drugs. +</li> + +<li class="space">To resist pressures to use drugs. +</li> + +<li class="space">To promote student activities that are drug free and offer + healthy avenues for student interests. +</li> +</ul> + +<p> +In developing a program, school staff should: +</p> + +<ul> +<li>Determine curriculum content appropriate for the school's drug + problem and grade levels. +</li> + +<li class="space">Base the curriculum on an understanding of why children try drugs + in order to teach them how to resist pressures to use drugs. +</li> + +<li class="space">Review existing materials for possible adaptation. State and + national organizations—and some lending libraries—that have an + interest in drug prevention make available lists of materials. +</li> +</ul> + +<p> +In implementing a program, school staff should: +</p> + +<ul> +<li>Include all grades. Effective drug education is cumulative. +</li> + +<li class="space">Teach about drugs in health education classes, and reinforce this + curriculum with appropriate materials in such classes as social + studies and science. +</li> + +<li class="space">Develop expertise in drug prevention through training. Teachers + should be knowledgeable about drugs, be personally committed to + opposing drug use, and be skilled at eliciting participation by + students. +</li> +</ul> + +<p> +(For more detailed information on topics and learning activities to +incorporate in a drug prevention program, see pages 44-48.) +</p> + + +<br> +<div class="blockquote"> +<hr align="right" noshade size="4" width="40%"> +<p class="ralign"> +<b>Samuel Gompers Vocational-Technical High School,<br>New York City</b> +</p> + +<p> +Samuel Gompers Vocational-Technical High School is located in the South +Bronx in New York City. Enrollment is 1,500 students; 95 percent are +from low-income families. +</p> + +<p> +In June, 1977, an article in the <i>New York Times</i> likened Gompers +to a "war zone." Students smoked marijuana and sold drugs both inside +the school and on the school grounds; the police had to be called in +daily. +</p> + +<p> +In 1979, the school board hired a new principal, Victor Herbert, who +turned the school around. Herbert established order, implemented a drug +awareness program, involved the private sector, and instilled pride in +the school among students. Among the actions he took: +</p> + +<ul> +<li>In cooperation with the police captain, Herbert arranged for the + same two police officers to respond to all calls from Gompers. + These officers came to know the Gompers students; eventually, + students confided in the police about drug sales occurring near + the school. Police also helped school staff patrol the school + grounds and were stationed at a nearby park known for drug + trafficking. +</li> + +<li class="space">Herbert stationed security guards and faculty outside each + bathroom. He organized "hall sweeps" in the middle of class + periods and no longer allowed students to leave the premises at + lunch time. +</li> + +<li class="space">Herbert established a drug education program for teachers, + students, and parents that emphasized recognizing the signs of + drug use. He also implemented other drug awareness programs that + involved the police and community organizations. +</li> + +<li class="space">He persuaded companies, such as IBM, to hire students for + afterschool and summer work. Students had to be drug free to + participate. This requirement demonstrated to students that + employers would not tolerate drug use. +</li> + +<li class="space">A computerized attendance system was installed to notify parents of + their child's absence. Newly hired paraprofessionals, called + "family assistants," worked to locate absentees and bring them + back to school. +</li> +</ul> + +<p> +The results of Herbert's actions were remarkable. In 1985, there were +no known incidents of students using alcohol or drugs in school or on +school grounds, and only one incident of violence was reported. The +percentage of students reading at or above grade level increased from +45 percent in 1979-80 to 67 percent in 1984-85. +</p></div> + +<br> + +<p> +<b>Enlisting the Community</b><a name="p29"> </a> +</p> + +<p> +<i>Recommendation #8:</i> +</p> + +<p> +<b>Reach out to the community for support and assistance in making the +school's antidrug policy and program work. Develop collaborative +arrangements in which school personnel, parents, school boards, law +enforcement officers, treatment organizations, and private groups can +work together to provide necessary resources.</b> +</p> + +<p> +School officials should recognize that they cannot solve the drug +problem alone. They need to get the community behind their efforts by +taking action to: +</p> + +<ul> +<li>Increase community understanding of the problem through meetings, + media coverage, and education programs. +</li> + +<li class="space">Build public support for the policy; develop agreement on the goals + of a school drug policy, including prevention and enforcement + goals. +</li> + +<li class="space">Educate the community about the effects and extent of the drug + problem. +</li> + +<li class="space">Strengthen contacts with law enforcement agencies through + discussions about the school's specific drug problems and ways + they can assist in drug education and enforcement. +</li> + +<li class="space">Call on local professionals, such as physicians and pharmacists, to + share their expertise on drug abuse as class lecturers. +</li> + +<li class="space">Mobilize the resources of community groups and local businesses to + support the program. +</li> +</ul> + +<br> +<p> +<b><i>WHAT STUDENTS CAN DO</i></b> +</p> +<br> + +<p> +<b>Students</b> +</p> + + +<p> +<b>Learning the Facts</b><a name="p31"> </a> +</p> + +<p> +<i>Recommendation #9.</i> +</p> + +<p> +<b>Learn about the effects of drug use, the reasons why drugs are +harmful, and ways to resist pressures to try drugs. Students can arm +themselves with the knowledge to resist drug use by:</b> +</p> + +<ul> +<li>Learning about the effects and risks of drugs. +</li> + +<li class="space">Learning the symptoms of drug use and the names of organizations + and individuals who are available to help when friends or family + members are in trouble. +</li> + +<li class="space">Understanding the pressures to use drugs and ways to counteract + them. +</li> + +<li class="space">Knowing the school rules on drugs and ways to help make the school + policy work. +</li> + +<li class="space">Knowing the school procedures for reporting drug offenses. +</li> + +<li class="space">Knowing the laws on drug use and the penalties, for example, for + driving under the influence of drugs and alcohol. Understanding + how the laws protect individuals and society. +</li> + +<li class="space">Developing skill in communicating their opposition to drugs and + their resolve to say no. +</li> +</ul> + + +<br> +<div class="blockquote"> +<hr align="right" noshade size="4" width="40%"> +<p class="ralignindent"> +<i>R. H. Watkins High School of Jones County, Mississippi, has +developed a pledge, excerpted below, which sets forth the duties and +responsibilities of student counselors in its peer counseling +program</i>. +</p> +<p class="space"> </p> +<p> +<b>Responsibility Pledge for a Peer Counselor, R. H. Watkins High +School</b> +</p> + +<p class="indent"> +As a drug education peer counselor you have the opportunity to help the +youth of our community develop to their full potential without the +interference of illegal drug use. It is a responsibility you must not +take lightly. Therefore, please read the following responsibilities you +will be expected to fulfill next school year and discuss them with your +parents or guardians. +</p> + + +<p> +<b>Responsibilities of a Peer Counselor</b> +</p> + +<p class="indent"> + Understand and be able to clearly state your beliefs and attitudes + about drug use among teens and adults. +</p> + +<p class="indent"> + Remain drug free. +</p> + +<p class="indent"> + Maintain an average of C or better in all classes. +</p> + +<p class="indent"> + Maintain a citizenship average of B or better. +</p> + +<p class="indent"> + Participate in some club or extracurricular activity that emphasizes + the positive side of school life. +</p> + +<p class="indent"> + Successfully complete training for the program, including, for + example, units on the identification and symptoms of drug abuse, + history and reasons for drug abuse, and the legal/economic aspects of + drug abuse. +</p> + +<p class="indent"> + Successfully present monthly programs on drug abuse in each of the + elementary and junior high schools of the Laurel City school system, + and to community groups, churches, and statewide groups as needed. +</p> + +<p class="indent"> + Participate in rap sessions or individual counseling sessions with + Laurel City school students. +</p> + +<p class="indent"> + Attend at least one Jones County Drug Council meeting per year, + attend the annual Drug Council Awards Banquet, work in the Drug + Council Fair exhibit and in any Drug Council workshops, if needed. +</p> + +<p class="indent"> + Grades and credit for Drug Education will be awarded on successful + completion of and participation in all the above-stated activities. +</p> + + +<table summary="Signatures"> +<tr> +<td>_____________________________</td> +<td> </td> +<td>__________________________________</td> +</tr> + +<tr> +<td class="c">Student's Signature</td> +<td> </td> +<td class="c">Parent's or Guardian's Signature</td> +</tr> +</table> +</div> + +<br> +<p> +<b>Students</b> +</p> + + +<p> +<b>Helping Fight Drug Use</b><a name="p33"> </a> +</p> + +<p> +<i>Recommendation #10</i>: +</p> + +<p> +<b>Use an understanding of the danger posed by drugs to help other +students avoid them. Encourage other students to resist drugs, persuade +those using drugs to seek help, and report those selling drugs to +parents and the school principal.</b> +</p> + +<p> +Although students are the primary victims of drug use in the schools, +drug use cannot be stopped or prevented unless students actively +participate in this effort. +</p> + +<p> +Students can help fight drug use by: +</p> + +<p> + · Participating in open discussions about the extent of the problem + at their own school. +</p> + +<ul> +<li>Supporting a strong school antidrug policy and firm, consistent + enforcement of rules. +</li> + +<li class="space">Setting a positive example for fellow students and speaking + forcefully against drug use. +</li> + +<li class="space">Teaching other students, particularly younger ones, about the + harmful effects of drugs. +</li> + +<li class="space">Encouraging their parents to join with other parents to promote a + drug-free environment outside of school. Some successful parent + groups have been started by the pressure of a son or daughter who + was concerned about drugs. +</li> + +<li class="space">Becoming actively involved in efforts to inform the community about + the drug problem. +</li> + +<li class="space">Starting a drug-resistance club or other activity to create + positive, challenging ways for young people to have fun without + drugs. Obtaining adult sponsorship for the group and publicizing + its activities. +</li> + +<li class="space">Encouraging friends who have a drug problem to seek help and + reporting persons selling drugs to parents and the principal. +</li> +</ul> + + +<br> +<div class="blockquote"> +<hr align="right" noshade size="4" width="40%"> +<p class="ralign"> +<b>Greenway Middle School,<br>Phoenix, Arizona</b> +</p> + +<p> +Greenway Middle School is in a rapidly growing area of Phoenix. The +student population of 950 is highly transient. +</p> + +<p> +Greenway developed a comprehensive drug prevention program in the +1979-80 school year. The program provides strict sanctions for students +caught with drugs, but its main emphasis is on prevention. Features +include: +</p> + +<ul> +<li>Teaching students about drugs in science classes; mini-units on + why people use drugs and what treatment resources are available + to drug users; distributing and discussing current literature on + drugs; sponsoring a 1-day Prevention Fair in which community + experts talk to students about drug prevention. +</li> + +<li class="space">Enrolling students and staff in the "All Star" training program + where they learn how to resist peer pressure, make decisions for + themselves, and develop plans for personal and school + improvement. +</li> + +<li class="space">Providing counselor training for specially selected students; drug + counseling for students who are using drugs. +</li> +</ul> + +<p> +Under Greenway's drug policy, first-time offenders who are caught using +or possessing drugs are suspended for 6 to 10 days. First-time +offenders who are caught selling drugs are subject to expulsion. The +policy is enforced in close cooperation with the local police +department. +</p> + +<p> +As a result of the Greenway program, drug use and disciplinary +referrals declined dramatically between 1979-80 and 1984-85. The number +of drug-related referrals to the school's main office decreased by 78 +percent; overall, discipline-related referrals decreased by 62 percent. +</p> +</div> + +<br> +<p> +<b><i>WHAT COMMUNITIES CAN DO</i></b> +</p> +<br> + +<div class="blockquote"> +<hr align="right" noshade size="4" width="40%"> +<p class="ralign"> +<b>Project DARE,<br>Los Angeles, California</b> +</p> + +<p> +The police department and school district have teamed up to create DARE +(Drug Abuse Resistance Education), now operating in 405 schools from +kindergarten through grade 8 in Los Angeles. Fifty-two carefully +selected and trained frontline officers are teaching students to say no +to drugs, build their self-esteem, manage stress, resist prodrug media +messages, and develop other skills to keep them drug free. In addition, +officers spend time on the playground at recess so that students can +get to know them. Meetings are held with teachers, principals, and +parents to discuss the curriculum. +</p> + +<p> +Research has shown that DARE has improved students' attitudes about +themselves, increased their sense of responsibility for themselves and +to police, and strengthened resistance to drugs. For example, before +the DARE program began, 51 percent of fifth-grade students equated drug +use with having more friends. After training, only 8 percent reported +this attitude. +</p> + +<p> +DARE has also changed parent attitudes through an evening program to +teach parents about drugs, the symptoms of drug use, and ways to +increase family communication. Before DARE, 32 percent of parents +thought that it was all right for children to drink alcohol at a party +as long as adults were present. After DARE, no parents reported such a +view. Before DARE, 61 percent thought that there was nothing parents +could do about their children's use of drugs; only 5 percent said so +after the program. +</p> + +<p> +As a result of the high level of acceptance by principals, teachers, +the community, and students, DARE has spread from 50 elementary schools +in 1983 to all 347 elementary and 58 junior high schools in Los +Angeles. DARE will soon be fully implemented in Virginia. +</p></div> + +<br> +<p> +<b>Communities</b> +</p> + + +<p> +<b>Providing Support</b><a name="p37"> </a> +</p> + +<p> +<i>Recommendation #11</i>: +</p> + +<p> +<b>Help schools fight drugs by providing them with the expertise and +financial resources of community groups and agencies.</b> +</p> + +<p> +Law enforcement agencies and the courts can: +</p> + +<ul> +<li>Provide volunteers to speak in the schools about the legal + ramifications of drug use. Officers can encourage students to + cooperate with them to stop drug use. +</li> + +<li class="space">Meet with school officials to discuss drug use in the school, + share information on the drug problem outside of school, and + help school officials in their investigations. +</li> +</ul> + +<p> +Social service and health agencies can: +</p> + +<ul> +<li>Provide volunteers to speak in the school about the effects of + drugs. +</li> + +<li class="space">Meet with parents to discuss symptoms of drug use and to inform + them about counseling resources. +</li> + +<li class="space">Provide the schools with health professionals to evaluate + students who may be potential drug users. +</li> + +<li class="space">Provide referrals to local treatment programs for students who + are using drugs. +</li> + +<li class="space">Establish and conduct drug counseling and support groups for + students. +</li> +</ul> +<p> +Businesses can: +</p> + +<ul> +<li>Speak in the schools about the effects of drug use on + employment. +</li> + +<li class="space">Provide incentives for students who participate in drug + prevention programs and lead drug-free lives. +</li> + +<li class="space">Help schools obtain curriculum materials for their drug + prevention program. +</li> + +<li class="space">Sponsor drug-free activities for young people. +</li> +</ul> + +<p> +Parent groups can: +</p> + +<ul> +<li>Mobilize others through informal discussions, door-to-door + canvassing, and school meetings to ensure that students get a + consistent no-drug message at home, at school, and in the + community. +</li> + +<li class="space">Contribute volunteers to chaperone student parties and other + activities. +</li> +</ul> + +<p> +Print and broadcast media can: +</p> + +<ul> +<li>Educate the community about the nature of the drug problem in + their schools. +</li> + +<li class="space">Publicize school efforts to combat the problem. +</li> +</ul> + + +<br> +<div class="blockquote"> +<hr align="right" noshade size="4" width="40%"> +<p class="ralign"> +<b>Operation SPECDA,<br>New York City</b> +</p> + +<p> +Operation SPECDA (School Program to Educate and Control Drug Abuse) is +a cooperative program of the New York City Board of Education and the +police department. It operates in 154 schools, serving students and +their parents from kindergarten through grade 12. SPECDA has two +aims: education and enforcement. Police help provide classes and +presentations on drug abuse in the schools. At the same time, they +concentrate enforcement efforts within a two-block radius of schools +to create a drug-free corridor for students. +</p> + +<p> +The enforcement aspect has had some impressive victories. Police have +made 7,500 arrests to date, 66 percent in the vicinity of elementary +schools. In addition, they have seized narcotics valued at more than +$1 million, as well as $1 million in cash and 139 firearms. +</p> + +<p> +SPECDA provides a simultaneous focus on education. Carefully selected +police officers team with drug abuse counselors to lead discussion +sessions throughout the fifth and sixth grades. The discussions +emphasize the building of good character and self-respect; the dangers +of drug use; civic responsibility and the consequences of actions; and +constructive alternatives to drug abuse. +</p> + +<p> +Similar presentations are made in school assemblies for students from +kindergarten through grade 4 and in the junior and senior high +schools. An evening workshop for parents helps them reinforce the +SPECDA message. +</p> + +<p> +An evaluation of participants in SPECDA demonstrates that a majority +of the students have become more aware of the dangers of drug use, and +show strong positive attitudes toward SPECDA police officers and drug +counselors. When interviewed, students have indicated a strengthened +resolve to resist drugs. +</p></div> + + +<br> +<p> +<b>Communities</b> +</p> + + +<p> +<b>Tough Law Enforcement</b><a name="p39"> </a> +</p> + +<p> +<i>Recommendation</i> #12: +</p> + +<p> +<b>Involve local law enforcement agencies in all aspects of drug +prevention: assessment, enforcement, and education. The police and +courts should have well-established and mutually supportive +relationships with the schools.</b> +</p> + +<p> +Community groups can: +</p> + +<ul> +<li>Support school officials who take a strong position against drug + use. +</li> + +<li class="space">Support State and local policies to keep drugs and drug + paraphernalia away from schoolchildren. +</li> + +<li class="space">Build a community consensus in favor of strong penalties for + persons convicted of selling drugs, particularly for adults who + have sold drugs to children. +</li> + +<li class="space">Encourage programs to provide treatment to juvenile + first-offenders while maintaining tough penalties for repeat + offenders and drug sellers. +</li> +</ul> + +<p> +Law enforcement agencies, in cooperation with schools, can: +</p> + +<ul> +<li>Establish the procedures each will follow in school drug cases. +</li> + +<li class="space">Provide expert personnel to participate in prevention activities + from kindergarten through grade 12. +</li> + +<li class="space">Secure areas around schools and see that the sale and use of + drugs are stopped. +</li> + +<li class="space">Provide advice and personnel to help improve security in the + school or on school premises. +</li> +</ul> + + +<br> +<br> +<br> +<br> + +<p class="fm2"> +<i>CONCLUSION</i><a name="p40"> </a> +</p> +<hr align="left" noshade size="4" width="40%"> +<br> + + +<p> +Drugs threaten our children's lives, disrupt our schools, and shatter +families. Drug-related crimes overwhelm our courts, social service +agencies, and police. This situation need not and must not continue. +</p> + +<p> +Across America schools and communities <i>have</i> found ways to turn +the tide in the battle against drugs. The methods they have used and +the actions they have taken are described in this volume. We know what +works. We know that drug use can be stopped. +</p> + +<p> +But we also know that defeating drugs is not easy. We cannot expect +the schools to do the job without the help of parents, police, the +courts, and other community groups. Drugs will only be beaten when all +of us work together to deliver a firm, consistent message to those who +would use or sell drugs: a message that illegal drugs will not be +tolerated. It is time to join in a national effort to achieve schools +without drugs. +</p> + + +<br> +<br> +<br> +<br> +<p class="fm2"> +<i>SPECIAL SECTIONS</i> +</p> +<hr align="left" noshade size="4" width="40%"> +<br> + + +<br> + +<p> +<b>TEACHING ABOUT DRUG PREVENTION</b><a name="p44"> </a> +</p> +<br> +<p> +<b>Teaching About Drug Prevention: Sample Topics +and Learning Activities</b> +</p> + +<p> +<i>An effective drug prevention curriculum covers a broad set of +education objectives. This section presents a model program for +consideration by State and local school authorities who have the +responsibility to design a curriculum that meets local needs and +priorities. The program consists of four objectives, plus sample +topics and learning activities.</i> +</p> + +<br> +<p> +<b>OBJECTIVE 1: To value and maintain sound personal health; to +understand how drugs affect health.</b> +</p> + +<p> +An effective drug prevention education program instills respect for a +healthy body and mind and imparts knowledge of how the body functions, +how personal habits contribute to good health, and how drugs affect +the body. +</p> + +<p> +At the early elementary level, children learn how to care for their +bodies. Knowledge about habits, medicine, and poisons lays the +foundation for learning about drugs. Older children begin to learn +about the drug problem and study those drugs to which they are most +likely to be exposed. The curriculum for secondary school students is +increasingly drug-specific as students learn about the effects of +certain drugs on their bodies and on adolescent maturation. +</p> + +<p> +<b>Sample topics for elementary school</b>: +</p> + +<ul> +<li>The role of nutrition, medicine, and health care professionals + in preventing and treating disease. +</li> + +<li class="space">The difficulties of recognizing which substances are safe to eat + or touch; ways to learn whether a substance is safe: consulting + with an adult, reading labels. +</li> + +<li class="space">The effects of poisons on the body; the effects of medicine on + body chemistry: the wrong drug may make a person ill. +</li> + +<li class="space">The nature of habits: their conscious and unconscious + development. +</li> +</ul> + +<p> +<b>Sample topics for secondary school</b>: +</p> + +<ul> +<li>Stress: how the body responds to stress; how drugs increase + stress. +</li> + +<li class="space"> +The chemical properties of drugs. +</li> + +<li class="space"> +The effects of drugs on the circulatory, digestive, nervous, + reproductive, and respiratory systems. The effects of drugs on + adolescent development. +</li> + +<li class="space"> +Patterns of substance abuse: the progressive effects of drugs on + the body and mind. +</li> + +<li class="space"> +The drug problem at school, among teenagers, and in society. +</li> +</ul> + +<div class="box"> +<p> + Children tend to be present-oriented and are likely to feel + invulnerable to long-term effects of drugs. For this reason, they + should be taught about the short-term effects of drug use—such as + impact on appearance, alertness, and coordination—as well as + about the cumulative effects. +</p> +</div> + +<p> +<b>Sample learning activities for elementary school</b>: +</p> + +<ul> +<li>Make a coloring book depicting various substances. Color only + those items that are safe to eat. +</li> + +<li class="space">Use puppets to dramatize what can happen when chemicals are + used. +</li> + +<li class="space">Write stories about what to do if a stranger offers candy, + pills, or a ride. +</li> + +<li class="space"> Discuss options in class. +</li> + +<li class="space">Try, for a limited time, to break a bad habit. The teacher + emphasizes that it is easier not to start a bad habit than to + break one. +</li> +</ul> + +<p> +<b>Sample learning activities for high school</b>: +</p> + +<ul> +<li>Discuss the properties of drugs with community experts: + physicians, scientists, pharmacists, or law enforcement officers. +</li> + +<li class="space">Interview social workers in drug treatment centers. Visit an + open meeting of Alcoholics Anonymous or Narcotics Anonymous. + These activities should be open only to mature students; careful + preparation and debriefing are essential. +</li> + +<li class="space">Research the drug problem at school, in the community, or in the + sports and entertainment fields. +</li> + +<li class="space">Design a true/false survey about drug myths and facts; conduct + the survey with classmates and analyze the results. +</li> + +<li class="space">Develop an accessible lending library on drugs, well stocked + with up-to-date and carefully chosen materials. +</li> +</ul> + +<div class="box"> +<p> + When an expert visits a class, both the class and the expert + should be prepared in advance. Students should learn about the + expert's profession and prepare questions to ask during the visit. + The expert should know what the objectives of the session are and + how the session fits into previous and subsequent learning. The + expert should participate in a discussion or classroom activity, + not simply appear as a speaker. +</p> +</div> + +<br> +<p> +<b>OBJECTIVE 2: To respect laws and rules prohibiting drugs.</b> +</p> + +<p> +The program teaches children to respect rules and laws as the +embodiment of social values and as tools for protecting individuals +and society. It provides specific instruction about laws concerning +drugs. +</p> + +<p> +Students in the early grades learn to identify rules and to understand +their importance, while older students learn about the school drug +code and laws regulating drugs. +</p> + +<p> +<b>Sample topics for elementary school</b>: +</p> + +<ul> +<li>What rules are and what would happen without them. +</li> + +<li class="space">What values are and why they should guide behavior. +</li> + +<li class="space">What responsible behavior is. +</li> + +<li class="space">Why it is wrong to take drugs. +</li> +</ul> + +<p> +<b>Sample topics for secondary school</b>: +</p> + +<ul> +<li>Student responsibilities in promoting a drug-free school. +</li> + +<li class="space">Local, State, and Federal laws on controlled substances; why + these laws exist and how they are enforced. +</li> + +<li class="space">Legal and social consequences of drug use. Penalties for driving + under the influence of alcohol or drugs. The relationship between + drugs and other crimes. +</li> +</ul> + +<p> +<b>Sample learning activities for elementary school</b>: +</p> + +<ul> +<li>Use stories and pictures to identify rules and laws in everyday + life (e.g., lining up for recess). +</li> + +<li class="space">Imagine how to get to school in the absence of traffic laws; try + to play a game that has no rules. +</li> + +<li class="space">Name things important to adults and then list rules they have + made about these things. (This activity helps explain values.) +</li> + +<li class="space">Solve a simple problem (e.g., my sister hits me; my math grades + are low). Discuss which solutions are best and why. +</li> + +<li class="space">Discuss school drug policies with the principal and other staff + members. Learn how students can help make the policy work better. +</li> + +<li class="space">Explain the connection between drug users, drug dealers, and + drug traffickers and law enforcement officers whose lives are + placed at risk or lost in their efforts to stop the drug trade. +</li> +</ul> + +<p> +<b>Sample learning activities for secondary school</b>: +</p> + +<ul> +<li>Resolve hypothetical school situations involving drug use. + Analyze the consequences for the school, other students, and the + individuals involved. +</li> + +<li class="space">Collect information about accidents, crimes, and other problems + related to drugs. Analyze how the problem might have been + prevented and how the incident affected the individuals involved. +</li> + +<li class="space">Conduct research projects. Interview members of the community + such as attorneys, judges, police officers, State highway patrol + officers, and insurance agents about the effects of drug use on + the daily lives of teenagers and their families. +</li> + +<li class="space">Draft a legislative petition proposing enactment of a State law + on drug use. Participate in a mock trial or legislative session + patterned after an actual trial or debate. Through these + activities, students learn to develop arguments on behalf of drug + laws and their enforcement. +</li> +</ul> + +<br> +<p> +<b>OBJECTIVE 3: To recognize and resist pressures to use drugs.</b> +</p> + +<p> +Social influences play a key role in encouraging children to try +drugs. Pressures to use drugs come from internal sources, such as a +child's desire to feel included in a group or to demonstrate +independence, and external influences, such as the opinions and +example of friends, older children, and adults, and media messages. +</p> + +<p> +Students must learn to identify these pressures. They must then learn +how to counteract messages to use drugs and gain practice in saying +no. The education program emphasizes influences on behavior, +responsible decision-making, and techniques for resisting pressures to +use drugs. +</p> + +<p> +<b>Sample topics for elementary through high school</b>: +</p> + +<ul> +<li>The influence of popular culture on behavior. +</li> + +<li class="space">The influence of peers, parents, and other important individuals + on a student's behavior. How the need to feel accepted by others + influences behavior. +</li> + +<li class="space">Ways to make responsible decisions and deal constructively with + disagreeable moments and pressures. +</li> + +<li class="space">Reasons for not taking drugs. +</li> + +<li class="space">Situations in which students may be pressured into using drugs. +</li> + +<li class="space">Ways of resisting pressure to use drugs. +</li> + +<li class="space">Benefits of resisting pressure to use drugs. +</li> +</ul> + +<p> +<b>Sample learning activities for elementary through high school</b>: +</p> + +<ul> +<li>Describe recent personal decisions. In small groups, decide what + considerations influenced the decision (e.g., opinions of family + or friends, beliefs, desire to be popular) and analyze choices + and consequences. +</li> + +<li class="space">Examine ads for cigarettes, over-the-counter drugs, and alcohol, + deciding what images are being projected and whether the ads are + accurate. +</li> + +<li class="space">Read stories about famous people who stood up for their beliefs + in the face of opposition. Students can discuss how these people + withstood the pressure and what they accomplished. +</li> + +<li class="space">Give reasons for not taking drugs. Discuss with a health + educator or drug counselor the false arguments for using drugs. + Develop counter-arguments in response to typical messages or + pressures on behalf of drug use. +</li> + +<li class="space">Given a scenario depicting pressure to use drugs, act out ways + of resisting (simply refusing, giving a reason, leaving the scene, + etc.). Students then practice these techniques repeatedly. + Demonstrate ways of resisting pressures, using older students + specially trained as peer teachers. +</li> + +<li class="space">Present scenarios involving drug-related problems (e.g., + learning that another student is selling drugs, a sibling using + drugs; or being offered a drive home by a friend under the + influence of drugs). Students practice what they would do and + discuss to whom they would turn for help. Teachers should + discuss and evaluate the appropriateness of student responses. +</li> + +<li class="space">Discuss how it feels to resist pressures to take drugs. Hold a + poster contest to depict the benefits derived both from not + using and from saying no (e.g., being in control, increased + respect from others, self-confidence). +</li> +</ul> + +<br> +<p> +<b>OBJECTIVE 4: To promote activities that reinforce the positive, +drug-free elements of student life.</b> +</p> + +<p> +School activities that provide students opportunities to have fun +without drugs—and to contribute to the school community—build +momentum for peer pressure not to use drugs. These school activities +also nurture positive examples by giving older students opportunities +for leadership related to drug prevention. +</p> + +<p> +<b>Sample activities:</b> +</p> + +<ul> +<li>Make participation in school activities dependent on an + agreement not to use drugs. +</li> + +<li class="space">Ensure that drugs will not be available at school-sponsored + activities or parties. Plan these events carefully to be certain + that students have attractive alternatives to drug use. +</li> + +<li class="space">Give students opportunities for leadership. They can be trained + to serve as peer leaders in drug prevention programs, write + plays, or design posters for younger students. Activities such + as these provide youthful role models who demonstrate the + importance of not using drugs. Youth training programs are + available that prepare students to assist in drug education and + provide information on how to form drug-free youth groups. +</li> + +<li class="space">Form action teams for school improvement with membership limited + to students who are drug free. These action teams campaign + against drug use, design special drug-free events, conduct and + follow up on surveys of school needs, help teachers with + paperwork, tutor other students, or improve the appearance of + the school. Through these activities, students develop a stake + in their school, have the opportunity to serve others, and have + positive reasons to reject drug use. +</li> +</ul> + +<br> + +<p> +<b>HOW THE LAW CAN HELP</b><a name="p49"> </a> +</p> +<br> + +<p> +Federal law accords school officials broad authority to regulate +student conduct and supports reasonable and fair disciplinary action. +The Supreme Court recently reaffirmed that the constitutional rights +of students in school are not "automatically coextensive with the +rights of adults in other settings."<a href="#note1" name="noteref1"> +<small>[1]</small></a> Rather, recognizing that "in +recent years … drug use and violent crime in the schools have become +major social problems," the Court has emphasized the importance of +effective enforcement of school rules.<a href="#note2" name="noteref2"> +<small>[2]</small></a> On the whole, a school "is +allowed to determine the methods of student discipline and need not +exercise its discretion with undue timidity."<a href="#note3" name="noteref3"> +<small>[3]</small></a> +</p> + +<p> +An effective campaign against drug use requires a basic understanding +of legal techniques for searching and seizing drugs and drug-related +material, for suspending and expelling students involved with drugs, +and for assisting law enforcement officials in the prosecution of drug +offenders. Such knowledge will both help schools identify and penalize +students who use or sell drugs at school and enable school officials +to uncover the evidence needed to support prosecutions under Federal +and State criminal laws that contain strong penalties for drug use and +sale. In many cases, school officials can be instrumental in +successful prosecutions. +</p> + +<p> +In addition to the general Federal statutes that make it a crime to +possess or distribute a controlled substance, there are special +Federal laws designed to protect children and schools from drugs: +</p> + +<p class="indent"> + An important part of the Comprehensive Crime Control Act of 1984 + makes it a <i>Federal crime to sell drugs in or near a public or + private elementary or secondary school.</i> Under this new + <i>"schoolhouse" law</i>, sales within 1,000 feet of school + grounds are punishable by up to <i>double</i> the sentence that + would apply if the sale occurred elsewhere. Even more serious + mandatory penalties are available for repeat offenders.<a href="#note4" name="noteref4"> +<small>[4]</small></a> +</p> + +<p class="indent"> + <i>Distribution or sale to minors</i> of controlled substances is + also a <i>Federal crime</i>. When anyone over age 21 sells drugs + to anyone under 18, the seller runs the risk that he will receive + up to <i>double</i> the sentence that would apply to a sale to an + adult. Here too, more serious penalties can be imposed on repeat + offenders.<a href="#note5" name="noteref5"> +<small>[5]</small></a> +</p> + +<p> +By working with Federal and State prosecutors in their area, schools +can help to ensure that these laws and others are used to make +children and schools off-limits to drugs. +</p> + +<p> +The following pages describe in general terms the Federal laws +applicable to the development of an effective school drug policy. This +handbook is not a compendium of all laws that may apply to a school +district, and it is not intended to provide legal advice on all issues +that may arise. School officials must recognize that many legal issues +in the school context are also governed, in whole or in part, by State +and local laws, which, given their diversity, cannot be covered here. +Advice should be sought from legal counsel in order to understand the +applicable laws and to ensure that the school's policies and actions +make full use of the available methods of enforcement. +</p> + +<p> +Most private schools, particularly those that receive little or no +financial assistance from public sources and are not associated with a +public entity, enjoy a greater degree of legal flexibility with +respect to combating the sale and use of illegal drugs. Depending on +the terms of their contracts with enrolled students, such schools may +be largely free of the restrictions that normally apply to drug +searches or the suspension or expulsion of student drug users. Private +school officials should consult legal counsel to determine what +enforcement measures may be available to them. +</p> + +<p> +School procedures should reflect the available legal means for +combating drug use. These procedures should be known to and understood +by school administrators and teachers as well as students, parents, +and law enforcement officials. Everyone should be aware that school +authorities have broad power within the law to take full, appropriate, +and effective action against drug offenders. Additional sources of +information on legal issues in school drug policy are listed at the +end of this handbook. +</p> + + +<br> +<p> +<b>SEARCHING FOR DRUGS WITHIN THE SCHOOL</b> +</p> +<br> + +<p> +In some circumstances, the most important tool for controlling drug +use is an effective program of drug searches. School administrators +should not condone the presence of drugs <i>anywhere</i> on school +property. The presence of any drugs or drug-related materials in +school can mean only one thing—that drugs are being used or +distributed in school. Schools committed to fighting drugs should do +everything they can to determine whether school grounds are being used +to facilitate the possession, use, or distribution of drugs and to +prevent such crimes. +</p> + +<p> +In order to institute an effective drug search policy in schools with +a substantial problem, school officials can take several steps. First, +they can identify the specific areas in the school where drugs are +likely to be found or used. Student lockers, bathrooms, and "smoking +areas" are obvious candidates. Second, school administrators can +clearly announce <i>in writing</i> at the <i>beginning</i> of the +school year that these areas will be subject to unannounced searches +and that students should consider such areas "public" rather than +"private." The more clearly a school specifies that these portions of +the school's property are public, the less likely it is that a court +will conclude that students retain any reasonable expectation of +privacy in these places and the less justification will be needed to +search such locations. +</p> + +<p> +School officials should, therefore, formulate and disseminate to all +students and staff a written policy that will permit an effective +program of drug searches. Courts have usually upheld locker searches +where schools have established written policies under which the school +retains joint control over student lockers, maintains duplicate or +master keys for all lockers, and reserves the right to inspect lockers +at any time.<a href="#note6" name="noteref6"> +<small>[6]</small></a> While this has not become established law in every +part of the country, it will be easier to justify locker searches in +schools that have such policies. Moreover, the mere existence of such +policies can have a salutary effect. If students know that their +lockers may be searched, drug users will find it much more difficult +to maintain quantities of drugs in school. +</p> + +<p> +The effectiveness of such searches may be improved with the use of +specially trained dogs. Courts have generally held that the use of +dogs to detect drugs on or in <i>objects</i> such as lockers, +ventilators, or desks as opposed to persons, is not a "search" within +the meaning of the Fourth Amendment.<a href="#note7" name="noteref7"> +<small>[7]</small></a> Accordingly, school +administrators are generally justified in using dogs in this way. +</p> + +<p> +It is important to remember that any illicit drugs and drug-related +items discovered at school are evidence that may be used in a criminal +trial. School officials should be careful, first, to protect the +evidentiary integrity of such seizures by making sure that the items +are obtained in permissible searches, since unlawfully acquired +evidence will not be admissible in criminal proceedings. Second, +school officials should work closely with local law enforcement +officials to preserve, in writing, the nature and circumstances of any +seizure of drug contraband. In a criminal prosecution, the State must +prove that the items produced as evidence in court are the same items +that were seized from the suspect. Thus, the State must establish a +"chain of custody" over the seized items which accounts for the +possession of the evidence from the moment of its seizure to the +moment it is introduced in court. School policy regarding the +disposition of drug-related items should include procedures for the +custody and safekeeping of drugs and drug-related materials prior to +their removal by the police and procedures for recording the +circumstances regarding the seizure. +</p> + + +<br> +<p> +<b><i>Searching Students</i></b> +</p> + +<p> +In some circumstances, teachers or other school personnel will wish to +search a student whom they believe to be in possession of drugs. The +Supreme Court has stated that searches may be carried out according to +"the dictates of reason and common sense."<a href="#note8" name="noteref8"> +<small>[8]</small></a> The Court has recognized +that the need of school authorities to maintain order justifies +searches that might otherwise be unreasonable if undertaken by police +officers or in the larger community. Thus the Court held in 1985 that +school officials, unlike the police, do <i>not</i> need "probable +cause" to conduct a search. Nor do they need a search warrant.<a href="#note9" name="noteref9"> +<small>[9]</small></a> +</p> + +<p> +Under the Supreme Court's ruling: +</p> + +<ul> +<li>School officials may institute a search if there are "reasonable + grounds" to believe that the search will reveal evidence that + the student has violated or is violating either the law or the + rules of the school. +</li> + +<li class="space">he extent of the permissible search will depend on whether the + measures used are reasonably related to the purpose of the + search and are not excessively intrusive in light of the age and + sex of the student. +</li> + +<li class="space">School officials are not required to obtain search warrants when + they carry out searches independent of the police and other law + enforcement officials. A more stringent legal standard may apply + if law enforcement officials are involved in the search. +</li> +</ul> + +<br> +<p> +<b><i>Interpretation of "Reasonable Grounds"</i></b> +</p> + +<p> +Lower courts are beginning to interpret and apply the "reasonable +grounds" standard in the school setting. From these cases it appears +that courts will require more than general suspicion, curiosity, +rumor, or a hunch to justify searching a student or his possessions. +Factors that will help sustain a search include the observation of +specific and describable behavior or activities leading one reasonably +to believe that a given student is engaging in or has engaged in +prohibited conduct. The more specific the evidence in support of +searching a particular student, the more likely the search will be +upheld. For example, courts using a "reasonable grounds" (or similar) +standard have upheld the right of school officials to search: +</p> + +<ul> +<li>A student's purse, after a teacher saw her smoking in a restroom + and the student denied having smoked or being a smoker.<a href="#note10" name="noteref10"> +<small>[10]</small></a> +</li> + +<li class="space">A student's purse, after several other students said that she + had been distributing firecrackers.<a href="#note11" name="noteref11"> +<small>[11]</small></a> +</li> + +<li class="space">A student's pockets, based on a phone tip about drugs from an + anonymous source believed to have previously provided accurate + information.<a href="#note12" name="noteref12"> +<small>[12]</small></a> +</li> +</ul> + +<br> +<p> +<b><i>Scope of the Permissible Search</i></b> +</p> + +<p> +School officials are authorized to conduct searches within reasonable +limits. The Supreme Court has described two aspects of these limits. +First, when officials conduct a search, they must use only measures +that are reasonably related to the purpose of the search; second, the +search may not be excessively intrusive in light of the age or sex of +the student. For example, if a teacher believes she has seen one +student passing a marijuana cigarette to another student, she might +reasonably search the students and any nearby belongings in which the +students might have tried to hide the drug. If it turns out that what +the teacher saw was a stick of gum, she would have no justification +for any further search for drugs. +</p> + +<p> +The more intrusive the search, the greater the justification that will +be required by the courts. A search of a student's jacket or bookbag +can often be justified as reasonable. At the other end of the +spectrum, strip searches are considered a highly intrusive invasion of +an individual's privacy and are viewed with disfavor by the courts +(although even these searches have been upheld in certain +extraordinary circumstances). +</p> + +<p> +School officials do not necessarily have to stop a search if they find +what they are looking for. If the search of a student reveals items +that create reasonable grounds for suspecting that he may also possess +other evidence of crime or misconduct, the school officials may +continue the search. For example, if a teacher justifiably searches a +student's purse for cigarettes and finds rolling papers like those +used for marijuana cigarettes, it will then be reasonable for the +teacher to search the rest of the purse for other evidence of drugs. +</p> + +<br> +<p> +<b><i>Consent</i></b> +</p> + +<p> +If a student consents to a search, the search is permissible, +regardless of whether there would otherwise be reasonable grounds for +the search. To render such a search valid, however, the student must +give consent knowingly and voluntarily. +</p> + +<p> +Establishing whether the student's consent was voluntary can be +difficult, and the burden is on the school officials to prove +voluntary consent. If a student agrees to be searched out of fear or +as a result of other coercion, that consent will probably be found +invalid. Similarly, if school officials indicate that a student must +agree to a search or if the student is very young or otherwise unaware +that he has the right to object, his consent will also be held +invalid. School officials may find it helpful to explain to students +that they need not consent to a search. In some cases, standard +consent forms may be useful. +</p> + +<p> +If a student is asked to consent to a search and refuses, that refusal +does not mean that the search may not be conducted. Rather, in the +absence of consent, school officials retain the authority to conduct a +search when there are reasonable grounds to justify it, as described +previously. +</p> + +<br> +<p> +<b><i>Special Types of Student Searches</i></b> +</p> + +<p> +Schools with severe drug problems may occasionally wish to resort to +more intrusive searches, such as the use of trained dogs or urinalysis +to screen students for drug use. The Supreme Court has yet to address +these issues. The following paragraphs explain the existing rulings on +these subjects by other courts: +</p> + +<ul> +<li><i>Specially trained dogs.</i> The few courts that have + considered this issue disagree as to whether the use of a + specially trained dog to detect drugs on students constitutes a + search within the meaning of the Fourth Amendment. Some courts + have held that a dog's sniffing of a student is a search, and + that, in the school setting, individualized grounds for + reasonable suspicion are required in order for such a + "sniff-search" to be held constitutional.<a href="#note13" name="noteref13"> +<small>[13]</small></a> Under this + standard, a blanket search of a school's entire student + population by specially trained dogs would be prohibited. +</li> +</ul> + +<ul class="none"> +<li>At least one other court has held that the use of trained dogs + does not constitute a search, and has permitted the use of such + dogs without individualized grounds for suspicion.<a href="#note14" name="noteref14"> +<small>[14]</small></a> Another + factor that courts may consider is the way that the dogs detect + the presence of drugs. In some instances, the dogs are merely + led down hallways or classroom aisles. In contrast, having the + dogs actually touch parts of the students' bodies is more + intrusive and would likely require specific justification. +</li> + +<li class="space">Courts have generally held that the use of specially trained + dogs to detect drugs on objects, as opposed to persons, is not a + search within the meaning of the Fourth Amendment. Therefore, + school officials may often be able to use dogs to inspect + student lockers and school property.<a href="#note15" name="noteref15"> +<small>[15]</small></a> +</li> +</ul> + +<ul> +<li><i>Drug testing.</i> The use of urinalysis or other tests to + screen students for drugs is a relatively new phenomenon and the + law in this area is still evolving. The few courts that have + considered this issue so far have not upheld urinalysis to + screen public school students for drugs.<a href="#note16" name="noteref16"> +<small>[16]</small></a> The permissibility + of drug testing of students has not yet been determined under + all circumstances, although drug testing of adults has been + upheld in the criminal law setting. +</li> +</ul> + +<br> +<p> +<b>SUSPENSION AND EXPULSION</b> +</p> +<br> +<p> +A school policy may lawfully provide for penalties of varying +severity, including suspension and expulsion, to respond to +drug-related offenses. The Supreme Court has recently held that +because schools "need to be able to impose disciplinary sanctions for +a wide range of unanticipated conduct disruptive of the educational +process," a school's disciplinary rules need not be as detailed as a +criminal code.<a href="#note17" name="noteref17"> +<small>[17]</small></a> Nonetheless, it is helpful for school policies to +be explicit about the types of offenses that will be punished and +about the penalties that may be imposed for each of these (e.g., use, +possession, or sale of drugs). State and local law will usually +determine the range of sanctions that is permissible. In general, +courts will require only that the penalty imposed for drug-related +misconduct be rationally related to the severity of the offense. +</p> + +<p> +School officials should not forget that they have jurisdiction to +impose punishment for some drug-related offenses that occur off +campus. Depending upon State and local laws, schools are often able to +punish conduct at off-campus, school-sponsored events as well as +off-campus conduct that has a direct and immediate effect on school +activities. +</p> + +<br> +<p> +<b><i>Procedural Guidelines</i></b> +</p> + +<p> +Students facing suspension or expulsion from school are entitled under +the U.S. Constitution and most State constitutions to common sense due +process protections of notice and an opportunity to be heard. Because +the Supreme Court has recognized that a school's ability to maintain +order would be impeded if formal procedures were required every time +school authorities sought to discipline a student, the Court has held +that the nature and formality of the "hearing" will depend on the +severity of the sanction being imposed. +</p> + +<p> +A formal hearing is not required when a school seeks to suspend a +student for 10 days or less.<a href="#note18" name="noteref18"> +<small>[18]</small></a> The Supreme Court has held that due +process in that situation requires only that: +</p> + +<ul> +<li>The school must inform the student, either orally or in writing, + of the charges against him and of the evidence to support those + charges. +</li> + +<li class="space">The school must give the student an opportunity to deny the + charges and present his side of the story. +</li> + +<li class="space">As a general rule, this notice and rudimentary hearing should + precede a suspension. However, a student whose presence poses a + continuing danger to persons or property or an ongoing threat of + disrupting the academic process may be immediately removed from + school. In such a situation, the notice and rudimentary hearing + should follow as soon as possible. +</li> +</ul> + +<p> +The Supreme Court has also stated that more formal procedures may be +required for suspensions longer than 10 days and for expulsions. +Although the Court has not established specific procedures to be +followed in those situations, other Federal courts<a href="#note19" name="noteref19"> +<small>[19]</small></a> have set the +following guidelines for expulsions. These guidelines would apply to +suspensions longer than 10 days as well: +</p> + +<ul> +<li>The student must be notified in writing of the specific charges + against him which, if proven, would justify expulsion. + testimony on his behalf. +</li> + +<li class="space">The student should be given the names of the witnesses against + him and an oral or written report on the facts to which each + witness will testify. + testimony on his behalf. +</li> + +<li class="space">The student should be given the opportunity to present his own + defense against the charges and to produce witnesses or + testimony on his behalf. +</li> +</ul> + +<p> +Many States have laws governing the procedures required for +suspensions and expulsions. Because applicable statutes and judicial +rulings vary across the country, local school districts may enjoy a +greater or lesser degree of flexibility in establishing procedures for +suspensions and expulsions. +</p> + +<p> +School officials must also be aware of the special procedures that +apply to suspension or expulsion of handicapped students under Federal +law and regulations.<a href="#note20" name="noteref20"> +<small>[20]</small></a> +</p> + +<br> +<p> +<b><i>Effect of Criminal Proceedings Against a Student</i></b> +</p> + +<p> +A school may usually pursue disciplinary action against a student +regardless of the status of any outside criminal prosecution. That is, +Federal law does not require the school to await the outcome of the +criminal prosecution before initiating proceedings to suspend or expel +a student or to impose whatever other penalty is appropriate for the +violation of the school's rules. In addition, a school is generally +free under Federal law to discipline a student when there is evidence +that the student has violated a school rule, even if a juvenile court +has acquitted (or convicted) the student or if local authorities have +declined to prosecute criminal charges stemming from the same +incident. Schools may wish to discuss this subject with counsel. +</p> + + +<br> +<p> +<b><i>Effect of Expulsion</i></b> +</p> + +<p> +State and local law will determine the effect of expelling a student +from school. Some State laws require the provision of alternative +schooling for students below a certain age. In other areas, expulsion +may mean the removal from public schools for the balance of the school +year or even the permanent denial of access to the public school +system. +</p> + +<br> +<p> +<b>CONFIDENTIALITY OF EDUCATION RECORDS</b> +</p> +<br> + +<p> +To rid their schools of drugs, school officials will periodically need +to report drug-related crimes to police and to assist local law +enforcement authorities in detecting and prosecuting drug offenders. +In doing so, schools will need to take steps to ensure compliance with +Federal and State laws governing confidentiality of student records. +</p> + +<p> +The Federal law that addresses this issue is the Family Educational +Rights and Privacy Act (FERPA),<a href="#note21" name="noteref21"> +<small>[21]</small></a> which applies to any school that +receives Federal funding and which limits the disclosure of certain +information about students that is contained in education records.<a href="#note22" name="noteref22"> +<small>[22]</small></a> +Under FERPA, disclosure of information in education records to +individuals or entities other than parents, students, and school +officials is only permissible in specified situations.<a href="#note23" name="noteref23"> +<small>[23]</small></a> In many +cases, unless the parents or an eligible student<a href="#note24" name="noteref24"> +<small>[24]</small></a> provides written +consent, FERPA will limit a school's ability to turn over education +records or to disclose information from them to the police. Such +disclosure is permitted, however, if (1) it is required by a court +order or subpoena, or (2) it is warranted by a health or safety +emergency. In the first of these two cases, reasonable efforts must be +made to notify the student's parents before the disclosure is made. +FERPA also permits disclosure if a State law enacted before November +19, 1974, specifically requires disclosure to State and local +officials. +</p> + +<p> +Schools should be aware, however, that because FERPA only governs +information in education records, it does not limit disclosure of +other information. Thus, school employees are free to disclose any +information of which they become aware through personal observation. +For example, a teacher who witnesses a drug transaction may, when the +police arrive, report what he witnessed. Similarly, evidence seized +from a student during a search is not an education record and may be +turned over to the police without constraint. +</p> + +<p> +State laws and school policies may impose additional, and sometimes +more restrictive, requirements regarding the disclosure of information +about students. Since this area of the law is complicated, it is +especially important that an attorney be involved in formulating +school policy under FERPA and applicable State laws. +</p> + +<br> +<p> +<b>OTHER LEGAL ISSUES</b> +</p> +<br> + +<p> +<b><i>Lawsuits Against Schools or School Officials</i></b> +</p> + +<p> +Disagreements between parents or students and school officials about +disciplinary measures usually can be resolved informally. +Occasionally, however, a school's decisions and activities relating to +disciplinary matters are the subject of lawsuits by parents or +students against administrators, teachers, and school systems. For +these reasons, it is advisable that school districts obtain adequate +insurance coverage for themselves and for <i>all</i> school personnel +for liability arising from disciplinary actions. +</p> + +<p> +Suits may be brought in Federal or State court; typically, they are +based on a claim that a student's constitutional or statutory rights +have been violated. Frequently, these suits will seek to revoke the +school district's imposition of some disciplinary measure, for +example, by ordering the reinstatement of a student who has been +expelled or suspended. Suits may also attempt to recover money damages +from the school district or the employee involved, or both, however, +court awards of money damages are extremely rare. Moreover, although +there can be no guarantee of a given result in any particular case, +courts in recent years have tended to discourage such litigation. +</p> + +<p> +In general, disciplinary measures imposed reasonably and in accordance +with established legal requirements will be upheld by the courts. As a +rule, Federal judges will not substitute their interpretations of +school rules or regulations for those of local school authorities or +otherwise second-guess reasonable decisions by school officials.<a href="#note25" name="noteref25"> +<small>[25]</small></a> +In addition, school officials are entitled to a qualified good faith +immunity from personal liability for damages for having violated a +student's Federal constitutional or civil rights.<a href="#note26" name="noteref26"> +<small>[26]</small></a> When this +immunity applies, it shields school officials from any personal +liability for money damages. Thus, as a general matter, personal +liability is very rare, because officials should not be held +personally liable unless their actions are clearly unlawful, +unreasonable, or arbitrary. +</p> + +<p> +When a court does award damages, the award may be "compensatory" or +"punitive." Compensatory damages are awarded to compensate the student +for injuries actually suffered as a result of the violation of his or +her rights and cannot be based upon the abstract "value" or +"importance" of the constitutional rights in question.<a href="#note27" name="noteref27"> +<small>[27]</small></a> The burden +is on the student to prove that he suffered actual injury as a result +of the deprivation. Thus, a student who is suspended, but not under +the required procedures, will not be entitled to compensation if he +would have been suspended had a proper hearing been held. If the +student cannot prove that the failure to hold a hearing itself caused +him some compensable harm, then the student is entitled to no more +than nominal damages, such as $1.00.<a href="#note28" name="noteref28"> +<small>[28]</small></a> "Punitive damages" are +awarded to punish the perpetrator of the injury. Normally, punitive +damages are awarded only when the conduct in question is malicious, +unusually reckless, or otherwise reprehensible. +</p> + +<p> +Parents and students can also claim that actions by a school or school +officials have violated State law. For example, it can be asserted +that a teacher "assaulted" a student in violation of a State criminal +law. The procedures and standards in actions involving such violations +are determined by each State. Some States provide a qualified immunity +from tort liability under standards similar to the "good faith" +immunity in Federal civil rights actions. Other States provide +absolute immunity under their law for actions taken in the course of a +school official's duties. +</p> + +<br> +<p> +<b><i>Nondiscrimination in Enforcement of Discipline</i></b> +</p> + +<p> +Federal law applicable to programs or activities receiving Federal +financial assistance prohibits school officials who are administering +discipline from discriminating against students on the basis of race, +color, national origin, or sex. Schools should therefore administer +their discipline policies even-handedly, without regard to such +considerations. Thus, as a general matter, students with similar +disciplinary records who violate the same rule in the same way should +be treated similarly. For example, if male and female students with no +prior record of misbehavior are caught together smoking marijuana, it +would not, in the absence of other relevant factors, be advisable for +the school to suspend the male for 10 days while imposing only an +afternoon detention on the female. Such divergent penalties for the +same offense may be appropriate, however, if, for example, the student +who received the harsher punishment had a history of misconduct or +committed other infractions after this first confrontation with school +authorities. +</p> + +<p> +School officials should also be aware of and adhere to the special +rules and procedures for the disciplining of handicapped students +under the Education of the Handicapped Act, 20 USC § 1400-20, and +Section 504 of the Rehabilitation Act of 1973, 29 USC § 794. +</p> + +<p> +(For legal citations, see reference section.) +</p> + + + + +<br> +<br> +<br> +<br> + +<p class="fm2"> +<i>RESOURCES</i><a name="p59a"> </a> +</p> +<hr align="left" noshade size="4" width="40%"> +<br> + + +<p> +<b><i>Specific Drugs and Their Effects</i> +</b><a name="p59b"> </a></p> + +<br> +<p> +<b>CANNABIS</b> +</p> + +<p> +<b>Effects</b> +</p> + +<p> +All forms of cannabis have negative physical and mental effects. +Several regularly observed physical effects of cannabis are a +substantial increase in the heart rate, bloodshot eyes, a dry mouth +and throat, and increased appetite. +</p> + +<p> +Use of cannabis may impair or reduce short-term memory and +comprehension, alter sense of time, and reduce ability to perform +tasks requiring concentration and coordination, such as driving a car. +Research also shows that students do not retain knowledge when they +are "high." Motivation and cognition may be altered, making the +acquisition of new information difficult. Marijuana can also produce +paranoia and psychosis. +</p> + +<p> +Because users often inhale the unfiltered smoke deeply and then hold +it in their lungs as long as possible, marijuana is damaging to the +lungs and pulmonary system. Marijuana smoke contains more +cancer-causing agents than tobacco. +</p> + +<p> +Long-term users of cannabis may develop psychological dependence and +require more of the drug to get the same effect. The drug can become +the center of their lives. +</p> + +<br> +<table class="border" summary="Information on cannabis" border="1"> +<tr> +<th>Type</th> +<th>What is it called?</th> +<th width="30%">What does it<br>look like?</th> +<th>How is it used?</th> +</tr> + +<tr> +<td class="list"><p class="h">Marijuana</p></td> +<td class="list"><p class="h">Pot</p> +<p class="h">Grass</p> +<p class="h">Weed</p> +<p class="h">Reefer</p> +<p class="h">Dope</p> +<p class="h">Mary Jane</p> +<p class="h">Sinsemilla</p> +<p class="h">Acapulco Gold</p> +<p class="h">Thai Sticks</p></td> +<td class="list"><p class="h">Dried parsley mixed with stems that may include seeds</p></td> +<td class="list"><p class="h">Eaten</p> +<p class="h">Smoked</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Tetrahydro-cannabinol</p></td> +<td class="list"><p class="h">THC</p></td> +<td class="list"><p class="h">Soft gelatin capsules</p></td> +<td class="list"><p class="h">Taken orally</p> +<p class="h">Smoked</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Hashish</p></td> +<td class="list"><p class="h">Hash</p></td> +<td class="list"><p class="h">Brown or black cakes or balls</p></td> +<td class="list"><p class="h">Eaten</p> +<p class="h">Smoked</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Hashish Oil</p></td> +<td class="list"><p class="h">Hash Oil</p></td> +<td class="list"><p class="h">Concentrated syrupy liquid varying in color from clear to black</p></td> +<td class="list"><p class="h">Smoked—mixed with tobacco</p></td> +</tr> +</table> + +<br> +<p> +<b>INHALANTS +</b></p> + +<p> +<b>Effects +</b></p> + +<p> +Immediate negative effects of inhalants include nausea, sneezing, +coughing, nose-bleeds, fatigue, lack of coordination, and loss of +appetite. Solvents and aerosol sprays also decrease the heart and +respiratory rates, and impair judgment. Amyl and butyl nitrite cause +rapid pulse, headaches, and involuntary passing of urine and feces. +Long-term use may result in hepatitis or brain hemorrhage. +</p> + +<p> +Deeply inhaling the vapors, or using large amounts over a short +period of time, may result in disorientation, violent behavior, +unconsciousness, or death. High concentrations of inhalants can cause +suffocation by displacing the oxygen in the lungs or by depressing the +central nervous system to the point that breathing stops. +</p> + +<p> +Long-term use can cause weight loss, fatigue, electrolyte imbalance, +and muscle fatigue. Repeated sniffing of concentrated vapors over time +can permanently damage the nervous system. +</p> + + +<br> +<table class="border" summary="Information on inhalants" border="1"> +<tr> +<th>Type</th> +<th>What is it called?</th> +<th width="30%">What does it<br>look like?</th> +<th>How is it used?</th> +</tr> + +<tr> +<td class="list"><p class="h">Nitrous Oxide</p></td> +<td class="list"><p class="h">Laughing gas</p> +<p class="h">Whippets</p></td> +<td class="list"><p class="h">Propellant for whipped cream in aerosol spray can</p> +<p class="h">Small 8-gram metal cylinder sold with a balloon or pipe (buzz bomb)</p></td> +<td class="list"><p class="h">Vapors inhaled</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Amyl Nitrite</p></td> +<td class="list"><p class="h">Poppers</p> +<p class="h">Snappers</p></td> +<td class="list"><p class="h">Clear yellowish liquid in ampules</p></td> +<td class="list"><p class="h">Vapors inhaled</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Butyl Nitrite</p></td> +<td class="list"><p class="h">Rush</p> +<p class="h">Bolt</p> +<p class="h">Locker room</p> +<p class="h">Bullet</p> +<p class="h">Climax</p></td> +<td class="list"><p class="h">Packaged in small bottles</p></td> +<td class="list"><p class="h">Vapors inhaled</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Chlorohydrocarbons</p></td> +<td class="list"><p class="h">Aerosol sprays</p></td> +<td class="list"><p class="h">Aerosol paint cans</p> +<p class="h">Containers of cleaning fluid</p></td> +<td class="list"><p class="h">Vapors inhaled</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Hydrocarbons</p></td> +<td class="list"><p class="h">Solvents</p></td> +<td class="list"><p class="h">Cans of aerosol propellants, gasoline, glue, paint thinner</p></td> +<td class="list"><p class="h">Vapors inhaled</p></td> +</tr> +</table> + +<br> +<p> +<b>STIMULANT: COCAINE +</b></p> + +<p> +<b>Effects +</b></p> + +<p> +Cocaine stimulates the central nervous system. Its immediate effects +include dilated pupils and elevated blood pressure, heart rate, +respiratory rate, and body temperature. Occasional use can cause a +stuffy or runny nose, while chronic use can ulcerate the mucous +membrane of the nose. Injecting cocaine with unsterile equipment can +cause AIDS, hepatitis, and other diseases. Preparation of freebase, +which involves the use of volatile solvents, can result in death or +injury from fire or explosion. Cocaine can produce psychological and +physical dependency, a feeling that the user cannot function without +the drug. In addition, tolerance develops rapidly. +</p> + +<p> +Crack or freebase rock is extremely addictive, and its effects are +felt within 10 seconds. The physical effects include dilated pupils, +increased pulse rate, elevated blood pressure, insomnia, loss of +appetite, tactile hallucinations, paranoia, and seizures. +</p> + +<p> +The use of cocaine can cause death by disrupting the brain's control +of the heart and respiration. +</p> + +<br> +<table class="border" summary="Information on cocaine" border="1"> +<tr> +<th>Type</th> +<th>What is it called?</th> +<th width="30%">What does it<br>look like?</th> +<th>How is it used?</th> +</tr> + +<tr> +<td class="list"><p class="h">Cocaine</p></td> +<td class="list"><p class="h">Coke</p> +<p class="h">Snow</p> +<p class="h">Flake</p> +<p class="h">White</p> +<p class="h">Blow</p> +<p class="h">Nose Candy</p> +<p class="h">Big C</p> +<p class="h">Snowbirds</p> +<p class="h">Lady</p></td> +<td class="list"><p class="h">White crystalline powder, often diluted with other ingredients</p></td> +<td class="list"><p class="h">Inhaled through nasal passages</p> +<p class="h">Injected</p> +<p class="h">Smoked</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Crack or cocaine</p></td> +<td class="list"><p class="h">Crack</p> +<p class="h">Freebase rocks</p> +<p class="h">Rock</p></td> +<td class="list"><p class="h">Light brown or beige pellets—or crystalline rocks that resemble coagulated soap; often packaged in small vials</p></td> +<td class="list"><p class="h">Smoked</p></td> +</tr> +</table> + +<br> +<p> +<b>OTHER STIMULANTS +</b></p> + +<p> +<b>Effects +</b></p> + +<p> +Stimulants can cause increased heart and respiratory rates, elevated +blood pressure, dilated pupils, and decreased appetite. In addition, +users may experience sweating, headache, blurred vision, dizziness, +sleeplessness, and anxiety. Extremely high doses can cause a rapid or +irregular heartbeat, tremors, loss of coordination, and even physical +collapse. An amphetamine injection creates a sudden increase in blood +pressure that can result in stroke, very high fever, or heart failure. +</p> + +<p> +In addition to the physical effects, users report feeling restless, +anxious, and moody. Higher doses intensify the effects. Persons who +use large amounts of amphetamines over a long period of time can +develop an amphetamine psychosis that includes hallucinations, +delusions, and paranoia. These symptoms usually disappear when drug +use ceases. +</p> + +<br> +<table class="border" summary="Information on other stimulants" border="1"> +<tr> +<th>Type</th> +<th>What is it called?</th> +<th width="30%">What does it<br>look like?</th> +<th>How is it used?</th> +</tr> + +<tr> +<td class="list"><p class="h">Amphetamines</p></td> +<td class="list"><p class="h">Speed</p> +<p class="h">Uppers Pills</p> +<p class="h">Ups Tablets</p> +<p class="h">Black Beauties</p> +<p class="h">Pep Pills</p> +<p class="h">Copilots</p> +<p class="h">Bumblebees</p> +<p class="h">Hearts</p> +<p class="h">Benzedrine</p> +<p class="h">Dexedrine</p> +<p class="h">Footballs</p> +<p class="h">Biphetamine</p></td> +<td class="list"><p class="h">Capsules</p></td> +<td class="list"><p class="h">Taken orally</p> +<p class="h">Injected</p> +<p class="h">Inhaled through nasal passages</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Methamphetamines</p></td> +<td class="list"><p class="h">Crank</p> +<p class="h">Crystal Meth</p> +<p class="h">Crystal</p> +<p class="h">Methedrine</p> +<p class="h">Speed</p></td> +<td class="list"><p class="h">White powder</p> +<p class="h">Pills</p> +<p class="h">A rock which resembles a block of paraffin</p></td> +<td class="list"><p class="h">Taken orally</p> +<p class="h">Injected</p> +<p class="h">Inhaled through nasal passages</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Additional</p> +<p class="h">Stimulants</p></td> +<td class="list"><p class="h">Ritalin</p> +<p class="h">Cylert</p> +<p class="h">Preludin</p> +<p class="h">Didrex</p> +<p class="h">Pre-State</p> +<p class="h">Voranil</p> +<p class="h">Tenuate</p> +<p class="h">Tepanil</p> +<p class="h">Pondimin</p> +<p class="h">Sandrex</p> +<p class="h">Plegine</p> +<p class="h">Ionamin</p></td> +<td class="list"><p class="h">Pills</p> +<p class="h">Capsules</p> +<p class="h">Tablets</p></td> +<td class="list"><p class="h">Taken orally</p> +<p class="h">Injected</p></td> +</tr> +</table> + +<br> +<p> +<b>DEPRESSANTS +</b></p> + +<p> +<b>Effects +</b></p> + +<p> +The effects of depressants are in many ways similar to the effects of +alcohol. Small amounts can produce calmness and relaxed muscles, but +somewhat larger doses can cause slurred speech, staggering gait, and +altered perception. Very large doses can cause respiratory depression, +coma, and death. The combination of depressants and alcohol can +multiply the effects of the drugs, thereby multiplying the risks. +</p> + +<p> +The use of depressants can cause both physical and psychological +dependence. Regular use over time may result in a tolerance to the +drug, leading the user to increase the quantity consumed. When regular +users suddenly stop taking large doses, they may develop withdrawal +symptoms ranging from restlessness, insomnia, and anxiety to +convulsions and death. +</p> + +<p> +Babies born to mothers who abuse depressants during pregnancy may be +physically dependent on the drugs and show withdrawal symptoms shortly +after they are born. Birth defects and behavioral problems also may +result. +</p> + +<br> +<table class="border" summary="Information on depressants" border="1"> +<tr> +<th>Type</th> +<th>What is it called?</th> +<th width="30%">What does it<br>look like?</th> +<th>How is it used?</th> +</tr> + +<tr> +<td class="list"><p class="h">Barbiturates</p></td> +<td class="list"><p class="h">Downers</p> +<p class="h">Barbs</p> +<p class="h">Blue Devils</p> +<p class="h">Red Devils</p> +<p class="h">Yellow Jacket</p> +<p class="h">Yellows</p> +<p class="h">Nembutal</p> +<p class="h">Seconal</p> +<p class="h">Amytal</p> +<p class="h">Tuinals</p></td> +<td class="list"><p class="h">Red, yellow, blue, or red and blue capsules</p></td> +<td class="list"><p class="h">Taken orally</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Methaqualone</p></td> +<td class="list"><p class="h">Quaaludes</p> +<p class="h">Ludes</p> +<p class="h">Sopors</p></td> +<td class="list"><p class="h">Tablets</p></td> +<td class="list"><p class="h">Taken orally</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Tranquilizers</p></td> +<td class="list"><p class="h">Valium</p> +<p class="h">Librium</p> +<p class="h">Equanil</p> +<p class="h">Miltown</p> +<p class="h">Serax</p> +<p class="h">Tranxene</p></td> +<td class="list"><p class="h">Tablets</p> +<p class="h">Capsules</p></td> +<td class="list"><p class="h">Taken orally</p></td> +</tr> +</table> + +<br> +<p> +<b>HALLUCINOGENS +</b></p> + +<p> +<b>Effects +</b></p> + +<p> +Phencyhdine (PCP) interrupts the functions of the neocortex, the +section of the brain that controls the intellect and keeps instincts +in check. Because the drug blocks pain receptors, violent PCP episodes +may result in self-inflicted injuries. +</p> + +<p> +The effects of PCP vary, but users frequently report a sense of +distance and estrangement. Time and body movement are slowed down. +Muscular coordination worsens and senses are dulled. Speech is blocked +and incoherent. +</p> + +<p> +Chronic users of PCP report persistent memory problems and speech +difficulties. Some of these effects may last 6 months to a year +following prolonged daily use. Mood disorders—depression, anxiety, +and violent behavior—also occur in later stages of chronic use, users +often exhibit paranoid and violent behavior and experience +hallucinations. +</p> + +<p> +Large doses may produce convulsions and coma, heart and lung failure, +or ruptured blood vessels in the brain. +</p> + +<p> +Lysergic acid (LSD), mescaline, and psilocybin cause illusions and +hallucinations. The physical effects may include dilated pupils, +elevated body temperature, increased heart rate and blood pressure, +loss of appetite, sleeplessness, and tremors. +</p> + +<p> +Sensations and feelings may change rapidly. It is common to have a bad +psychological reaction to LSD, mescaline, and psilocybin. The user may +experience panic, confusion, suspicion, anxiety, and loss of control. +Delayed effects, or flashbacks, can occur even after use has ceased. +</p> + +<br> +<table class="border" summary="Information on hallucinogens" border="1"> +<tr> +<th>Type</th> +<th>What is it called?</th> +<th width="30%">What does it<br>look like?</th> +<th>How is it used?</th> +</tr> + +<tr> +<td class="list"><p class="h">Phencychdine</p></td> +<td class="list"><p class="h">PCP</p> +<p class="h">Angel Dust</p> +<p class="h">Loveboat</p> +<p class="h">Lovely</p> +<p class="h">Hog</p> +<p class="h">Killer Weed</p></td> +<td class="list"><p class="h">Liquid</p> +<p class="h">Capsules</p> +<p class="h">White crystalline powder</p> +<p class="h">Pills</p></td> +<td class="list"><p class="h">Taken orally</p> +<p class="h">Injected</p> +<p class="h">Smoked—can be sprayed on cigarettes, parsley, and marijuana</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Lysergic Acid Diethylamide</p></td> +<td class="list"><p class="h">LSD</p> +<p class="h">Acid</p> +<p class="h">Green or Red Dragon</p> +<p class="h">White Lightning</p> +<p class="h">Blue Heaven</p> +<p class="h">Sugar Cubes</p> +<p class="h">Microdot</p></td> +<td class="list"><p class="h">Brightly colored tablets</p> +<p class="h">Impregnated blotter paper</p> +<p class="h">Thin squares of gelatin</p> +<p class="h">Clear liquid</p></td> +<td class="list"><p class="h">Taken orally</p> +<p class="h">Licked off paper</p> +<p class="h">Gelatin and liquid can be put in the eyes</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Mescaline and Peyote</p></td> +<td class="list"><p class="h">Mesc</p> +<p class="h">Buttons</p> +<p class="h">Cactus</p></td> +<td class="list"><p class="h">Hard brown discs</p> +<p class="h">Tablets</p> +<p class="h">Capsules</p></td> +<td class="list"><p class="h">Discs—chewed, swallowed, or smoked</p> +<p class="h">Tablets and capsules— taken orally</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Psilocybin</p></td> +<td class="list"><p class="h">Magic mushrooms</p> +<p class="h">Mushrooms</p></td> +<td class="list"><p class="h">Fresh or dried mushroom</p></td> +<td class="list"><p class="h">Chewed and swallowed</p></td> +</tr> +</table> + +<br> +<p> +<b>NARCOTICS +</b></p> + +<p> +<b>Effects +</b></p> + +<p> +Narcotics initially produce a feeling of euphoria that often is +followed by drowsiness, nausea, and vomiting. Users also may +experience constricted pupils, watery eyes, and itching. An overdose +may produce slow and shallow breathing, clammy skin, convulsions, +coma, and possibly death. +</p> + +<p> +Tolerance to narcotics develops rapidly and dependence is likely. The +use of contaminated syringes may result in diseases such as AIDS, +endocarditis, and hepatitis. Addiction in pregnant women can lead to +premature, stillborn, or addicted infants who experience severe +withdrawal symptoms. +</p> + +<br> +<table class="border" summary="Information on narcotics" border="1"> +<tr> +<th>Type</th> +<th>What is it called?</th> +<th width="30%">What does it<br>look like?</th> +<th>How is it used?</th> +</tr> + +<tr> +<td class="list"><p class="h">Heroin</p></td> +<td class="list"><p class="h">Smack</p> +<p class="h">Horse</p> +<p class="h">Brown Sugar</p> +<p class="h">Junk</p> +<p class="h">Mud</p> +<p class="h">Big H</p> +<p class="h">Black Tar</p></td> +<td class="list"><p class="h">Powder, white to dark brown</p> +<p class="h">Tar-like substance</p></td> +<td class="list"><p class="h">Injected</p> +<p class="h">Inhaled through nasal passages</p> +<p class="h">Smoked</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Methadone</p></td> +<td class="list"><p class="h">Dolophine</p> +<p class="h">Methadose</p> +<p class="h">Amidone</p></td> +<td class="list"><p class="h">Solution</p></td> +<td class="list"><p class="h">Taken orally</p> +<p class="h">Injected</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Codeine</p></td> +<td class="list"><p class="h">Empirin compound with Codeine</p> +<p class="h">Tylenol withCodeine</p> +<p class="h">Codeine</p> +<p class="h">Codeine in cough medicines</p></td> +<td class="list"><p class="h">Dark liquid varying in thickness</p> +<p class="h">Capsules</p> +<p class="h">Tablets</p></td> +<td class="list"><p class="h">Taken orally</p> +<p class="h">Injected</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Morphine</p></td> +<td class="list"><p class="h">Pectoral syrup</p></td> +<td class="list"><p class="h">White crystals</p> +<p class="h">Hypodermic tablets</p> +<p class="h">Injectable solutions</p></td> +<td class="list"><p class="h">Injected</p> +<p class="h">Taken orally</p> +<p class="h">Smoked</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Meperidine</p></td> +<td class="list"><p class="h">Pethidine</p> +<p class="h">Demerol</p> +<p class="h">Mepergan</p></td> +<td class="list"><p class="h">White powder</p> +<p class="h">Solution</p> +<p class="h">Tablets</p></td> +<td class="list"><p class="h">Taken orally</p> +<p class="h">Injected</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Opium</p></td> +<td class="list"><p class="h">Paregoric</p> +<p class="h">Dover's Powder</p> +<p class="h">Parepectolin</p></td> +<td class="list"><p class="h">Dark brown chunks</p> +<p class="h">Powder</p></td> +<td class="list"><p class="h">Smoked</p> +<p class="h">Eaten</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Other Narcotics</p></td> +<td class="list"><p class="h">Percocet</p> +<p class="h">Percodan</p> +<p class="h">Tussionex</p> +<p class="h">Fentanyl</p> +<p class="h">Darvon</p> +<p class="h">Talwin</p> +<p class="h">Lomotil</p></td> +<td class="list"><p class="h">Tablets</p> +<p class="h">Capsules</p> +<p class="h">Liquid</p></td> +<td class="list"><p class="h">Taken orally</p> +<p class="h">Injected</p></td> +</tr></table> + +<br> +<p> +<b>DESIGNER DRUGS +</b></p> + +<p> +<b>Effects +</b></p> + +<p> +Illegal drugs are defined in terms of their chemical formulas. To +circumvent these legal restrictions, underground chemists modify the +molecular structure of certain illegal drugs to produce analogs known +as designer drugs. These drugs can be several hundred times stronger +than the drugs they are designed to imitate. +</p> + +<p> +The narcotic analogs can cause symptoms such as those seen in +Parkinson's disease—uncontrollable tremors, drooling, impaired +speech, paralysis, and irreversible brain damage. Analogs of +amphetamines and methamphetamines cause nausea, blurred vision, chills +or sweating, and faintness. Psychological effects include anxiety, +depression, and paranoia. As little as one dose can cause brain +damage. The analogs of phencyclidine cause illusions, hallucinations, +and impaired perception. +</p> + +<br> +<table class="border" summary="Information on designer drugs" border="1"> +<tr> +<th>Type</th> +<th>What is it called?</th> +<th width="30%">What does it<br>look like?</th> +<th>How is it used?</th> +</tr> + +<tr> +<td class="list"><p class="h">Analogs of Fentanyl (Narcotic)</p></td> +<td class="list"><p class="h">Synthetic Heroin</p> +<p class="h">China White</p></td> +<td class="list"><p class="h">White powder resembling heroin</p></td> +<td class="list"><p class="h">Inhaled through nasal passages</p> +<p class="h">Injected</p></td> +</tr> + + +<tr> +<td class="list"><p class="h">Analogs of Meperidine (Narcotic)</p></td> +<td class="list"><p class="h">Synthetic Heroin</p> +<p class="h">MPTP (New Heroin)</p> +<p class="h">MPPP</p> +<p class="h">PEPAP</p></td> +<td class="list"><p class="h">White powder</p></td> +<td class="list"><p class="h">Inhaled through nasal passages</p> +<p class="h">Injected</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Analogs of Amphetamines and Methamphetamines (Hallucinogens)</p></td> +<td class="list"><p class="h">MDMA (Ecstasy, XTC, Adam, Essence)</p> +<p class="h">MDM</p> +<p class="h">STP</p> +<p class="h">PMA</p> +<p class="h">2, 5-DMA</p> +<p class="h">TMA</p> +<p class="h">DOM</p> +<p class="h">DOB</p></td> +<td class="list"><p class="h">White powder</p> +<p class="h">Tablets</p> +<p class="h">Capsules</p></td> +<td class="list"><p class="h">Taken orally</p> +<p class="h">Injected</p> +<p class="h">Inhaled through nasal passages</p></td> +</tr> + +<tr> +<td class="list"><p class="h">Analogs of Phencyclidine (PCP) (Hallucinogens)</p></td> +<td class="list"><p class="h">PCPy</p> +<p class="h">PCE</p> +<p class="h">TCP</p></td> +<td class="list"><p class="h">White powder</p></td> +<td class="list"><p class="h">Taken orally</p> +<p class="h">Injected</p> +<p class="h">Smoked</p></td> +</tr> +</table> + + + +<br> + +<p> +<b><i>Sources of Information</i></b><a name="p67"> </a> +</p> + +<p> +<b>TOLLFREE INFORMATION</b> +</p> + + +<table summary="phone number"> +<tr> +<td class="major">1-800-554-KIDS—</td> +<td class="major">THE NATIONAL FEDERATION OF PARENTS FOR<br>DRUG-FREE YOUTH (NFP).</td> +</tr> +</table> + +<p> +A national information and referral service that focuses primarily on +preventing drug addiction in children and adolescents. By referral to +the caller's "State networker" or a member group in the caller's +community, NFP also provides assistance to anyone concerned about a +child already using alcohol or drugs. Call between 9:00 am and 5:00 pm +(Eastern time). +</p> + +<table summary="phone number"> +<tr> +<td class="major">1-800-241-9746—PRIDE DRUG INFORMATION LINE.</td> +</tr> +</table> +<p> +A national resource and information center, Parents' Resource +Institute for Drug Education (PRIDE) refers concerned parents to +parent groups in their State or local area, gives information on how +parents can form a group in their community, provides telephone +consulting and referrals to emergency health centers, and maintains a +series of drug information tapes that callers can listen to, +free-of-charge, by calling after 5:00 pm. +</p> + +<table summary="phone number"> +<tr> +<td class="major">1-800-638-2045—</td> +<td class="major">NATIONAL INSTITUTE ON DRUG ABUSE (NIDA),<br>U.S. DEPARTMENT OF HEALTH +AND HUMAN SERVICES.</td> +</tr> +</table> +<p> +A national information service that provides technical assistance to +individuals and groups wishing to start drug prevention programs. +Currently, the program focuses on the establishment of the "Just Say +No To Drugs" clubs. +</p> + +<table summary="phone number"> +<tr> +<td class="major">1-800-662-HELP—NIDA HOTLINE.</td> +</tr> +</table> +<p> +NIDA Hotline is a confidential information and referral line that +directs callers to cocaine abuse treatment centers in the local +community. Free materials on drug abuse are also distributed in +response to inquiries. +</p> + +<table summary="phone number"> +<tr> +<td class="major">1-800-COCAINE—COCAINE HELPLINE.</td> +</tr> +</table> + +<p> +A round-the-clock information and referral service. Reformed cocaine +addict counselors answer the phones, offer guidance, and refer drug +users and parents to local public and private treatment centers and +family learning centers. +</p> + +<br> +<p> +<b>GENERAL READINGS AND VIDEOTAPES</b> +</p> + +<p> +The publications in the following list that are followed by an (a) or +(b) are available from these organizations: +</p> + +<p class="hang"> + (a) National Federation of Parents for Drug-Free Youth (NFP), 8730 + Georgia Avenue, Suite 200, Silver Spring, MD 20910. Telephone + tollfree nationwide 1-800-554-KIDS or, in the Washington, DC area, + 585-KIDS. +</p> + +<p class="hang"> + (b) Parents' Resource Institute for Drug Education, Inc. (PRIDE), + Woodruff Bldg., Suite 1002, 100 Edgewood Avenue, Atlanta, GA + 30303. Telephone tollfree nationwide 1-800-241-9746. +</p> + +<p> +<i>Adolescent Drug and Alcohol Abuse</i>, by Donald I. MacDonald, +1984. A 200-page book on stages of drug involvement, drugs, diagnosis, +and treatment. The author, a pediatrician who experienced the problem +in his own family, addresses physicians and parents. Year Book +Publishers, 35 East Wacker Drive, Chicago, IL 60601. Telephone +1-800-621-9262. Paperback, $15.95. +</p> + +<p> +<i>Courtwatch Manual</i>. A 111-page manual explains the court system, +the criminal justice process, Courtwatch activities, and what can be +done before and after a criminal is sentenced. Washington Legal +Foundation, 1705 N Street, NW, Washington, DC 20036. Enclose $2.00 for +postage and handling. +</p> + +<p> +<i>Drug Use Among American High School Students, College Students, and +Other Young Adults: National Trends Through 1985</i>, by Jerald G. +Bachman, Lloyd D. Johnson, and Patrick M. O'Malley, 1986. A 237-page +book reporting on trends in drug use and attitudes of high school +seniors, based on an annual survey conducted since 1975. The National +Institute on Drug Abuse, Rockville, MD 20857, ADM 86-1450. Single +copies are available free. +</p> + +<p> +<i>Getting Tough on Gateway Drugs</i>, by Robert DuPont, Jr., 1984. A +330-page book describing the drug problem, the drug-dependence +syndrome, the gateway drugs, and ways that families can prevent and +treat drug problems. American Psychiatric Press Inc., paperback, $7.95 +(a)(b). +</p> + +<p> +<i>Gone Way Down, Teenage Drug-Use Is a Disease</i>, by Miller Newton, +1981. A 72-page book describing the stages of adolescent drug use. +American Studies Press, paperback, $2.95(a). +</p> + +<p> +<i>How to Talk to Your Kids About Growing up Without Drugs and +Alcohol.</i> A videotape that offers a practical, easy-to-follow +approach to improve family communications, particularly on the subject +of adolescent drug and alcohol use. It includes interviews with +experts in the field. $23.00(a). +</p> + +<p> +<i>Kids and Drugs: A Handbook for Parents and Professionals</i>, by +Joyce Tobias, 1986. A 96-page handbook about adolescent drug and +alcohol use, the effects of drugs and the drug culture, stages of +chemical use, parent groups and their creation and maintenance, and +resources available to parents and professionals. PANDA Press, 4111 +Watkins Trail, Annandale, VA 22003. Telephone (703) 750-9285, +paperback, $3.95 (volume discounts). +</p> + +<p> +<i>Marijuana Alert</i>, by Peggy Mann, 1985. A 526-page book about +marijuana: the crisis, health hazards, and activities of parent +groups, industry, and government. McGraw-Hill Paperbacks, +$15.95(a)(b). +</p> + +<p> +<i>Not My Kid</i>, by Beth Polson and Miller Newton, 1984. A 224-page +guide for parents to aid in prevention, recognition, and treatment of +adolescent chemical use. It is especially strong on overcoming denial +and recognizing problems, with numerous personal vignettes. Avon +Paperback Books, #69997-4, $2.95; hardcover, $15.95(b). +</p> + +<p> +<i>Parents, Peers and Pot</i>, by Marsha Manatt, 1979. A 96-page book +that recounts the evolution of the drug culture, the development of +the first parent peer group, actions for parents to take, and +information on marijuana. U.S. Department of Health and Human +Services, $3.00(b). +</p> + +<p> +<i>Parents, Peers and Pot II: Parents in Action</i>, by Marsha Manatt, +1983. A 160-page book that describes the formation of parent groups in +rural, suburban, and urban communities. U.S. Department of Health and +Human Services, $1.00(b). +</p> + +<p> +<i>Peer Pressure Reversal</i>, by Sharon Scott, 1985. A 183-page +guidebook for parents, teachers, and concerned citizens to enable them +to provide peer pressure reversal skills to children. Human Resource +Development Center, Amherst, MA, $9.95(a)(b). +</p> + +<p> +<i>Pot Safari</i>, by Peggy Mann, 1982. For parents and teenagers. +Distinguished research scientists are interviewed on the subject of +marijuana. Woodmere Press, New York, NY, $6.95(a)(b). +</p> + +<p> +<i>Strategies for Controlling Adolescent Drug Use</i>, by J. Michael +Polich et al., 1984. A 196-page book that reviews the scientific +literature on the nature of drug use and the effectiveness of drug law +enforcement, treatment, and prevention programs. The Rand Corporation, +1700 Main Street, P.O. Box 2138, Santa Monica, CA 90406-2138, +paperback, $15.00. +</p> + +<p> +<i>Team Up for Drug Prevention With America's Young Athletes.</i> A +free booklet for coaches that includes alcohol and drug information, +reasons why athletes use drugs, suggested activities for coaches, a +prevention program, a survey for athletes and coaches, and sample +letters to parents. Drug Enforcement Administration, Public Affairs +Staff, 1405 I Street, NW, Washington, DC 20537. +</p> + +<br> +<p> +<b>FREE CATALOGS OF DRUG ABUSE PUBLICATIONS</b> +</p> + +<p> +COMP CARE PUBLICATIONS. A source for pamphlets, books, and charts on +drug and alcohol abuse, chemical awareness, and self-help. Telephone +1-800-328-3330. +</p> + +<p> +HAZELDEN EDUCATIONAL MATERIALS. A source for pamphlets and books on +drug abuse and alcoholism and curriculum materials for drug +prevention. Telephone 1-800-328-9000. +</p> + +<br> +<p> +<b>SCHOOL AND COMMUNITY RESOURCES</b> +</p> + +<p> +ALCOHOL AND DRUG ABUSE EDUCATION PROGRAM, U.S. Department of +Education. The "School Team" approach offered in this program is +designed to develop the capability of local schools to prevent and +reduce drug and alcohol abuse and associated disruptive behaviors. +Five regional centers now provide training and technical assistance to +local school districts that apply. For information, write to the U.S. +Department of Education, Alcohol and Drug Abuse Education Program, 400 +Maryland Avenue, SW, Washington, DC 20202-4101. +</p> + +<p> +AMERICAN COUNCIL ON DRUG EDUCATION (ACDE). ACDE organizes conferences; +develops media campaigns; reviews scientific findings; publishes +books, a quarterly newsletter, and education kits for physicians, +schools, and libraries; and produces films. 5820 Hubbard Drive, +Rockville, MD 20852. Telephone (301) 984-5700. +</p> + +<p> +COMMITTEES OF CORRESPONDENCE, INC. This organization provides a +newsletter and emergency news flashes that give extensive information +on issues, ideas, and contacts. Provides a resource list and sells +many pamphlets. Membership is $15.00. 57 Conant Street, Room 113, +Danvers, MA 09123. Telephone (617) 774-2641. +</p> + +<p> +FAMILIES IN ACTION. This organization maintains a drug information +center with more than 100,000 documents. Publishes <i>Drug Abuse +Update</i>, a 16-page newsletter containing abstracts of articles +published in medical and academic journals and newspapers throughout +the Nation. $10.00 for 4 issues. 3845 North Druid Hills Road, Suite +300, Decatur, GA 30033. Telephone (404) 325-5799. +</p> + +<p> +NARCOTICS EDUCATION, INC. This organization publishes pamphlets, +books, teaching aids, posters, audiovisual aids, and prevention +magazines especially good for classroom use: WINNER for preteens and +LISTEN for teens. 6830 Laurel Street, NW, Washington, DC 20012. +Telephone 1-800-548-8700, or in the Washington, DC area, call +722-6740. +</p> + +<p> +NATIONAL FEDERATION OF PARENTS FOR DRUG-FREE YOUTH (NFP). This +national umbrella organization helps parent groups get started and +stay in contact. Publishes a newsletter, legislative updates, resource +lists for individuals and libraries, brochures, kits, and a +<i>Training Manual for Drug-Free Youth Groups.</i> It sells many books +and offers discounts for group purchases. Conducts an annual +conference. Membership: Individual $15.00, Group $35.00 (group +membership offers tax-exemption). 8730 Georgia Avenue, Suite 200, +Silver Spring, MD 20910. Telephone: Washington, DC area 585-KIDS, or +toll-free HOTLINE 1-800-554-KIDS. +</p> + +<p> +PARENTS' RESOURCE INSTITUTE FOR DRUG EDUCATION, INC. (PRIDE). This +national resource and information center offers consultant services to +parent groups, school personnel, and youth groups, and provides a drug +use survey service. It conducts an annual conference; publishes a +newsletter, youth group handbook, and many other publications; and +sells and rents books, films, videos and slide programs. Membership +$8.00. Woodruff Bldg., Suite 1002, 100 Edgewood Avenue, Atlanta, GA +30303. Telephone 1-800-241-9746. +</p> + +<p> +TARGET. Conducted by the National Federation of State High School +Associations, an organization of interscholastic activities +associations, TARGET offers workshops, training seminars, and an +information bank on chemical abuse and prevention. A computerized +referral service to substance abuse literature and prevention programs +will begin operating in 1987. National Federation of State High School +Associations, 11724 Plaza Circle, P.O. Box 20626, Kansas City, MO +64195. Telephone (816) 464-5400. +</p> + +<p> +TOUGHLOVE. This national self-help group for parents, children, and +communities emphasizes cooperation, personal initiative, avoidance of +blame, and action. It publishes a newsletter and a number of brochures +and books and holds workshops across the country each year. P.O. Box +1069, Doylestown, PA 18901. Telephone (215) 348-7090. +</p> + +<p> +U.S. CLEARINGHOUSES. (A publication list is available on request, +along with placement on mailing list for new publications. Single +copies are free.) +</p> + +<p class="indent"> + National Institute on Alcoholism and Alcohol Abuse (NIAAA), P.O. + Box 2345, Rockville, MD 20852. Telephone (301) 468-2600. +</p> + +<p class="indent"> + National Institute on Drug Abuse (NIDA), Room 10-A-43, 5600 + Fishers Lane, Rockville, MD 20852. Telephone (301) 443-6500. +</p> + +<br> +<p> +<b>ADOLESCENT DRUG REHABILITATION PROGRAMS</b> +</p> + +<p> +To find programs, call your city or county substance abuse or mental +health agency, hospitals, schools, local hotlines listed in the yellow +pages, and the hotlines listed previously. It is best to visit +prospective programs and to talk with people who have completed the +program. +</p> + +<p> +This section lists several unique national adolescent programs that +illustrate the wide diversity of long-term intensive treatment +programs available at low cost. +</p> + +<p> +PALMER DRUG ABUSE PROGRAM (PDAP). PDAP is a free program supported by +private donations and located mainly in southwestern, western, and +midwestern States. It accepts out-of-town clients. It is a long-term +out-patient counseling program with daycare capability based on the 12 +steps of Alcoholics Anonymous (AA). It uses recuperating users as peer +counselors. The program also maintains parent groups that may be +attended by parents who do not have children in the PDAP program. +National Office: 3300 North A Street, Building 8, Suite 204, Midland, +TX 79705. Telephone (915) 687-4311. +</p> + +<p> +STRAIGHT INC. Located in selected States, primarily in the East and +Midwest, the program accepts out-of-town clients. The program is a +long term, highly structured outpatient program based on the 12 steps +of Alcoholics Anonymous (AA). During the early phase of the program, +the new client lives in the home of another child advanced in the +program. This family system provides positive role modeling, close +supervision, and a 24-hour, drug-free environment at low cost. +National Office: Straight Inc. National Training and Development +Center, 3001 Gandy Blvd., P.O. Box 21686, St. Petersburg, FL 33742. +Telephone (813) 576-8929. +</p> + +<p> +TEEN CHALLENGE. This Christian-oriented residential program has +facilities across the country and overseas. It serves young people +with a variety of behavior problems besides drug use. Occupational +skills are taught. National Office: Teen Challenge Training Center, +Inc., P.O. Box 198, Rehrersburg, PA 19550. Telephone (717) 933-4181. +</p> + +<br> +<p> +<b>READINGS ON LEGAL ISSUES</b> +</p> + +<p> +<i>American Public School Law</i>, Alexander, Kern. 2d ed., St. Paul, +MN: West Publishing Company, 1985. +</p> + +<p> +<i>Education Law</i>, Rapp, J. A. New York, NY: Matthew Bender and +Company, Inc., 1986. A comprehensive, frequently updated, four-volume, +looseleaf treatise on all issues of education law. +</p> + +<p> +<i>The Journal of Law and Education</i> includes articles on a wide +range of education issues and includes a section on recent +developments in the law. It is published quarterly by Jefferson Law +Book Company, P.O. Box 1936, Cincinnati, OH 45201. +</p> + +<p> +<i>The Law of Public Education</i>, Reuter, E. Edmund. 3d ed. Mineola, +NY: Foundation Press, 1985. +</p> + +<p> +<i>School Law Bulletin</i> is a quarterly magazine published by the +Institute of Government, University of North Carolina at Chapel Hill, +Chapel Hill, NC 27514-6059. +</p> + +<p> +<i>School Law News</i> is a newsletter that describes recent +developments in the field. It is published by Capitol Publications, +Inc., 1300 North 17th Street, Arlington, VA 22209. +</p> + +<p> +<i>The Schools and the Courts</i> contains briefs of selected court +cases involving elementary and secondary schools. It is published +quarterly by School Administration Publications, P.O. Box 8492, +Asheville, NC 28814. +</p> + +<p> +<i>Specialty Law Digest: Education Cases</i> is a monthly compilation +of cases and comments published by the Bureau of National Affairs, +Inc., Suite 204, 10301 University Avenue, NE, Blaine, MN 55433. +</p> + +<p> +<i>West's Education Law Reporter</i> reprints the full text of Federal +and State education law cases. Also included in this series are +education articles and comments selected from legal periodicals. It is +published by West Publishing Company, 50 W. Kellogg Blvd., P.O. Box +64526, St. Paul, MN 55164-0526. +</p> + +<br> +<p> +<b>OTHER SOURCES OF MATERIALS ON LEGAL ISSUES</b> +</p> + +<p> +COUNCIL OF SCHOOL ATTORNEYS, NATIONAL SCHOOL BOARDS ASSOCIATION +provides a national forum on the practical legal problems faced by +local public school districts and the attorneys who serve them. This +organization conducts programs and seminars and publishes monographs +on a wide range of legal issues affecting public school districts. +1680 Duke Street, Alexandria, VA 22314. Telephone (703) 838-NSBA. +</p> + +<p> +NATIONAL ASSOCIATION OF SECONDARY SCHOOL PRINCIPALS (NASSP) publishes +periodic newsletters and monographs on legal issues, some of which +relate to school discipline and student behavior. 1904 Association +Drive, Reston, VA 22091. Telephone (703) 860-0200. +</p> + +<p> +NATIONAL ORGANIZATION ON LEGAL PROBLEMS OF EDUCATION (NOLPE) is a +nonprofit, nonadvocacy organization that disseminates information +about current issues in school law. NOLPE publishes newsletters, +serials, books, and monographs on a variety of school law topics; +hosts seminars; and serves as a clearinghouse for information on +education law. 3601 Southwest 29th, Suite 223, Topeka, KS 66614. +Telephone (913) 273-3550. +</p> + + + +<br> +<br> +<br> +<br> + +<p class="fm2"> +<i>References</i><a name="p74"> </a> +</p> +<hr align="left" noshade size="4" width="40%"> +<br> + + +<p> +<b>Children and Drugs</b> +</p> + +<p> +Friedman, Alfred. "Does Drug and Alcohol Use Lead to Failure to +Graduate from High School?" <i>Journal of Drug Education</i>, Vol. +15(4), 1985. +</p> + +<p> +Johnston, Lloyd D., Jerald G. Bachman, and Patrick M. O'Malley. +<i>Monitoring the Future Questionnaire Responses From the Nation's +High School Seniors.</i> Ann Arbor, MI, University of Michigan, +Institute for Social Research, forthcoming (and unpublished +information). +</p> + +<p> +Tobias, Joyce M. <i>Kids and Drugs.</i> Annandale, VA, Panda Press, +1986. +</p> + +<br> +<p> +<b>Extent of Drug Use</b> +</p> + +<p> +Johnston, Lloyd D., Jerald G. Bachman, and Patrick M. O'Malley. +<i>Monitoring the Future Questionnaire Responses From the Nation's +High School Seniors.</i> Ann Arbor, MI, University of Michigan, +Institute for Social Research forthcoming (and unpublished +information). +</p> + +<p> +Johnston, Lloyd D., Patrick M. O'Malley and Jerald G. Bachman. <i>Drug +Use Among American High School Students, College Students, and Other +Young Adults National Trends Through 1985.</i> Rockville, MD, National +Institute on Drug Abuse, 1986 (ADM 86-1450). +</p> + +<p> +Miller, Judith D., Ira H. Cisin, and Herbert I. Abelson. <i>National +Survey on Drug Abuse Main Findings, 1982.</i> Rockville, MD, National +Institute on Drug Abuse, 1983 (ADM) 83-1263. +</p> + +<p> +National Center for Juvenile Justice. <i>Delinquency in the United +States, 1982.</i> Pittsburgh, PA, National Council of Juvenile and +Family Court Judges, 1985. +</p> + +<p> +National Police Agency of Japan <i>Drug Problems in Japan.</i> +National Police Agency of Japan, 1985. +</p> + +<p> +O. Malley, Patrick M., Jerald G. Bachman, and Lloyd D. Johnston. +<i>Student Drug Use in America Differences Among High Schools.</i> Ann +Arbor, MI, University of Michigan, Institute for Social Research, +(unpublished) preliminary draft. +</p> + +<p> +Statistics Bureau, Management and Coordination Agency. <i>Japan +Statistics Yearbook, 1985</i>, 1985. +</p> + +<p> +Washton, Arnold M., and Mark S. Gold. "Recent Trends in Cocaine Abuse +A View from the National Hotline, 800-COCAINE," <i>Advances in Alcohol +and Substance Abuse</i>, forthcoming. +</p> + +<br> +<p> +<b>How Drug Use Develops</b> +</p> + +<p> +Bolton, Iris M. "Educated Suicide Prevention," <i>School Safety.</i> +Spring, 1986. +</p> + +<p> +DuPont, Robert L. <i>Getting Tough on Gateway Drugs.</i> Washington, +DC, American Psychiatric Press, 1984. +</p> + +<p> +Gold, Mark S., Linda Semlitz, Charles A. Dackis, and Irl Extein. "The +Adolescent Cocaine Epidemic," <i>Seminars in Adolescent Medicine</i>, +Vol. 1(4). New York, NY, Thieme Inc., December, 1985. +</p> + +<p> +Holzman, David. "Crack Shatters the Cocaine Myth," <i>Insight</i>. +June 23, 1986. +</p> + +<p> +Holzman, David. "Hot Line Taking 1,200 Calls a Day," <i>Insight</i>. +June 23, 1986. +</p> + +<p> +Jaffe, Jerome H. <i>Testimony before Subcommittee on Children, Family, +Drugs and Alcoholism.</i> February 20, 1986. Washington, DC, U.S. +Government Printing Office, 1986. +</p> + +<p> +Mann, Peggy. <i>Marijuana Alert.</i> New York, NY, McGraw Hill, 1985. +</p> + +<p> +Mills, Carol J., and Harvey L. Noyes. "Patterns and Correlates of +Initial and Subsequent Drug Use Among Adolescents," <i>Journal of +Consulting and Clinical Psychology</i>, Vol. 52(2), 1984. +</p> + +<p> +Morganthau, Tom, Mark Miller, Janet Huck, and Jeanne DeQuinne. "Kids +and Cocaine," <i>Newsweek</i>. March 17, 1986. +</p> + +<p> +National Institute on Drug Abuse. <i>Cocaine Addiction It Costs Too +Much.</i> Rockville, MD, National Institute on Drug Abuse, 1985. +</p> + +<p> +Tobias, Joyce M. <i>Kids and Drugs.</i> Annandale, VA, Panda Press, +1986. +</p> + +<p> +Weekly Reader Publications. <i>A Study of Children's Attitudes and +Perceptions About Drugs and Alcohol.</i> Middletown, CT, Xerox +Educational Publications, 1983. +</p> + +<br> +<p> +<b>Effects of Drug Use</b> +</p> + +<p> +Deadwyler, Sam A. "Correlating Behavior with Neural Activity An +Approach to Study the Action of Drugs in the Behaving Animal," +<i>Neuroscience Methods in Drug Abuse Research</i>, Rockville, MD, +National Institute on Drug Abuse, 1985. +</p> + +<p> +Mann, Peggy. <i>Marijuana Alert.</i> New York, NY, McGraw-Hill, 1985. +</p> + +<p> +Tobias, Joyce M. <i>Kids and Drugs.</i> Annandale, VA, Panda Press, +1986. +</p> + +<br> +<p> +<b>Drug Use and Learning</b> +</p> + +<p> +Friedman, Alfred. Does Drug and Alcohol Use Lead to Failure to +Graduate from High School? <i>Journal of Drug Education</i>, Vol. +15(4), 1985. +</p> + +<p> +Johnston, Lloyd D., Jerald G. Bachman, and Patrick M. O'Malley. +<i>Monitoring the Future Questionnaire Responses from the Nation's +High School Seniors.</i> Ann Arbor, MI, University of Michigan, +Institute for Social Research, forthcoming (and unpublished +information). +</p> + +<p> +Niven, Robert G. "Marijuana in the School Clinical Observation and +Needs," <i>Marijuana and Youth.</i> Rockville, MD, National Institute +on Drug Abuse, 1982. +</p> + +<p> +Washton, Arnold M. and Mark S. Gold. "Recent Trends in Cocaine Abuse A +View from the National Hotline, '800-COCAINE'". <i>Advances in Alcohol +and Substance Abuse</i>, forthcoming. +</p> + +<br> +<p> +<b>What Parents Can Do</b> +</p> + +<p> +American Association of School Administrators and the Quest National +Center. <i>Positive Prevention Successful Approaches to Preventing +Youthful Drug and Alcohol Use.</i> Arlington, VA, American Association +of School Administrators, 1985. +</p> + +<p> +Fraser, M. W., and J. D. Hawkins. <i>Parent Training for Delinquency +Prevention A Review.</i> Seattle, WA, Center for Law and Justice, +University of Washington, 1982. +</p> + +<p> +Manatt, Marsha. <i>Parents, Peers, and Pot II.</i> Rockville, MD +National Institute on Drug Abuse, 1983. +</p> + +<p> +Mann, Peggy. <i>Marijuana Alert.</i> New York, NY, McGraw-Hill, 1985. +</p> + +<p> +National Institute on Drug Abuse. <i>Drugs and the Family</i>. +Rockville, MD, National Institute on Drug Abuse, 1981 (ADM 83 1151). +</p> + +<p> +National Institute on Drug Abuse. <i>Parents What You Can Do About +Drug Abuse—Get Involved.</i> Rockville, MD, National Institute on +Drug Abuse, 1983 (ADM 84 1267). +</p> + +<p> +Tobias, Joyce M. <i>Kids and Drugs.</i> Annandale, VA, Panda Press, +1986. +</p> + +<br> +<p> +<b>What Schools Can Do</b> +</p> + +<p> +Adams, Tom, with Bernard R. McColgan, Steven E Gardner, and Maureen E. +Sullivan. <i>Drug Abuse Prevention and the Schools.</i> Rockville, MD, +National Institute on Drug Abuse, June, 1984 (unpublished paper). +</p> + +<p> +<i>Assisting Athletes with Alcohol and Other Drug Problems.</i> +Rockland, ME, The State of Maine, March, 1986. +</p> + +<p> +Hampshire Informed Parents, Inc. "Evaluation of Drug Literature". +Amherst, MA, Hampshire Informed Parents, Inc. +</p> + +<p> +Hawley, R. <i>A School Answers Back Responding to Student Drug +Use.</i> Rockville, MD, American Council for Drug Education, 1984. +</p> + +<p> +Kennedy, Dorothy. "A Teacher, Help Me Stop Drug Abuse," <i>The +Executive Educator</i>. October, 1980, p. 23. +</p> + +<p> +National Institute on Alcohol Abuse and Alcoholism. <i>Prevention Plus +Involving Schools, Parents, and the Community in Alcohol and Drug +Education.</i> Washington, DC, U.S. Government Printing Office, 1983 +(ADM 83 1256). +</p> + +<p> +National Institute on Drug Abuse. <i>Handbook for Prevention +Evaluation.</i> Rockville, MD, National Institute on Drug Abuse, 1981. +</p> + +<p> +National School Boards Association. <i>Resolutions of the NSBA.</i> +Alexandria, VA, National School Boards Association, April, 1986. +</p> + +<p> +Pyramid Project. <i>School Drug Policy.</i> Berkeley, CA, Pacific +Institute for Research and Evaluation, July, 1986. +</p> + +<p> +The Rand Corporation. <i>Teens In Action Creating a Drug Free Future +for America's Youth.</i> Rockville, MD, National Institute on Drug +Abuse, 1985 (ADM 85-1376). +</p> + +<p> +Rubel, Robert J. <i>A Comprehensive Approach to Drug Prevention.</i> +Austin, TX, National Alliance for Safe Schools, 1984. +</p> + +<p> +South Dakota High School Activities Association. <i>Chemical Health +School Athletics and Fine Arts Activities.</i> Pierre, SD, South +Dakota High School Athletics Association, 1968. +</p> + +<p> +Strong, Gerald. "It's Time to Get Tough on Alcohol and Drug Abuse in +Schools," <i>The American School Board Journal</i>. February, 1983. +</p> + +<p> +U.S. Department of Justice. <i>For Coaches Only How to Start a Drug +Prevention Program.</i> Washington, DC, Drug Enforcement +Administration, 1984. +</p> + +<p> +U.S. Department of Justice. <i>Team Up for Prevention.</i> Washington, +DC, Drug Enforcement Administration, 1984. +</p> + +<br> +<p> +<b>What Communities Can Do</b> +</p> + +<p> +Blizard, R. A. and R. W. Teague. "Alternatives to Drug Use An +Alternative Approach to Drug Education," <i>The International Journal +of the Addictions</i>, 1981, pp 371-375. +</p> + +<p> +Evaluation and Training Institute. <i>Final Evaluation Report, 1984 85 +Project DARE (Drug Abuse Resistance Education).</i> Los Angeles, CA,, +Evaluation and Training Institute, August, 1985. +</p> + +<p> +Manatt, Marsha. <i>Parents, Peers, and Pot II.</i> Rockville, MD, +National Institute on Drug Abuse, 1983. +</p> + +<p> +National Institute on Drug Abuse. <i>Preventing Adolescent Drug Abuse +Intervention Strategies.</i> Rockville, MD, National Institute on Drug +Abuse, 1983. +</p> + +<br> +<p> +<b>Teaching About Drug Prevention</b> +</p> + +<p> +Bausen, William B. and C. Kevin Molotte. <i>Well and Good.</i> +Hollywood, CA, Health Promotion Associates, 1984. +</p> + +<p> +Ellickson, Phyllis L. and Gail Zellman. <i>Adapting the Social +Influence Model to Drug Prevention, The Project Alert Curriculum.</i> +Paper presented at annual meeting of the American Public Health +Association, Washington, DC, November, 1985. +</p> + +<p> +Health Behavior Research Institute. <i>Project SMART.</i> Los Angeles, +CA, University of Southern California, 1982. +</p> + +<p> +National Institute on Drug Abuse. <i>Adolescent Peer Pressure.</i> +Rockville, MD, National Institute on Drug Abuse, 1981 (ADM 84-1152). +</p> + +<p> +National Institute on Drug Abuse. <i>Teaching Tools for Primary +Prevention.</i> Rockville, MD, National Institute on Drug Abuse, +December, 1982 (unpublished paper). +</p> + +<p> +New Hampshire State Department of Education. <i>K-12 Guidelines for +School Preventive Drug Education.</i> Concord, NH, The State of New +Hampshire, 1979. +</p> + +<br> +<p> +<b>How the Law Can Help</b> +</p> + +<p class="fn"><a name="note1" href="#noteref1"> [1]</a> <i>Bethel</i> v. <i>Fraser</i>, No. 84 1667, 54 USLW 5054, 5056 +(July 7, 1986). +</p> + +<p class="fn"><a name="note2" href="#noteref2"> [2]</a> <i>New Jersey</i> v. <i>TLO</i>, 105 S. Ct. 733,742 (1985). +</p> + +<p class="fn"><a name="note3" href="#noteref3"> [3]</a> 2 J. Rapp, <i>Education Law</i>, § 9 06[2] at 9-128 (1986). +</p> + +<p class="fn"><a name="note4" href="#noteref4"> [4]</a> <i>See</i> 21 USC 845A. +</p> + +<p class="fn"><a name="note5" href="#noteref5"> [5]</a> <i>See</i> 21 USC 845. +</p> + +<p class="fn"><a name="note6" href="#noteref6"> [6]</a> <i>See, e.g., Zamora</i> v. <i>Pomeroy</i>, 639 F2d 662 (10th Cir. +1981) (locker search conducted after trained police dog indicated +presence of marijuana inside). +</p> + +<p class="fn"><a name="note7" href="#noteref7"> [7]</a> <i>See, e.g., Horton</i> v. <i>Goose Creek Independent School +District</i>, 690 F2d 470, 476-77 (5th Cir. 1982) (en banc) (citing +cases and so holding), <i>cert. denied</i>, 463 U.S. 1207 (1983). +</p> + +<p class="fn"><a name="note8" href="#noteref8"> [8]</a> <i>New Jersey</i> v. <i>TLO</i>, 105 S. Ct. at 744. +</p> + +<p class="fn"><a name="note9" href="#noteref9"> [9]</a> <i>Id.</i> at 743. +</p> + +<p class="fn"><a name="note10" href="#noteref10"> [10]</a> <i>Id.</i> at 745 47. +</p> + +<p class="fn"><a name="note11" href="#noteref11"> [11]</a> <i>Bahr</i> v. <i>Jenkins</i>, 539 F Supp. 483, 488 (E.D. Ky., +1982). +</p> + +<p class="fn"><a name="note12" href="#noteref12"> [12]</a> <i>Martens</i> v. <i>District No. 220</i>, 620 F. Supp. 29 (N.D. +111, 1985). +</p> + +<p class="fn"><a name="note13" href="#noteref13"> [13]</a> <i>See Horton</i> v. <i>Goose Creek Independent School +District</i>, 690 F2d at 477 (1982), <i>Jones</i> v. <i>Latexo +Independent School District</i>, 499 F. Supp. 223 (E.D. Tex., 1980). +</p> + +<p class="fn"><a name="note14" href="#noteref14"> [14]</a> <i>See Doe</i> v. <i>Renfrow</i>, 475 F. Supp. 1012 (N.D. Ind. +1979), <i>aff'd in relevant part</i>, 631 F2d 91 (7th Cir.), <i>cert. +denied</i>, 451 U.S. 1022 (1981). +</p> + +<p class="fn"><a name="note15" href="#noteref1"> [15]</a> <i>Horton</i> v. <i>Goose Creek Independent School District</i>, +690 F2d at 477. +</p> + +<p class="fn"><a name="note16" href="#noteref16"> [16]</a> <i>See Odenheim</i> v. <i>Carlstadt East Rutherford Regional +School District</i>, No. C-4305-85E (N.J. Super. Ct. Ch. Div. December +9, 1985), <i>Anable</i> v. <i>Ford</i>, Civ. No. 84 6033 (WD Ark. July +15, 1985), <i>modified</i>, (WD Ark. September 6, 1985). +</p> + +<p class="fn"><a name="note17" href="#noteref17"> [17]</a> <i>Bethel School District</i> v. <i>Fraser</i>, 54 USLW at 5054 +(July 7, 1986). +</p> + +<p class="fn"><a name="note18" href="#noteref18"> [18]</a> <i>Goss</i> v. <i>Lopez</i>, 419 U.S. 565 (1975). +</p> + +<p class="fn"><a name="note19" href="#noteref19"> [19]</a> One of the leading cases is <i>Dixon</i> v. <i>Alabama State +Board of Education</i>, 294 F2d 150 (5th Cir.), <i>cert. denied</i>, +368 U.S. 930 (1961). +</p> + +<p class="fn"><a name="note20" href="#noteref20"> [20]</a> <i>See</i> Education of the Handicapped Act, 20 USC §§ 1400-20, +and Section 504 of the Rehabilitation Act of 1973, 29 USC § 794. +</p> + +<p class="fn"><a name="note21" href="#noteref21"> [21]</a> <i>See generally</i> 20 USC § 1232g and 34 C FR Part 99. +</p> + +<p class="fn"><a name="note22" href="#noteref22"> [22]</a> The term "education records" is defined as records that are +directly related to a student and maintained by or for the education +agency or institution. The term does not include certain records +maintained by a separate law enforcement unit of an education agency. +</p> + +<p class="fn"><a name="note23" href="#noteref23"> [23]</a> FERPA permits a school to disclose information from education +records to its own officials (including teachers) who have a +legitimate educational interest in the information. A school may +determine in its FERPA policy that one such interest is the need to +decide on the appropriateness of discipline. +</p> + +<p class="fn"><a name="note24" href="#noteref24"> [24]</a> An eligible student is a student who is 18 or older or attending +an institution of postsecondary education. +</p> + +<p class="fn"><a name="note25" href="#noteref25"> [25]</a> <i>See Board of Education</i> v. <i>McCluskey</i>, 458 U.S. 966, +970-71 (1982) (per cunam), <i>see also Tarter</i> v. <i>Raybuck</i>, +742 F2d 977, 983 (6th Cir. 1984), <i>cert. denied</i>, 105 S. Ct. 1749 +(1985). +</p> + +<p class="fn"><a name="note26" href="#noteref26"> [26]</a> <i>See Harlow</i> v. <i>Fitzgerald</i>, 457 U.S. 800 (1982), +<i>Wood</i> v. <i>Strickland</i>, 420 U.S. 308 (1975). Under these +cases, officials will be immune from personal liability so long as +their conduct does not violate clearly established constitutional or +Federal statutory rights of which a reasonable person should have +known. +</p> + +<p class="fn"><a name="note27" href="#noteref27"> [27]</a> <i>Memphis Community School District</i> v. <i>Stachura</i>, No. +85-410, 54 USLW 4771 (June 25, 1986). +</p> + +<p class="fn"><a name="note28" href="#noteref28"> [28]</a> <i>Carey</i> v. <i>Piphus</i>, 435 U.S. 247 (1978). +</p> + +<br> +<p> +<b>Specific Drugs and Their Effects</b> +</p> + +<p> +Drug Enforcement Administration. <i>Drugs of Abuse.</i> U.S. +Government Printing Office, 1985. +</p> + +<p> +Mann, Peggy. <i>Pot Safari A Visit to the Top Marijuana Research in +the U.S.</i> New York, NY, Woodmere Press, 1985. +</p> + +<p> +National Institute on Drug Abuse. <i>Cocaine Use in America +Epidemiologic and Clinical Perspectives.</i> ADM 85-1414, 1985. +</p> + +<p> +National Institute on Drug Abuse. <i>Drug Abuse and Drug Abuse +Research.</i> ADM 85-1372, 1984. +</p> + +<p> +National Institute on Drug Abuse. <i>Hallucinogens and PCP.</i> ADM +83-1306, 1983. +</p> + +<p> +National Institute on Drug Abuse. <i>Inhalants.</i> ADM 83-1307, 1983. +</p> + +<p> +National Institute on Drug Abuse. <i>Marijuana.</i> ADM 83-1307, 1983. +</p> + +<p> +National Institute on Drug Abuse. <i>NIDA Capsules</i>, various +issues. +</p> + +<p> +National Institute on Drug Abuse. <i>Opiates.</i> ADM 84-1308, 1984. +</p> + +<p> +National Institute on Drug Abuse. <i>Phencyclidine An Update.</i> ADM +86-1443. +</p> + +<p> +National Institute on Drug Abuse. <i>Sedative Hypnotics.</i> ADM +84-1309, 1984. +</p> + +<p> +National Institute on Drug Abuse. <i>Stimulants and Cocaine.</i> ADM +84-1304, 1984. +</p> + +<p> +<i>Newsweek.</i> March 17, 1986, page 58. +</p> + +<p> +Tobias, Joyce. <i>Kids and Drugs.</i> Annandale, VA, Panda Press, May, +1986. +</p> + + +<br> + +<p> +<b><i>ACKNOWLEDGMENTS</i></b><a name="p78"> </a> +</p> +<br> + + +<p> +The following employees of the U.S. Department of Education assisted +in the preparation of this volume: +</p> + +<ul class="none"> +<li>Beverley Blondell</li> +<li>Henry Bretzfield</li> +<li>Ronald Bucknam</li> +<li>Adriana de Kanter</li> +<li>Elizabeth Farquhar</li> +<li>Alan Ginsburg</li> +<li>Gregory Henschel</li> +<li>Daphne Kaplan</li> +<li>Amy Katz</li> +<li>Ross McNutt</li> +<li>Valena White Plisko</li> +<li>Sandra Richardson</li> +<li>Daniel Schecter</li> +<li>Amy L. Schwartz</li> +<li>Barbara Vespucci</li> +<li>John P. Walters</li> +</ul> + + + +<br> +<p> +<b><i>ORDERING INFORMATION</i></b> +</p> + + +<p> +To obtain an additional copy of this handbook free of charge, please +call the Department of Education's tollfree number: +</p> + +<p class="ctr"> + <b>1-800-624-0100</b> +</p> + +<p> +In the Washington, DC, metropolitan area, call 659-4854. +</p> + +<p> +Or send your name and address to: +</p> + +<p class="ctr"> + <b>Schools Without Drugs</b><br> + <b>Pueblo, CO 81009</b> +</p> + +<p> +The Resources Section contains lists of recommended readings and +organizations to contact for information and help in combating student +drug use. +</p> + +<p> +We welcome your comments on or questions about the material contained +in this handbook. Please contact the Department's Information Office +at 1-800-424-1616, or write to: +</p> + +<p class="ctr"> + Information Office<br> + U.S. Department of Education<br> + 555 New Jersey Avenue, NW<br> + Washington, DC 20208 +</p> + + + + + + + +<pre> + + + + + +End of the Project Gutenberg EBook of What Works: Schools Without Drugs, by +United States Department of Education + +*** END OF THIS PROJECT GUTENBERG EBOOK WHAT WORKS: SCHOOLS WITHOUT DRUGS *** + +***** This file should be named 37097-h.htm or 37097-h.zip ***** +This and all associated files of various formats will be found in: + https://www.gutenberg.org/3/7/0/9/37097/ + +Produced by Curtis Weyant and the Online Distributed +Proofreading Team at https://www.pgdp.net + + +Updated editions will replace the previous one--the old editions +will be renamed. + +Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. 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You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: What Works: Schools Without Drugs + +Author: United States Department of Education + +Release Date: August 15, 2011 [EBook #37097] + +Language: English + +Character set encoding: ASCII + +*** START OF THIS PROJECT GUTENBERG EBOOK WHAT WORKS: SCHOOLS WITHOUT DRUGS *** + + + + +Produced by Curtis Weyant and the Online Distributed +Proofreading Team at https://www.pgdp.net + + + + + + +_What Works_ + +_SCHOOLS WITHOUT DRUGS_ + +United States Department of Education +William J. Bennett, Secretary +1986 + + + + +THE WHITE HOUSE + +WASHINGTON + + +August 4, 1986 + +Drug and alcohol abuse touches all Americans in one form or another, +but it is our children who are most vulnerable to its influence. As +parents and teachers, we need to educate ourselves about the dangers +of drugs so that we can then teach our children. And we must go +further still by convincing them that drugs are morally wrong. + +Now, as more and more individuals and groups are speaking out, young +people are finding it easier to _say no_ to drugs. Encouraged by a +growing public outcry and their own strength of conviction, students +are forming peer support groups in opposition to drug use. It has been +encouraging to see how willingly young people take healthy attitudes +and ideas to heart when they are exposed to an environment that +fosters those values. + +Outside the home, the school is the most influential environment for +our children. This means that schools must protect children from the +presence of drugs, and nurture values that help them reject drugs. + +_Schools Without Drugs_ provides the kind of practical knowledge +parents, educators, students and communities can use to keep their +schools drug-free. Only if our schools are free from drugs can we +protect our children and insure that they can get on with the +enterprise of learning. + +[Illustration: Signature of Nancy Reagan] + + + + +_INTRODUCTION_ + + + "_It is a sad and sobering reality that trying drugs is no longer + the exception among high school students. It is the norm._" + + --California Attorney General John Van De Kemp _Los Angeles + Times_, April 30, 1986 + + + _When 13- to 18-year-olds were asked to name the biggest problems + facing young people today, drugs led their list. The proportion of + teens with this perception has risen steadily in recent years. No + other issue approaches this level of concern._ + + _Four out of five teens believe current laws against both the sale + and the use of drugs (including marijuana) are not strict enough._ + + --The Gallup Youth Surveys, 1985 and 1986 + + + "_Policy is useless without action! Drugs do not have to be + tolerated on our school campuses. Policy to that effect is almost + universally on the books. Drugs remain on campus because + consistent, equitable and committed enforcement is lacking._" + + --Bill Rudolph, Principal, Northside High School, Atlanta, Georgia + + Testimony submitted to the U.S. Senate Committee on Special + Investigations, July 1984 + + + "... _We have a right to be protected from drugs._" + + --Cicely Senior, a seventh-grader, McFarland Junior High, + Washington, D.C. + + + + +William J. Bennett + +Secretary of Education + + +The foremost responsibility of any society is to nurture and protect +its children. In America today, the most serious threat to the health +and well-being of our children is drug use. + +For the past year and a half, I have had the privilege of teaching our +children in the classrooms of this country. I have met some outstanding +teachers and administrators and many wonderful children. I have taken +time during these visits to discuss the problem of drug use with +educators and with police officers working in drug enforcement across +the country. Their experience confirms the information reported in +major national studies: drug use by children is at alarming levels. Use +of some of the most harmful drugs is increasing. Even more troubling is +the fact that children are using drugs at younger ages. Students today +identify drugs as a major problem among their schoolmates as early as +the fourth, fifth, and sixth grades. + +Drug use impairs memory, alertness, and achievement. Drugs erode the +capacity of students to perform in school, to think and act +responsibly. The consequences of using drugs can last a lifetime. The +student who cannot read at age 8 can, with effort, be taught at 9. But +when a student clouds his mind with drugs, he may become a lifelong +casualty. Research tells us that students who use marijuana regularly +are twice as likely as their classmates to average D's and F's, and we +know that drop-outs are twice as likely to be frequent drug users as +graduates. + +In addition, drug use disrupts the entire school. When drug use and +drug dealing are rampant--when many students often do not show up for +class and teachers cannot control them when they do--education +throughout the school suffers. + +Drug use is found among students in the city and country, among the +rich, the poor, and the middle class. Many schools have yet to +implement effective drug enforcement measures. In some schools, drug +deals at lunch are common. In others, intruders regularly enter the +building to sell drugs to students. Even schools with strict drug +policies on paper do not always enforce them effectively. + +_Schools Without Drugs_ provides a practical synthesis of the most +reliable and significant findings available on drug use by school-age +youth. It tells how extensive drug use is and how dangerous it is. It +tells how drug use starts, how it progresses, and how it can be +identified. _Most important, it tells how it can be stopped._ It +recommends strategies--and describes particular communities--that have +succeeded in beating drugs. It concludes with a list of resources and +organizations that parents, students, and educators can turn to for +help. + +This book is designed to be used by parents, teachers, principals, +religious and community leaders, and all other adults--and students--who +want to know what works in drug use prevention. It emphasizes concrete +and practical information. An earlier book, a summary of research +findings on teaching and learning called _What Works_, has already +proved useful to parents, teachers, and administrators. I hope this +book will be as useful to the American people. + +This book focuses on preventing drug use. It should be emphasized that +the term drug use, as contained in the recommendations in the book, +includes the use of alcohol by children. Alcohol is an illegal drug for +minors and should be treated as such. This book does not discuss +techniques for treating drug users. Treatment usually requires +professional help; treatment services are included in the resources +section at the end of the book. But the purpose of the book is to help +prevent drug use in the first place. + +The information in this book is based on the research of drug +prevention experts, and on interviews with parent organizations and +school officials working in drug prevention in all 50 States and the +District of Columbia. Although this volume is a product of the U.S. +Department of Education, I am grateful for the assistance the +Department received from groups and individuals across the country. It +was not possible to include all the information we gathered, but I wish +to thank the many groups that offered their help. + +No one can be a good citizen alone, as Plato tells us. No one is going +to solve our drug problem alone, either. But when parents, schools, and +communities pull together, drugs can be stopped. Drugs have been beaten +in schools like Northside High School in Atlanta, profiled in this +book. Preventing drug experimentation is the key. It requires drug +education starting in the first grades of elementary school. It +requires clear policies against drug use and consistent enforcement of +those policies. And it requires the cooperation of school boards, +principals, teachers, law enforcement personnel, parents, and students. + +_Schools are uniquely situated to be part of the solution to student +drug use._ Children spend much of their time in school. Furthermore, +schools, along with families and religious institutions, are major +influences in transmitting ideals and standards of right and wrong. +Thus, although the problems of drug use extend far beyond the schools, +it is critical that our offensive on drugs center in the schools. + +My purpose in releasing this handbook, therefore, is to help all of +us--parents and children, teachers and principals, legislators and +taxpayers--work more effectively in combating drug use. Knowing the +dangers of drugs is not enough. Each of us must also act to prevent the +sale and use of drugs. We must work to see that drug use is not +tolerated in our homes, in our schools, or in our communities. Because +of drugs, children are failing, suffering, and dying. We have to get +tough, and we have to do it now. + + + + +WHAT CAN WE DO? + + +A Plan for Achieving Schools Without Drugs + +PARENTS: + + 1. Teach standards of right and wrong, and demonstrate these standards +through personal example. + + 2. Help children to resist peer pressure to use drugs by supervising +their activities, knowing who their friends are, and talking with them +about their interests and problems. + + 3. Be knowledgeable about drugs and signs of drug use. When symptoms +are observed, respond promptly. + +SCHOOLS: + + 4. Determine the extent and character of drug use and establish a +means of monitoring that use regularly. + + 5. Establish clear and specific rules regarding drug use that include +strong corrective actions. + + 6. Enforce established policies against drug use fairly and +consistently. Implement security measures to eliminate drugs on school +premises and at school functions. + + 7. Implement a comprehensive drug prevention curriculum for +kindergarten through grade 12, teaching that drug use is wrong and +harmful and supporting and strengthening resistance to drugs. + + 8. Reach out to the community for support and assistance in making the +school's antidrug policy and program work. Develop collaborative +arrangements in which school personnel, parents, school boards, law +enforcement officers, treatment organizations, and private groups can +work together to provide necessary resources. + +STUDENTS: + + 9. Learn about the effects of drug use, the reasons why drugs are +harmful, and ways to resist pressures to try drugs. + +10. Use an understanding of the danger posed by drugs to help other +students avoid them. Encourage other students to resist drugs, +persuade those using drugs to seek help, and report those selling +drugs to parents and the school principal. + +COMMUNITIES: + +11. Help schools fight drugs by providing them with the expertise and +financial resources of community groups and agencies. + +12. Involve local law enforcement agencies in all aspects of drug +prevention: assessment, enforcement, and education. The police and +courts should have well-established and mutually supportive +relationships with the schools. + + + + +CONTENTS + + + Page + +INTRODUCTION iv + +WHAT CAN WE DO? vii + +CHILDREN AND DRUGS 1 + + Extent of Drug Use 5 + _Fact Sheet: Drugs and Dependence_ 6 + How Drug Use Develops 7 + _Fact Sheet: Cocaine: Crack_ 8 + Effects of Drug Use 9 + Drug Use and Learning 10 + +A PLAN FOR ACTION 11 + + What Parents Can Do + Instilling Responsibility 13 + Supervision 15 + _Fact Sheet: Signs of Drug Use_ 16 + Recognizing Drug Use 17 + + What Schools Can Do + Assessing the Problem 19 + Setting Policy 21 + Enforcing Policy 23 + _Fact Sheet: Legal Questions on Search and Seizure_ 24 + _Fact Sheet: Legal Questions on Suspension and + Expulsion_ 25 + _Fact Sheet: Tips for Selecting Drug Prevention + Materials_ 26 + Teaching About Drug Prevention 27 + Enlisting the Community 29 + + What Students Can Do + Learning the Facts 31 + Helping Fight Drug Use 33 + + What Communities Can Do + Providing Support 37 + Tough Law Enforcement 39 + +CONCLUSION 40 + +SPECIAL SECTIONS + + Teaching About Drug Prevention 44 + + How the Law Can Help 49 + + Resources 59 + Specific Drugs and Their Effects 59 + Sources of Information 67 + References 74 + +Acknowledgments 78 + +Ordering Information + + + + + "_I felt depressed and hurt all the time. I hated myself for the + way I hurt my parents and treated them so cruelly, and for the way + I treated others. I hated myself the most, though, for the way I + treated myself. I would take drugs until I overdosed, and fell + further and further in school and work and relationships with + others. I just didn't care anymore whether I lived or died. I + stopped going to school altogether.... I felt constantly depressed + and began having thoughts of suicide, which scared me a lot! I + didn't know where to turn...._" + + --"Stewart," a high school student + + + + +_CHILDREN AND DRUGS_ + + +[Illustration: _Chart 1_ + + Percentage of 13-Year-Olds Who Have Used Marijuana, 1953-1982 + Source: National Institute on Drug Abuse Household Survey 1982] + + + + +Children and Drugs + + +Americans have consistently identified drug use among the top problems +confronting the Nation's schools. Yet many do not recognize the degree +to which their own children, their own schools, and their own +communities are at risk. + +Research shows that drug use among children is 10 times more prevalent +than parents suspect. In addition, many students know that their +parents do not recognize the extent of drug use, and this leads them to +believe that they can use drugs with impunity. + +School administrators and teachers often are unaware that their +students are using and selling drugs, frequently on school property. +School officials who are aware of the situation in their schools admit, +as has Ralph Egers, superintendent of schools in South Portland, Maine, +that "We'd like to think that our kids don't have this problem, but the +brightest kid from the best family in the community could have the +problem." + +The facts are: + + . Drug use is not confined to certain population groups or to + certain economic levels in our society; it affects our entire + Nation. + + . Drugs are a serious problem not only in high schools, but now in + middle and elementary schools as well. + + . All illegal drugs are dangerous; there is no such thing as safe + or responsible use of illegal drugs. + + . Although drug trafficking is controlled by adults, the immediate + source of drugs for most students is other students. + +Continuing misconceptions about the drug problem stand in the way of +corrective action. The following section outlines the nature and extent +of the problem and summarizes the latest research on the effects of +drugs on students and schools. + +[Illustration: _Chart 2_ + +Percentage of High School Seniors Who Have Used Cocaine + +Source: Institute for Social Research 1986] + + +Extent of Drug Use + +Drug use is widespread among American schoolchildren. The United +States has the highest rate of teenage drug use of any industrialized +nation. The drug problem in this country is 10 times greater than in +Japan, for example. Sixty-one percent of high school seniors have used +drugs. Marijuana use remains at an unacceptably high level; 41 percent +of 1985 seniors reported using it in the last year, and 26 percent +said they had used it at least once in the previous month. Thirteen +percent of seniors indicated that they had used cocaine in the past +year. This is the highest level ever observed, more than twice the +proportion in 1975. + +Many students purchase and use drugs at school. A recent study of +teenagers contacting a cocaine hotline revealed that 57 percent of the +respondents bought most of their drugs at school. Among 1985 high +school seniors, one-third of the marijuana users reported that they +had smoked marijuana at school. Of the seniors who used amphetamines +during the past year, two-thirds reported having taken them at school. + +The drug problem affects all types of students. All regions and all +types of communities show high levels of drug use. Forty-three percent +of 1985 high school seniors in nonmetropolitan areas reported illicit +drug use in the previous year, while the rate for seniors in large +metropolitan areas was 50 percent. Although higher proportions of +males are involved in illicit drug use, especially heavy drug use, the +gap between the sexes is lessening. The extent to which high school +seniors reported having used marijuana is about the same for blacks +and whites; for other types of drugs reported, use is slightly higher +among whites. + +Initial drug use occurs at an increasingly early age. The percentage +of students using drugs by the sixth grade has tripled over the last +decade. In the early 1960's, marijuana use was virtually nonexistent +among 13-year-olds, but now about one in six 13-year-olds has used +marijuana. + + +Fact Sheet + +Drugs and Dependence + +Drugs cause physical and emotional dependence. Users may develop an +overwhelming craving for specific drugs, and their bodies may respond +to the presence of drugs in ways that lead to increased drug use. + + . Regular users of drugs develop _tolerance_, a need to take + larger doses to get the same initial effect. They may respond by + combining drugs--frequently with devastating results. Many + teenage drug users calling a national cocaine hotline report + that they take other drugs just to counteract the unpleasant + effects of cocaine. + + . Certain drugs, such as opiates and barbiturates, create _physical + dependence_. With prolonged use, these drugs become part of the + body chemistry. When a regular user stops taking the drug, the + body experiences the physiological trauma known as _withdrawal_. + + . _Psychological dependence_ occurs when drug taking becomes the + center of the user's life. Among children, psychological + dependence erodes school performance and can destroy ties to + family, friendships, outside interests, values, and goals. The + child goes from taking drugs to feel good, to taking them to + keep from feeling bad. Over time, drug use itself heightens the + bad feelings and can leave the user suicidal. _More than half of + all adolescent suicides are drug-related._ + + . _Drugs and their harmful side effects can remain in the body long + after use has stopped._ The extent to which a drug is retained + in the body depends on the drug's chemical composition, that is, + whether or not it is fat-soluble. Fat-soluble drugs such as + marijuana, phencyclidine (PCP), and lysergic acid (LSD) seek out + and settle in the fatty tissues. As a result, they build up in + the fatty parts of the body such as the brain. Such accumulations + of drugs and their slow release over time may cause delayed + effects (flashbacks) weeks and even months after drug use has + stopped. + + +How Drug Use Develops + +Social influences play a key role in making drug use attractive to +children. + +The first temptations to use drugs may come in social situations in the +form of pressures to "act grown up" and "have a good time" by smoking +cigarettes or using alcohol or marijuana. + +A 1983 _Weekly Reader_ survey found that television and movies had the +greatest influence on fourth graders in making drugs and alcohol seem +attractive; other children had the second greatest influence. From the +fifth grade on, peers played an increasingly important role, while +television and movies consistently had the second greatest influence. + +The survey offers insights into _why_ students take drugs. For all +children, the most important reason for taking marijuana is to "fit in +with others." "To feel older" is the second main reason for children in +grades four and five, and "to have a good time" for those in grades six +to twelve. This finding reinforces the need for prevention programs +beginning in the early grades--programs that focus on teaching children +to resist peer pressure and on making worthwhile and enjoyable +drug-free activities available to them. + +Students who turn to more potent drugs usually do so after first using +cigarettes and alcohol, and then marijuana. Initial attempts may not +produce a "high"; however, students who continue to use drugs learn +that drugs can alter their thoughts and feelings. _The greater a +student's involvement with marijuana, the more likely it is the +student will begin to use other drugs in conjunction with marijuana._ + +Drug use frequently progresses in stages--from occasional use, to +regular use, to multiple drug use, and ultimately to total dependency. +With each successive stage, drug use intensifies, becomes more varied, +and results in increasingly debilitating effects. + +But this progression is not inevitable. Drug use can be stopped at any +stage. However, the more involved children are with drugs, the more +difficult it is for them to stop. _The best way to fight drug use +is to begin prevention efforts before children start using drugs._ +Prevention efforts that focus on young children are the most effective +means to fight drug use. + + +Fact Sheet + +Cocaine: Crack + +Cocaine use is the fastest growing drug problem in America. Most +alarming is the recent availability of cocaine in a cheap but potent +form called crack or rock. Crack is a purified form of cocaine that is +smoked. + + . _Crack is inexpensive to try._ Crack is available for as little + as $10. As a result, the drug is affordable to many new users, + including high school and even elementary school students. + + . _Crack is easy to use._ It is sold in pieces resembling small + white gravel or soap chips and is sometimes pressed into small + pellets. Crack can be smoked in a pipe or put into a cigarette. + Because the visible effects disappear within minutes after + smoking, it can be used at almost any time during the day. + + . _Crack is extremely addictive._ Crack is far more addictive than + heroin or barbiturates. Because crack is smoked, it is quickly + absorbed into the blood stream. It produces a feeling of extreme + euphoria, peaking within seconds. The desire to repeat this + sensation can cause addiction within a few days. + + . _Crack leads to crime and severe psychological disorders._ Many + youths, once addicted, have turned to stealing, prostitution, + and drug dealing in order to support their habit. Continued use + can produce violent behavior and psychotic states similar to + schizophrenia. + + . _Crack is deadly._ Cocaine in any form can cause cardiac arrest + and death by interrupting the brain's control over the heart and + respiratory system. + + +Effects of Drug Use + +The drugs students are taking today are more potent, more dangerous, +and more addictive than ever. + +Adolescents are particularly vulnerable to the effects of drugs. Drugs +threaten normal development in a number of ways: + + . Drugs can interfere with memory, sensation, and perception. They + distort experiences and cause a loss of self-control that can + lead users to harm themselves and others. + + . Drugs interfere with the brain's ability to take in, sort, and + synthesize information. As a result, sensory information runs + together, providing new sensations while blocking normal ability + to understand the information received. + + . Drugs can have an insidious effect on perception; for example, + cocaine and amphetamines often give users a false sense of + functioning at their best while on the drug. + +Drug suppliers have responded to the increasing demand for drugs by +developing new strains, producing reprocessed, purified drugs, and +using underground laboratories to create more powerful forms of +illegal drugs. Consequently, users are exposed to heightened or +unknown levels of risk. + + . The _marijuana_ produced today is from five to 20 times stronger + than that available as recently as 10 years ago. Regular use + by adolescents has been associated with an "a motivational + syndrome," characterized by apathy and loss of goals. Research + has shown that severe psychological damage, including paranoia + and psychosis, can occur when marijuana contains 2 percent THC, + its major psychoactive ingredient. Since the early 1980s, most + marijuana has contained from 4 to 6 percent THC--two to three + times the amount capable of causing serious damage. + + . _Crack_, now becoming widely available, is a purified and highly + addictive form of cocaine. + + . _Phencyclidine_ (_PCP_), first developed as an animal tranquilizer, + has unpredictable and often violent effects. Often children do + not even know that they are using this drug when PCP-laced + parsley in cigarette form is passed off as marijuana, or when + PCP in crystal form is sold as lysergic acid (LSD). + + . Some of the new _"designer" drugs_, slight chemical variations + of existing illegal drugs, have been known to cause permanent + brain damage with a single dose. + + +Drug Use and Learning + +Drugs erode the self-discipline and motivation necessary for learning. +Pervasive drug use among students creates a climate in the schools +that is destructive to learning. Research shows that drug use can +cause a decline in academic performance. This has been found to be +true for students who excelled in school prior to drug use as well as +for those with academic or behavioral problems prior to use. According +to one study, students using marijuana were twice as likely to average +D's and F's as other students. The decline in grades often reverses +when drug use is stopped. + +Drug use is closely tied to truancy and dropping out of school. High +school seniors who are heavy drug users are more than three times as +likely to skip school as nonusers. About one-fifth of heavy users +skipped 3 or more schooldays a month, more than six times the truancy +rate of nonusers. In a Philadelphia study, dropouts were almost twice +as likely to be frequent drug users as were high school graduates; +four in five dropouts used drugs regularly. + +Drug use is associated with crime and misconduct that disrupt the +maintenance of an orderly and safe school conducive to learning. Drugs +not only transform schools into marketplaces for dope deals, they also +lead to the destruction of property and to classroom disorder. Among +high school seniors, heavy drug users were two-and-one-half times as +likely to vandalize school property and almost three times as likely +to have been involved in a fight at school as nonusers. Students on +drugs create a climate of apathy, disruption, and disrespect for +others. For example, among teenage callers to a national cocaine +hotline, 44 percent reported that they sold drugs and 31 percent said +that they stole from family, friends, or employers to buy drugs. A +drug-ridden environment is a strong deterrent to learning not only for +drug users, but for other students as well. + + + + +_A PLAN FOR ACTION_ + + +In order to combat student drug use most effectively, the entire +community must be involved: parents, schools, students, law enforcement +authorities, religious groups, social service agencies, and the media. +They all must transmit a single consistent message that drug use is +wrong, dangerous, and will not be tolerated. This message must be +reinforced through strong, consistent law enforcement and disciplinary +measures. + +The following recommendations and examples describe actions that can be +taken by parents, schools, students, and communities to stop drug use. +These recommendations are derived from research and from the +experiences of schools throughout the country. They show that the drug +problem can be overcome. + + +_WHAT PARENTS CAN DO_ + + +Parents + +Instilling Responsibility + +_Recommendation #1_: + +Teach standards of right and wrong and demonstrate these standards +through personal example. + +Children who are brought up to value individual responsibility and +self-discipline and to have a clear sense of right and wrong are less +likely to try drugs than those who are not. Parents can help to instill +these ideals by: + + . Setting a good example for children and not using drugs themselves. + + . Explaining to their children at an early age that drug use is + wrong, harmful, and unlawful, and reinforcing this teaching + throughout adolescence. + + . Encouraging self-discipline through giving children everyday duties + and holding them accountable for their actions. + + . Establishing standards of behavior concerning drugs, drinking, + dating, curfews, and unsupervised activities, and enforcing them + consistently and fairly. + + . Encouraging their children to stand by their convictions when + pressured to use drugs. + + + Northside High School, + Atlanta, Georgia + +Northside High School enrolls 1,400 students from 52 neighborhoods. In +1977, drug use was so prevalent that the school was known as "Fantasy +Island." Students smoked marijuana openly at school, and police were +called to the school regularly. + +The combined efforts of a highly committed group of parents and an +effective new principal succeeded in solving Northside's drug problem. +Determined to stop drug use both inside and outside the school, parents +organized and took the following actions: + + . Formed parent-peer groups to learn about the drug problem and + agreed to set curfews, to chaperone parties, and to monitor their + children's whereabouts. They held community meetings to discuss + teenage drug use with law enforcement agents, judges, clergy, and + physicians. + + . Established a coalition that lobbied successfully for State + antidrug and antiparaphernalia laws. + + . Offered assistance to the schools. The school acted on the parents' + recommendations to provide drug prevention education to teachers, + update its prevention curriculum, and establish a new behavior + code. Parents also helped design a system for monitoring + tardiness and provided volunteer help to teachers. + +The new principal, Bill Rudolph, also committed his energy and +expertise to fighting the drug problem. Rudolph established a tough +policy for students who were caught possessing or dealing drugs. +"Illegal drug offenses do not lead to detention hall but to court," he +stated. When students were caught, he immediately called the police and +then notified their parents. Families were given the names of drug +education programs and were urged to participate. One option available +to parents was drug education offered by other parents. + +Today, Northside is a different school. In 1984-85, only three +drug-related incidents were reported. Academic achievement has improved +dramatically; student test scores have risen every year since the +1977-78 school year. Scores on standardized achievement tests rose to +well above the national average, placing Northside among the top +schools in the district for the 1984-85 school year. + + +Parents + +Supervision + +_Recommendation #2_: + +Help children to resist peer pressure to use drugs by supervising +their activities, knowing who their friends are, and talking with them +about their interests and problems. + +When parents take an active interest in their children's behavior, they +provide the guidance and support children need to resist drugs. Parents +can do this by: + + . Knowing their children's whereabouts, activities, and friends. + + . Working to maintain and improve family communications and listening + to their children. + + . Being able to discuss drugs knowledgeably. It is far better for + children to obtain their information from their parents than from + their peers or on the street. + + . Communicating regularly with the parents of their children's + friends and sharing their knowledge about drugs with other + parents. + + . Being selective about their children's viewing of television and + movies that portray drug use as glamorous or exciting. + +In addition, parents can work with the school in its efforts to fight +drugs by: + + . Encouraging the development of a school policy with a clear + no-drug message. + + . Supporting administrators who are tough on drugs. + + . Assisting the school in monitoring students' attendance and + planning and chaperoning school-sponsored activities. + + . Communicating regularly with the school regarding their children's + behavior. + + +Fact Sheet + +Signs of Drug Use + +Changing patterns of performance, appearance, and behavior may signal +use of drugs. The items in the first category listed below provide +direct evidence of drug use; the items in the other categories offer +signs that may indicate drug use. For this reason, adults should look +for extreme changes in children's behavior, changes that together form +a pattern associated with drug use. + + +Signs of Drugs and Drug Paraphernalia + + . Possession of drug-related paraphernalia such as pipes, rolling + papers, small decongestant bottles, or small butane torches. + + . Possession of drugs or evidence of drugs, peculiar plants, or + butts, seeds, or leaves in ashtrays or clothing pockets. + + . Odor of drugs, smell of incense or other "cover-up" scents. + +Identification with Drug Culture + + . Drug-related magazines, slogans on clothing. + + . Conversation and jokes that are preoccupied with drugs. + + . Hostility in discussing drugs. + +Signs of Physical Deterioration + + . Memory lapses, short attention span, difficulty in concentration. + + . Poor physical coordination, slurred or incoherent speech. + + . Unhealthy appearance, indifference to hygiene and grooming. + + . Bloodshot eyes, dilated pupils. + +Dramatic Changes in School Performance + + . Distinct downward turns in student's grades--not just from C's to + F's, but from A's to B's and C's. Assignments not completed. + + . Increased absenteeism or tardiness. + +Changes in Behavior + + . Chronic dishonesty (lying, stealing, cheating). Trouble with the + police. + + . Changes in friends, evasiveness in talking about new ones. + + . Possession of large amounts of money. + + . Increasing and inappropriate anger, hostility, irritability, + secretiveness. + + . Reduced motivation, energy, self-discipline, self-esteem. + + . Diminished interest in extracurricular activities and + hobbies. + + +Parents + +Recognizing Drug Use + +_Recommendation #3_: + +Be knowledgeable about drugs and signs of drug use. When symptoms are +observed, respond promptly. + +Parents are in the best position to recognize early signs of drug use +in their children. In order to prepare themselves, they should: + + . Learn about the extent of the drug problem in their community and + in their children's schools. + + . Be able to recognize signs of drug use. + + . Meet with parents of their children's friends or classmates about + the drug problem at their school. Establish a means of sharing + information to determine which children are using drugs and who + is supplying them. + +Parents who suspect their children are using drugs often must deal with +their own emotions of anger, resentment, and guilt. Frequently they +deny the evidence and postpone confronting their children. Yet the +earlier a drug problem is found and faced, the less difficult it is to +overcome. If parents suspect their children are using drugs, they +should: + + . Devise a plan of action. Consult with school officials and other + parents. + + . Discuss their suspicions with their children in a calm, objective + manner. Do not confront a child while he is under the influence + of drugs. + + . Impose disciplinary measures that help remove the child from those + circumstances where drug use might occur. + + . Seek advice and assistance from drug treatment professionals and + from a parent group. (For further information, consult the + resources section, pages 59-73.) + + +_WHAT SCHOOLS CAN DO_ + + +Schools + +Assessing the Problem + +_Recommendation #4_: + +Determine the extent and character of drug use and establish a means +of monitoring that use regularly. + +School personnel should be informed about the extent of drugs in their +school. School boards, superintendents, and local public officials +should support school administrators in their efforts to assess the +extent of the drug problem and to combat it. + +In order to guide and evaluate effective drug prevention efforts, +schools need to: + + . Conduct anonymous surveys of students and school personnel and + consult with local law enforcement officials to identify the + extent of the drug problem. + + . Bring together school personnel to identify areas where drugs are + being used and sold. + + . Meet with parents to help determine the nature and extent of drug + use. + + . Maintain records on drug use and sale in the school over time, for + use in evaluating and improving prevention efforts. In addition + to self-reported drug use patterns, records may include + information on drug-related arrests and school discipline + problems. + + . Inform the community, in nontechnical language, of the results of + the school's assessment of the drug problem. + + + Anne Arundel County School District, + Annapolis, Maryland + +In response to evidence of a serious drug problem in 1979-80, the +school district of Anne Arundel County implemented a strict new policy +covering both elementary and secondary students. It features +notification of police, involvement of parents, and use of alternative +education programs for offenders. School officials take the following +steps when students are found using or possessing drugs: + + . The school notifies the police, calls the parents, and suspends + students for 1 to 5 school days. + + . The special assistant to the superintendent meets with the students + and parents. In order to return to school, students must state + where and how they obtained the drugs. The students must also + agree either to participate in the district's Alternative Drug + Program at night, while attending school during the day, or to + enroll in the district's Learning Center (grades 7-8) or evening + high school (grades 9-12). Students, accompanied by their + parents, must also take at least 5 hours of counseling. Parents + are also required to sign a Drug/Alcohol Reinstatement Form. + + . If students fail to complete the Alternative Drug Program, they are + transferred to the Learning Center or to evening high school. + + . Students are expelled if caught using or possessing drugs a second + time. + +Distribution and sale of drugs are also grounds for expulsion, and a +student expelled for these offenses is ineligible to participate in the +Alternative Drug Program. + +As a result of these steps, the number of drug offenses has declined by +58 percent, from 507 in 1979-80 to 211 in 1984-85. + + +Schools + +Setting Policy + +_Recommendation #5_: + +Establish clear and specific rules regarding drug use that include +strong corrective actions. + +School policies should clearly establish that drug use, possession, and +sale on the school grounds and at school functions will not be +tolerated. These policies should apply to both students and school +personnel, and may include prevention, intervention, treatment, and +disciplinary measures. + +School policies should: + + . Specify what constitutes a drug offense by defining (1) illegal + substances and paraphernalia, (2) the area of the school's + jurisdiction, for example, the school property, its surroundings, + and all school-related events, such as proms and football games, + and (3) the types of violations (drug possession, use, and sale). + + . State the consequences for violating school policy; as appropriate, + punitive action should be linked with treatment and counseling. + Measures that schools have found effective in dealing with + first-time offenders include: + + --a required meeting of parents and the student with school + officials, concluding with a contract signed by the student and + parents in which (1) they acknowledge a drug problem, (2) the + student agrees not to use drugs, and to participate in drug + counseling or a rehabilitation program. + + --suspension, assignment to an alternative school, in-school + suspension, after-school or Saturday detention with close + supervision and demanding academic assignments. + + --referral to a drug treatment expert or counselor. + + --notification of police. + + Penalties for repeat offenders and for sellers may include + expulsion, legal action, and referral for treatment. + + . Describe procedures for handling violations, including: + + --legal issues associated with disciplinary + actions--confidentiality, due process, and search and + seizure--and how they apply. + + --responsibilities and procedures for reporting suspected + incidents that identify the proper authorities to be contacted + and the circumstances under which incidents should be reported. + + --procedures for notifying parents when their child is suspected + of or caught with drugs. + + --procedures for notifying police. + + . Enlist legal counsel to ensure that the policy is drafted in + compliance with applicable Federal, State, and local laws. + + . Build community support for the policy. Hold open meetings where + views can be aired and differences resolved. + + + Eastside High School, + Paterson, New Jersey + +Eastside High School is located in an inner-city neighborhood and +enrolls 3,200 students. Before 1982, drug dealing was rampant. +Intruders had easy access to the school and sold drugs on the school +premises. Drugs were used in school stairwells and bathrooms. Gangs +armed with razors and knives roamed the hallways. + +A new principal, Joe Clark, was instrumental in ridding the school of +drugs and violence. Hired in 1982, Clark established order, enlisted +the help of police officers in drug prevention education, and raised +academic standards. Among the actions he took were: + + . Establishing and enforcing strict penalties for breaking the + discipline code. In reference to drugs, he stated emphatically, + "If you're smoking or dealing, you're out." He acted on his + warning, removing 300 students from the roll in his first year + for discipline and drug-related violations. + + . Increasing the involvement of local police officers, known as the + "Brothers in Blue," who visited the school regularly to speak to + students about the importance of resisting drugs. + + . Raising academic standards and morale by emphasizing the importance + of doing well, requiring a "C" average for participation in + athletics, and honoring student achievements. + +As a result of actions such as these, Eastside has been transformed. +Today there is no evidence of drug use in the school. Intruders no +longer have access to the school; hallways and stairwells are safe. +Academic performance has improved substantially: in 1981-82, only 56 +percent of the 9th graders passed the State's basic skills test in +math; in 1984-85, 91 percent passed. In reading, the percentage of 9th +graders passing the State basic skills test rose from 40 percent in +1981-82 to 67 percent in 1984-85. + + +Schools + +Enforcing Policy + +_Recommendation #6_: + +Enforce established policies against drug use fairly and consistently. +Implement security measures to eliminate drugs on school premises and +at school functions. + +Ensure that everyone understands the policy and the procedures that +will be followed in case of infractions. Make copies of the school +policy available to all parents, teachers, and students, and take other +steps to publicize the policy. + +Impose strict security measures to bar access to intruders and prohibit +student drug trafficking. Enforcement policies should correspond to the +severity of the school's drug problem. For example: + + . Officials can require students to carry hall passes, supervise + school grounds and hallways, and secure assistance of law + enforcement officials, particularly to help monitor areas around + the schools. + + . For a severe drug problem, officials can use security personnel to + monitor closely school areas where drug sale and use are known to + occur; issue mandatory identification badges for school staff and + students; request the assistance of local police to help stop + drug dealing; and, depending on applicable law, develop a policy + that permits periodic searches of student lockers. + +Review enforcement practices regularly to ensure that penalties are +uniformly and fairly applied. + + +Fact Sheet + +Legal Questions on Search and Seizure + +In 1985, the Supreme Court for the first time analyzed the application +in the public school setting of the Fourth Amendment prohibition of +unreasonable searches and seizures. The Court sought to craft a rule +that would balance the need of school authorities to maintain order and +the privacy rights of students. The questions in this section summarize +the decisions of the Supreme Court and of lower Federal courts. School +officials should consult with legal counsel in formulating their +policies. + +What legal standard applies to school officials who search students +and their possessions for drugs? + + The Supreme Court has held that school officials may institute a + search if there are "reasonable grounds" to believe that the search + will reveal evidence that the student has violated or is violating + either the law or the rules of the school. + +Do school officials need a search warrant to conduct a search for +drugs? + + No, not if they are carrying out the search independent of the + police and other law enforcement officials. A more stringent legal + standard may apply if law enforcement officials are involved in the + search. + +How extensive can a search be? + + The scope of the permissible search will depend on whether the + measures used during the search are reasonably related to the + purpose of the search and are not excessively intrusive in light of + the age and sex of the student being searched. The more intrusive + the search, the greater the justification that will be required by + the courts. + +Do school officials have to stop a search when they find the object of +the search? + + Not necessarily. If a search reveals items suggesting the presence + of other evidence of crime or misconduct, the school official may + continue the search. For example, if a teacher is justifiably + searching a student's purse for cigarettes and finds rolling + papers, it will be reasonable (subject to any local policy to the + contrary) for the teacher to search the rest of the purse for + evidence of drugs. + +Can school officials search student lockers? + + Reasonable grounds to believe that a particular student locker + contains evidence of a violation of the law or school rules will + generally justify a search of that locker. In addition, some courts + have upheld written school policies that authorize school officials + to inspect student lockers at any time. + + +Fact Sheet + +Legal Questions on Suspension and Expulsion + +The following questions and answers briefly describe several Federal +requirements that apply to the use of suspension and expulsion as +disciplinary tools in public schools. These may not reflect all laws, +policies, and judicial precedents applicable to any given school +district. School officials should consult with legal counsel to +determine the application of these laws in their schools and to ensure +that all legal requirements are met. + +What Federal procedural requirements apply to suspension or expulsion? + + . The Supreme Court has held that students facing suspension or + expulsion from school are entitled under the U.S. Constitution to + the basic due process protections of notice and an opportunity to + be heard. The nature and formality of the "hearing" to be + provided depend on the severity of the sanction being imposed. + + . A formal hearing is not required when a school seeks to suspend a + student for 10 days or less. Due process in that situation requires + only that: + + --the school inform the student, either orally or in writing, of + the charges and of the evidence to support those charges; + + --the school give the student an opportunity to deny the charges + and present his or her side of the story; + + --as a general rule, the notice to the student and a rudimentary + hearing should precede a suspension unless a student's presence + poses a continuing danger to persons or property, or threatens to + disrupt the academic process. In such cases, the notice and + rudimentary hearing should follow as soon as possible after the + student's removal. + + . More formal procedures may be required for suspensions longer + than 10 days and for expulsions. In addition, Federal law and + regulations establish special rules governing suspensions and + expulsions of handicapped students. + + . States and local school districts may require additional + procedures. + +Can students be suspended or expelled from school for use, possession, +or sale of drugs? + + Generally, yes. A school may suspend or expel students in + accordance with the terms of its discipline policy. A school policy + may provide for penalties of varying severity, including suspension + or expulsion, to respond to drug-related offenses. It is helpful to + be explicit about the types of offenses that will be punished and + about the penalties that may be imposed for particular types of + offenses (e.g., use, possession, or sale of drugs). Generally, + State and local law will determine the range of sanctions + permitted. + +(For a more detailed discussion of legal issues, see pages 49-58.) + + +Fact Sheet + +Tips for Selecting Drug Prevention Materials + +In evaluating drug prevention materials, keep the following points in +mind: + +Check the date of publication. + +Material published before 1980 may be outdated and even recently +published materials may be inaccurate. + +Look for "warning flag" phrases and concepts. + +These expressions, many of which appear frequently in "pro-drug" +material, falsely imply that there is a "safe" use of mind-altering +drugs: experimental use, recreational use, social use, controlled use, +responsible use, use/abuse. + +"Mood-altering" is a deceptive euphemism for mind-altering. + + The implication of the phrase "mood-altering" is that only + temporary feelings are involved. The fact is that mood changes are + biological changes in the brain. + +"There are no 'good' or 'bad' drugs, just improper use": + + This is a popular semantic camouflage in pro-drug literature. It + confuses young people and minimizes the distinct chemical + differences among substances. + +"The child's own decision": + + Parents cannot afford to leave such hazardous choices to their + children. It is the parents' responsibility to do all in their + power to provide the information and the protection to assure their + children a drug-free childhood and adolescence. + +Be alert for contradictory messages. + +Often an author gives a pro-drug message and then covers his tracks by +including "cautions" about how to use drugs. + +Make certain the health consequences revealed in current research are +adequately described. + +Literature should make these facts clear: The high potency of marijuana +on the market today makes it more dangerous than ever; THC, a +psychoactive ingredient in marijuana, is fat soluble and its +accumulation in the body has many adverse biological effects; cocaine +can cause death and is one of the most addictive drugs known to man. + +Demand material that sets positive standards of behavior for children. + +The message conveyed must be an expectation that children can say no to +drugs. The publication and its message must provide the information and +must support caring family involvement to reinforce the child's courage +to stay drug free. + + +Schools + +Teaching About Drug Prevention + +_Recommendation #7_: + +Implement a comprehensive drug prevention curriculum from kindergarten +through grade 12, teaching that drug use is wrong and harmful and +supporting and strengthening resistance to drugs. + +A model program would have these main objectives: + + . To value and maintain sound personal health. + + . To respect laws and rules prohibiting drugs. + + . To resist pressures to use drugs. + + . To promote student activities that are drug free and offer + healthy avenues for student interests. + +In developing a program, school staff should: + + . Determine curriculum content appropriate for the school's drug + problem and grade levels. + + . Base the curriculum on an understanding of why children try drugs + in order to teach them how to resist pressures to use drugs. + + . Review existing materials for possible adaptation. State and + national organizations--and some lending libraries--that have an + interest in drug prevention make available lists of materials. + +In implementing a program, school staff should: + + . Include all grades. Effective drug education is cumulative. + + . Teach about drugs in health education classes, and reinforce this + curriculum with appropriate materials in such classes as social + studies and science. + + . Develop expertise in drug prevention through training. Teachers + should be knowledgeable about drugs, be personally committed to + opposing drug use, and be skilled at eliciting participation by + students. + +(For more detailed information on topics and learning activities to +incorporate in a drug prevention program, see pages 44-48.) + + + Samuel Gompers Vocational-Technical High School, + New York City + +Samuel Gompers Vocational-Technical High School is located in the South +Bronx in New York City. Enrollment is 1,500 students; 95 percent are +from low-income families. + +In June, 1977, an article in the _New York Times_ likened Gompers to a +"war zone." Students smoked marijuana and sold drugs both inside the +school and on the school grounds; the police had to be called in +daily. + +In 1979, the school board hired a new principal, Victor Herbert, who +turned the school around. Herbert established order, implemented a drug +awareness program, involved the private sector, and instilled pride in +the school among students. Among the actions he took: + + . In cooperation with the police captain, Herbert arranged for the + same two police officers to respond to all calls from Gompers. + These officers came to know the Gompers students; eventually, + students confided in the police about drug sales occurring near + the school. Police also helped school staff patrol the school + grounds and were stationed at a nearby park known for drug + trafficking. + + . Herbert stationed security guards and faculty outside each + bathroom. He organized "hall sweeps" in the middle of class + periods and no longer allowed students to leave the premises at + lunch time. + + . Herbert established a drug education program for teachers, + students, and parents that emphasized recognizing the signs of + drug use. He also implemented other drug awareness programs that + involved the police and community organizations. + + . He persuaded companies, such as IBM, to hire students for + afterschool and summer work. Students had to be drug free to + participate. This requirement demonstrated to students that + employers would not tolerate drug use. + + . A computerized attendance system was installed to notify parents of + their child's absence. Newly hired paraprofessionals, called + "family assistants," worked to locate absentees and bring them + back to school. + +The results of Herbert's actions were remarkable. In 1985, there were +no known incidents of students using alcohol or drugs in school or on +school grounds, and only one incident of violence was reported. The +percentage of students reading at or above grade level increased from +45 percent in 1979-80 to 67 percent in 1984-85. + + +Enlisting the Community + +_Recommendation #8:_ + +Reach out to the community for support and assistance in making the +school's antidrug policy and program work. Develop collaborative +arrangements in which school personnel, parents, school boards, law +enforcement officers, treatment organizations, and private groups can +work together to provide necessary resources. + +School officials should recognize that they cannot solve the drug +problem alone. They need to get the community behind their efforts by +taking action to: + + . Increase community understanding of the problem through meetings, + media coverage, and education programs. + + . Build public support for the policy; develop agreement on the goals + of a school drug policy, including prevention and enforcement + goals. + + . Educate the community about the effects and extent of the drug + problem. + + . Strengthen contacts with law enforcement agencies through + discussions about the school's specific drug problems and ways + they can assist in drug education and enforcement. + + . Call on local professionals, such as physicians and pharmacists, to + share their expertise on drug abuse as class lecturers. + + . Mobilize the resources of community groups and local businesses to + support the program. + + +_WHAT STUDENTS CAN DO_ + + +Students + +Learning the Facts + +_Recommendation #9._ + +Learn about the effects of drug use, the reasons why drugs are +harmful, and ways to resist pressures to try drugs. Students can arm +themselves with the knowledge to resist drug use by: + + . Learning about the effects and risks of drugs. + + . Learning the symptoms of drug use and the names of organizations + and individuals who are available to help when friends or family + members are in trouble. + + . Understanding the pressures to use drugs and ways to counteract + them. + + . Knowing the school rules on drugs and ways to help make the school + policy work. + + . Knowing the school procedures for reporting drug offenses. + + . Knowing the laws on drug use and the penalties, for example, for + driving under the influence of drugs and alcohol. Understanding + how the laws protect individuals and society. + + . Developing skill in communicating their opposition to drugs and + their resolve to say no. + + + _R. H. Watkins High School of Jones County, Mississippi, has + developed a pledge, excerpted below, which sets forth the duties and + responsibilities of student counselors in its peer counseling + program_. + + Responsibility Pledge for a Peer Counselor, R. H. Watkins High School + + As a drug education peer counselor you have the opportunity to help + the youth of our community develop to their full potential without + the interference of illegal drug use. It is a responsibility you + must not take lightly. Therefore, please read the following + responsibilities you will be expected to fulfill next school year + and discuss them with your parents or guardians. + + + Responsibilities of a Peer Counselor + + Understand and be able to clearly state your beliefs and attitudes + about drug use among teens and adults. + + Remain drug free. + + Maintain an average of C or better in all classes. + + Maintain a citizenship average of B or better. + + Participate in some club or extracurricular activity that + emphasizes the positive side of school life. + + Successfully complete training for the program, including, for + example, units on the identification and symptoms of drug abuse, + history and reasons for drug abuse, and the legal/economic aspects + of drug abuse. + + Successfully present monthly programs on drug abuse in each of the + elementary and junior high schools of the Laurel City school + system, and to community groups, churches, and statewide groups as + needed. + + Participate in rap sessions or individual counseling sessions with + Laurel City school students. + + Attend at least one Jones County Drug Council meeting per year, + attend the annual Drug Council Awards Banquet, work in the Drug + Council Fair exhibit and in any Drug Council workshops, if needed. + + Grades and credit for Drug Education will be awarded on successful + completion of and participation in all the above-stated activities. + + + _____________________________ __________________________________ + Student's Signature Parent's or Guardian's Signature + + +Students + +Helping Fight Drug Use + +_Recommendation #10_: + +Use an understanding of the danger posed by drugs to help other +students avoid them. Encourage other students to resist drugs, +persuade those using drugs to seek help, and report those selling +drugs to parents and the school principal. + +Although students are the primary victims of drug use in the schools, +drug use cannot be stopped or prevented unless students actively +participate in this effort. + +Students can help fight drug use by: + + . Participating in open discussions about the extent of the problem + at their own school. + + . Supporting a strong school antidrug policy and firm, consistent + enforcement of rules. + + . Setting a positive example for fellow students and speaking + forcefully against drug use. + + . Teaching other students, particularly younger ones, about the + harmful effects of drugs. + + . Encouraging their parents to join with other parents to promote a + drug-free environment outside of school. Some successful parent + groups have been started by the pressure of a son or daughter who + was concerned about drugs. + + . Becoming actively involved in efforts to inform the community about + the drug problem. + + . Starting a drug-resistance club or other activity to create + positive, challenging ways for young people to have fun without + drugs. Obtaining adult sponsorship for the group and publicizing + its activities. + + . Encouraging friends who have a drug problem to seek help and + reporting persons selling drugs to parents and the principal. + + + Greenway Middle School, + Phoenix, Arizona + +Greenway Middle School is in a rapidly growing area of Phoenix. The +student population of 950 is highly transient. + +Greenway developed a comprehensive drug prevention program in the +1979-80 school year. The program provides strict sanctions for students +caught with drugs, but its main emphasis is on prevention. Features +include: + + . Teaching students about drugs in science classes; mini-units on + why people use drugs and what treatment resources are available + to drug users; distributing and discussing current literature on + drugs; sponsoring a 1-day Prevention Fair in which community + experts talk to students about drug prevention. + + . Enrolling students and staff in the "All Star" training program + where they learn how to resist peer pressure, make decisions for + themselves, and develop plans for personal and school + improvement. + + . Providing counselor training for specially selected students; drug + counseling for students who are using drugs. + +Under Greenway's drug policy, first-time offenders who are caught using +or possessing drugs are suspended for 6 to 10 days. First-time +offenders who are caught selling drugs are subject to expulsion. The +policy is enforced in close cooperation with the local police +department. + +As a result of the Greenway program, drug use and disciplinary +referrals declined dramatically between 1979-80 and 1984-85. The number +of drug-related referrals to the school's main office decreased by 78 +percent; overall, discipline-related referrals decreased by 62 percent. + + +_WHAT COMMUNITIES CAN DO_ + + + Project DARE, + Los Angeles, California + +The police department and school district have teamed up to create DARE +(Drug Abuse Resistance Education), now operating in 405 schools from +kindergarten through grade 8 in Los Angeles. Fifty-two carefully +selected and trained frontline officers are teaching students to say no +to drugs, build their self-esteem, manage stress, resist prodrug media +messages, and develop other skills to keep them drug free. In addition, +officers spend time on the playground at recess so that students can +get to know them. Meetings are held with teachers, principals, and +parents to discuss the curriculum. + +Research has shown that DARE has improved students' attitudes about +themselves, increased their sense of responsibility for themselves and +to police, and strengthened resistance to drugs. For example, before +the DARE program began, 51 percent of fifth-grade students equated drug +use with having more friends. After training, only 8 percent reported +this attitude. + +DARE has also changed parent attitudes through an evening program to +teach parents about drugs, the symptoms of drug use, and ways to +increase family communication. Before DARE, 32 percent of parents +thought that it was all right for children to drink alcohol at a party +as long as adults were present. After DARE, no parents reported such a +view. Before DARE, 61 percent thought that there was nothing parents +could do about their children's use of drugs; only 5 percent said so +after the program. + +As a result of the high level of acceptance by principals, teachers, +the community, and students, DARE has spread from 50 elementary schools +in 1983 to all 347 elementary and 58 junior high schools in Los +Angeles. DARE will soon be fully implemented in Virginia. + + +Communities + +Providing Support + +_Recommendation #11_: + +Help schools fight drugs by providing them with the expertise and +financial resources of community groups and agencies. + +Law enforcement agencies and the courts can: + + . Provide volunteers to speak in the schools about the legal + ramifications of drug use. Officers can encourage students to + cooperate with them to stop drug use. + + . Meet with school officials to discuss drug use in the school, + share information on the drug problem outside of school, and + help school officials in their investigations. + +Social service and health agencies can: + + . Provide volunteers to speak in the school about the effects of + drugs. + + . Meet with parents to discuss symptoms of drug use and to inform + them about counseling resources. + + . Provide the schools with health professionals to evaluate + students who may be potential drug users. + + . Provide referrals to local treatment programs for students who + are using drugs. + + . Establish and conduct drug counseling and support groups for + students. + +Businesses can: + + . Speak in the schools about the effects of drug use on + employment. + + . Provide incentives for students who participate in drug + prevention programs and lead drug-free lives. + + . Help schools obtain curriculum materials for their drug + prevention program. + + . Sponsor drug-free activities for young people. + +Parent groups can: + + . Mobilize others through informal discussions, door-to-door + canvassing, and school meetings to ensure that students get a + consistent no-drug message at home, at school, and in the + community. + + . Contribute volunteers to chaperone student parties and other + activities. + +Print and broadcast media can: + + . Educate the community about the nature of the drug problem in + their schools. + + . Publicize school efforts to combat the problem. + + + Operation SPECDA, + New York City + +Operation SPECDA (School Program to Educate and Control Drug Abuse) is +a cooperative program of the New York City Board of Education and the +police department. It operates in 154 schools, serving students and +their parents from kindergarten through grade 12. SPECDA has two +aims: education and enforcement. Police help provide classes and +presentations on drug abuse in the schools. At the same time, they +concentrate enforcement efforts within a two-block radius of schools +to create a drug-free corridor for students. + +The enforcement aspect has had some impressive victories. Police have +made 7,500 arrests to date, 66 percent in the vicinity of elementary +schools. In addition, they have seized narcotics valued at more than +$1 million, as well as $1 million in cash and 139 firearms. + +SPECDA provides a simultaneous focus on education. Carefully selected +police officers team with drug abuse counselors to lead discussion +sessions throughout the fifth and sixth grades. The discussions +emphasize the building of good character and self-respect; the dangers +of drug use; civic responsibility and the consequences of actions; and +constructive alternatives to drug abuse. + +Similar presentations are made in school assemblies for students from +kindergarten through grade 4 and in the junior and senior high +schools. An evening workshop for parents helps them reinforce the +SPECDA message. + +An evaluation of participants in SPECDA demonstrates that a majority +of the students have become more aware of the dangers of drug use, and +show strong positive attitudes toward SPECDA police officers and drug +counselors. When interviewed, students have indicated a strengthened +resolve to resist drugs. + + +Communities + +Tough Law Enforcement + +_Recommendation_ #12: + +Involve local law enforcement agencies in all aspects of drug +prevention: assessment, enforcement, and education. The police and +courts should have well-established and mutually supportive +relationships with the schools. + +Community groups can: + + . Support school officials who take a strong position against drug + use. + + . Support State and local policies to keep drugs and drug + paraphernalia away from schoolchildren. + + . Build a community consensus in favor of strong penalties for + persons convicted of selling drugs, particularly for adults who + have sold drugs to children. + + . Encourage programs to provide treatment to juvenile + first-offenders while maintaining tough penalties for repeat + offenders and drug sellers. + +Law enforcement agencies, in cooperation with schools, can: + + . Establish the procedures each will follow in school drug cases. + + . Provide expert personnel to participate in prevention activities + from kindergarten through grade 12. + + . Secure areas around schools and see that the sale and use of + drugs are stopped. + + . Provide advice and personnel to help improve security in the + school or on school premises. + + + + +_CONCLUSION_ + + +Drugs threaten our children's lives, disrupt our schools, and shatter +families. Drug-related crimes overwhelm our courts, social service +agencies, and police. This situation need not and must not continue. + +Across America schools and communities _have_ found ways to turn the +tide in the battle against drugs. The methods they have used and the +actions they have taken are described in this volume. We know what +works. We know that drug use can be stopped. + +But we also know that defeating drugs is not easy. We cannot expect +the schools to do the job without the help of parents, police, the +courts, and other community groups. Drugs will only be beaten when all +of us work together to deliver a firm, consistent message to those who +would use or sell drugs: a message that illegal drugs will not be +tolerated. It is time to join in a national effort to achieve schools +without drugs. + + + + +_SPECIAL SECTIONS_ + + +TEACHING ABOUT DRUG PREVENTION + +Teaching About Drug Prevention: Sample Topics and Learning Activities + +_An effective drug prevention curriculum covers a broad set of +education objectives. This section presents a model program for +consideration by State and local school authorities who have the +responsibility to design a curriculum that meets local needs and +priorities. The program consists of four objectives, plus sample +topics and learning activities._ + + +OBJECTIVE 1: To value and maintain sound personal health; to +understand how drugs affect health. + +An effective drug prevention education program instills respect for a +healthy body and mind and imparts knowledge of how the body functions, +how personal habits contribute to good health, and how drugs affect +the body. + +At the early elementary level, children learn how to care for their +bodies. Knowledge about habits, medicine, and poisons lays the +foundation for learning about drugs. Older children begin to learn +about the drug problem and study those drugs to which they are most +likely to be exposed. The curriculum for secondary school students is +increasingly drug-specific as students learn about the effects of +certain drugs on their bodies and on adolescent maturation. + +Sample topics for elementary school: + + . The role of nutrition, medicine, and health care professionals + in preventing and treating disease. + + . The difficulties of recognizing which substances are safe to eat + or touch; ways to learn whether a substance is safe: consulting + with an adult, reading labels. + + . The effects of poisons on the body; the effects of medicine on + body chemistry: the wrong drug may make a person ill. + + . The nature of habits: their conscious and unconscious + development. + +Sample topics for secondary school: + + . Stress: how the body responds to stress; how drugs increase + stress. + + . The chemical properties of drugs. + + . The effects of drugs on the circulatory, digestive, nervous, + reproductive, and respiratory systems. The effects of drugs on + adolescent development. + + . Patterns of substance abuse: the progressive effects of drugs on + the body and mind. + + . The drug problem at school, among teenagers, and in society. + + Children tend to be present-oriented and are likely to feel + invulnerable to long-term effects of drugs. For this reason, they + should be taught about the short-term effects of drug use--such as + impact on appearance, alertness, and coordination--as well as + about the cumulative effects. + +Sample learning activities for elementary school: + + . Make a coloring book depicting various substances. Color only + those items that are safe to eat. + + . Use puppets to dramatize what can happen when chemicals are + used. + + . Write stories about what to do if a stranger offers candy, + pills, or a ride. + + . Discuss options in class. + + . Try, for a limited time, to break a bad habit. The teacher + emphasizes that it is easier not to start a bad habit than to + break one. + +Sample learning activities for high school: + + . Discuss the properties of drugs with community experts: + physicians, scientists, pharmacists, or law enforcement officers. + + . Interview social workers in drug treatment centers. Visit an + open meeting of Alcoholics Anonymous or Narcotics Anonymous. + These activities should be open only to mature students; careful + preparation and debriefing are essential. + + . Research the drug problem at school, in the community, or in the + sports and entertainment fields. + + . Design a true/false survey about drug myths and facts; conduct + the survey with classmates and analyze the results. + + . Develop an accessible lending library on drugs, well stocked + with up-to-date and carefully chosen materials. + + When an expert visits a class, both the class and the expert + should be prepared in advance. Students should learn about the + expert's profession and prepare questions to ask during the visit. + The expert should know what the objectives of the session are and + how the session fits into previous and subsequent learning. The + expert should participate in a discussion or classroom activity, + not simply appear as a speaker. + + +OBJECTIVE 2: To respect laws and rules prohibiting drugs. + +The program teaches children to respect rules and laws as the +embodiment of social values and as tools for protecting individuals +and society. It provides specific instruction about laws concerning +drugs. + +Students in the early grades learn to identify rules and to understand +their importance, while older students learn about the school drug +code and laws regulating drugs. + +Sample topics for elementary school: + + . What rules are and what would happen without them. + + . What values are and why they should guide behavior. + + . What responsible behavior is. + + . Why it is wrong to take drugs. + +Sample topics for secondary school: + + . Student responsibilities in promoting a drug-free school. + + . Local, State, and Federal laws on controlled substances; why + these laws exist and how they are enforced. + + . Legal and social consequences of drug use. Penalties for driving + under the influence of alcohol or drugs. The relationship between + drugs and other crimes. + +Sample learning activities for elementary school: + + . Use stories and pictures to identify rules and laws in everyday + life (e.g., lining up for recess). + + . Imagine how to get to school in the absence of traffic laws; try + to play a game that has no rules. + + . Name things important to adults and then list rules they have + made about these things. (This activity helps explain values.) + + . Solve a simple problem (e.g., my sister hits me; my math grades + are low). Discuss which solutions are best and why. + + . Discuss school drug policies with the principal and other staff + members. Learn how students can help make the policy work better. + + . Explain the connection between drug users, drug dealers, and + drug traffickers and law enforcement officers whose lives are + placed at risk or lost in their efforts to stop the drug trade. + +Sample learning activities for secondary school: + + . Resolve hypothetical school situations involving drug use. + Analyze the consequences for the school, other students, and the + individuals involved. + + . Collect information about accidents, crimes, and other problems + related to drugs. Analyze how the problem might have been + prevented and how the incident affected the individuals involved. + + . Conduct research projects. Interview members of the community + such as attorneys, judges, police officers, State highway patrol + officers, and insurance agents about the effects of drug use on + the daily lives of teenagers and their families. + + . Draft a legislative petition proposing enactment of a State law + on drug use. Participate in a mock trial or legislative session + patterned after an actual trial or debate. Through these + activities, students learn to develop arguments on behalf of drug + laws and their enforcement. + + +OBJECTIVE 3: To recognize and resist pressures to use drugs. + +Social influences play a key role in encouraging children to try +drugs. Pressures to use drugs come from internal sources, such as a +child's desire to feel included in a group or to demonstrate +independence, and external influences, such as the opinions and +example of friends, older children, and adults, and media messages. + +Students must learn to identify these pressures. They must then learn +how to counteract messages to use drugs and gain practice in saying +no. The education program emphasizes influences on behavior, +responsible decision-making, and techniques for resisting pressures to +use drugs. + +Sample topics for elementary through high school: + + . The influence of popular culture on behavior. + + . The influence of peers, parents, and other important individuals + on a student's behavior. How the need to feel accepted by others + influences behavior. + + . Ways to make responsible decisions and deal constructively with + disagreeable moments and pressures. + + . Reasons for not taking drugs. + + . Situations in which students may be pressured into using drugs. + + . Ways of resisting pressure to use drugs. + + . Benefits of resisting pressure to use drugs. + +Sample learning activities for elementary through high school: + + . Describe recent personal decisions. In small groups, decide what + considerations influenced the decision (e.g., opinions of family + or friends, beliefs, desire to be popular) and analyze choices + and consequences. + + . Examine ads for cigarettes, over-the-counter drugs, and alcohol, + deciding what images are being projected and whether the ads are + accurate. + + . Read stories about famous people who stood up for their beliefs + in the face of opposition. Students can discuss how these people + withstood the pressure and what they accomplished. + + . Give reasons for not taking drugs. Discuss with a health + educator or drug counselor the false arguments for using drugs. + Develop counter-arguments in response to typical messages or + pressures on behalf of drug use. + + . Given a scenario depicting pressure to use drugs, act out ways + of resisting (simply refusing, giving a reason, leaving the scene, + etc.). Students then practice these techniques repeatedly. + Demonstrate ways of resisting pressures, using older students + specially trained as peer teachers. + + . Present scenarios involving drug-related problems (e.g., + learning that another student is selling drugs, a sibling using + drugs; or being offered a drive home by a friend under the + influence of drugs). Students practice what they would do and + discuss to whom they would turn for help. Teachers should + discuss and evaluate the appropriateness of student responses. + + . Discuss how it feels to resist pressures to take drugs. Hold a + poster contest to depict the benefits derived both from not + using and from saying no (e.g., being in control, increased + respect from others, self-confidence). + + +OBJECTIVE 4: To promote activities that reinforce the positive, +drug-free elements of student life. + +School activities that provide students opportunities to have fun +without drugs--and to contribute to the school community--build +momentum for peer pressure not to use drugs. These school activities +also nurture positive examples by giving older students opportunities +for leadership related to drug prevention. + +Sample activities: + + . Make participation in school activities dependent on an + agreement not to use drugs. + + . Ensure that drugs will not be available at school-sponsored + activities or parties. Plan these events carefully to be certain + that students have attractive alternatives to drug use. + + . Give students opportunities for leadership. They can be trained + to serve as peer leaders in drug prevention programs, write + plays, or design posters for younger students. Activities such + as these provide youthful role models who demonstrate the + importance of not using drugs. Youth training programs are + available that prepare students to assist in drug education and + provide information on how to form drug-free youth groups. + + . Form action teams for school improvement with membership limited + to students who are drug free. These action teams campaign + against drug use, design special drug-free events, conduct and + follow up on surveys of school needs, help teachers with + paperwork, tutor other students, or improve the appearance of + the school. Through these activities, students develop a stake + in their school, have the opportunity to serve others, and have + positive reasons to reject drug use. + + +HOW THE LAW CAN HELP + +Federal law accords school officials broad authority to regulate +student conduct and supports reasonable and fair disciplinary action. +The Supreme Court recently reaffirmed that the constitutional rights +of students in school are not "automatically coextensive with the +rights of adults in other settings."[1] Rather, recognizing that "in +recent years ... drug use and violent crime in the schools have become +major social problems," the Court has emphasized the importance of +effective enforcement of school rules.[2] On the whole, a school "is +allowed to determine the methods of student discipline and need not +exercise its discretion with undue timidity."[3] + +An effective campaign against drug use requires a basic understanding +of legal techniques for searching and seizing drugs and drug-related +material, for suspending and expelling students involved with drugs, +and for assisting law enforcement officials in the prosecution of drug +offenders. Such knowledge will both help schools identify and penalize +students who use or sell drugs at school and enable school officials +to uncover the evidence needed to support prosecutions under Federal +and State criminal laws that contain strong penalties for drug use and +sale. In many cases, school officials can be instrumental in +successful prosecutions. + +In addition to the general Federal statutes that make it a crime to +possess or distribute a controlled substance, there are special +Federal laws designed to protect children and schools from drugs: + + An important part of the Comprehensive Crime Control Act of 1984 + makes it a _Federal crime to sell drugs in or near a public or + private elementary or secondary school._ Under this new + _"schoolhouse" law_, sales within 1,000 feet of school grounds are + punishable by up to _double_ the sentence that would apply if the + sale occurred elsewhere. Even more serious mandatory penalties are + available for repeat offenders.[4] + + _Distribution or sale to minors_ of controlled substances is also + a _Federal crime_. When anyone over age 21 sells drugs to anyone + under 18, the seller runs the risk that he will receive up to + _double_ the sentence that would apply to a sale to an adult. Here + too, more serious penalties can be imposed on repeat offenders.[5] + +By working with Federal and State prosecutors in their area, schools +can help to ensure that these laws and others are used to make +children and schools off-limits to drugs. + +The following pages describe in general terms the Federal laws +applicable to the development of an effective school drug policy. This +handbook is not a compendium of all laws that may apply to a school +district, and it is not intended to provide legal advice on all issues +that may arise. School officials must recognize that many legal issues +in the school context are also governed, in whole or in part, by State +and local laws, which, given their diversity, cannot be covered here. +Advice should be sought from legal counsel in order to understand the +applicable laws and to ensure that the school's policies and actions +make full use of the available methods of enforcement. + +Most private schools, particularly those that receive little or no +financial assistance from public sources and are not associated with a +public entity, enjoy a greater degree of legal flexibility with +respect to combating the sale and use of illegal drugs. Depending on +the terms of their contracts with enrolled students, such schools may +be largely free of the restrictions that normally apply to drug +searches or the suspension or expulsion of student drug users. Private +school officials should consult legal counsel to determine what +enforcement measures may be available to them. + +School procedures should reflect the available legal means for +combating drug use. These procedures should be known to and understood +by school administrators and teachers as well as students, parents, +and law enforcement officials. Everyone should be aware that school +authorities have broad power within the law to take full, appropriate, +and effective action against drug offenders. Additional sources of +information on legal issues in school drug policy are listed at the +end of this handbook. + + +SEARCHING FOR DRUGS WITHIN THE SCHOOL + +In some circumstances, the most important tool for controlling drug +use is an effective program of drug searches. School administrators +should not condone the presence of drugs _anywhere_ on school +property. The presence of any drugs or drug-related materials in +school can mean only one thing--that drugs are being used or +distributed in school. Schools committed to fighting drugs should do +everything they can to determine whether school grounds are being used +to facilitate the possession, use, or distribution of drugs and to +prevent such crimes. + +In order to institute an effective drug search policy in schools with +a substantial problem, school officials can take several steps. First, +they can identify the specific areas in the school where drugs are +likely to be found or used. Student lockers, bathrooms, and "smoking +areas" are obvious candidates. Second, school administrators can +clearly announce _in writing_ at the _beginning_ of the school year +that these areas will be subject to unannounced searches and that +students should consider such areas "public" rather than "private." +The more clearly a school specifies that these portions of the +school's property are public, the less likely it is that a court will +conclude that students retain any reasonable expectation of privacy in +these places and the less justification will be needed to search such +locations. + +School officials should, therefore, formulate and disseminate to all +students and staff a written policy that will permit an effective +program of drug searches. Courts have usually upheld locker searches +where schools have established written policies under which the school +retains joint control over student lockers, maintains duplicate or +master keys for all lockers, and reserves the right to inspect lockers +at any time.[6] While this has not become established law in every +part of the country, it will be easier to justify locker searches in +schools that have such policies. Moreover, the mere existence of such +policies can have a salutary effect. If students know that their +lockers may be searched, drug users will find it much more difficult +to maintain quantities of drugs in school. + +The effectiveness of such searches may be improved with the use of +specially trained dogs. Courts have generally held that the use of +dogs to detect drugs on or in _objects_ such as lockers, ventilators, +or desks as opposed to persons, is not a "search" within the meaning +of the Fourth Amendment.[7] Accordingly, school administrators are +generally justified in using dogs in this way. + +It is important to remember that any illicit drugs and drug-related +items discovered at school are evidence that may be used in a criminal +trial. School officials should be careful, first, to protect the +evidentiary integrity of such seizures by making sure that the items +are obtained in permissible searches, since unlawfully acquired +evidence will not be admissible in criminal proceedings. Second, +school officials should work closely with local law enforcement +officials to preserve, in writing, the nature and circumstances of any +seizure of drug contraband. In a criminal prosecution, the State must +prove that the items produced as evidence in court are the same items +that were seized from the suspect. Thus, the State must establish a +"chain of custody" over the seized items which accounts for the +possession of the evidence from the moment of its seizure to the +moment it is introduced in court. School policy regarding the +disposition of drug-related items should include procedures for the +custody and safekeeping of drugs and drug-related materials prior to +their removal by the police and procedures for recording the +circumstances regarding the seizure. + + +_Searching Students_ + +In some circumstances, teachers or other school personnel will wish to +search a student whom they believe to be in possession of drugs. The +Supreme Court has stated that searches may be carried out according to +"the dictates of reason and common sense."[8] The Court has recognized +that the need of school authorities to maintain order justifies +searches that might otherwise be unreasonable if undertaken by police +officers or in the larger community. Thus the Court held in 1985 that +school officials, unlike the police, do _not_ need "probable cause" to +conduct a search. Nor do they need a search warrant.[9] + +Under the Supreme Court's ruling: + + . School officials may institute a search if there are "reasonable + grounds" to believe that the search will reveal evidence that + the student has violated or is violating either the law or the + rules of the school. + + . The extent of the permissible search will depend on whether the + measures used are reasonably related to the purpose of the + search and are not excessively intrusive in light of the age and + sex of the student. + + . School officials are not required to obtain search warrants when + they carry out searches independent of the police and other law + enforcement officials. A more stringent legal standard may apply + if law enforcement officials are involved in the search. + + +_Interpretation of "Reasonable Grounds"_ + +Lower courts are beginning to interpret and apply the "reasonable +grounds" standard in the school setting. From these cases it appears +that courts will require more than general suspicion, curiosity, +rumor, or a hunch to justify searching a student or his possessions. +Factors that will help sustain a search include the observation of +specific and describable behavior or activities leading one reasonably +to believe that a given student is engaging in or has engaged in +prohibited conduct. The more specific the evidence in support of +searching a particular student, the more likely the search will be +upheld. For example, courts using a "reasonable grounds" (or similar) +standard have upheld the right of school officials to search: + + . A student's purse, after a teacher saw her smoking in a restroom + and the student denied having smoked or being a smoker.[10] + + . A student's purse, after several other students said that she + had been distributing firecrackers.[11] + + . A student's pockets, based on a phone tip about drugs from an + anonymous source believed to have previously provided accurate + information.[12] + + +_Scope of the Permissible Search_ + +School officials are authorized to conduct searches within reasonable +limits. The Supreme Court has described two aspects of these limits. +First, when officials conduct a search, they must use only measures +that are reasonably related to the purpose of the search; second, the +search may not be excessively intrusive in light of the age or sex of +the student. For example, if a teacher believes she has seen one +student passing a marijuana cigarette to another student, she might +reasonably search the students and any nearby belongings in which the +students might have tried to hide the drug. If it turns out that what +the teacher saw was a stick of gum, she would have no justification +for any further search for drugs. + +The more intrusive the search, the greater the justification that will +be required by the courts. A search of a student's jacket or bookbag +can often be justified as reasonable. At the other end of the +spectrum, strip searches are considered a highly intrusive invasion of +an individual's privacy and are viewed with disfavor by the courts +(although even these searches have been upheld in certain +extraordinary circumstances). + +School officials do not necessarily have to stop a search if they find +what they are looking for. If the search of a student reveals items +that create reasonable grounds for suspecting that he may also possess +other evidence of crime or misconduct, the school officials may +continue the search. For example, if a teacher justifiably searches a +student's purse for cigarettes and finds rolling papers like those +used for marijuana cigarettes, it will then be reasonable for the +teacher to search the rest of the purse for other evidence of drugs. + + +_Consent_ + +If a student consents to a search, the search is permissible, +regardless of whether there would otherwise be reasonable grounds for +the search. To render such a search valid, however, the student must +give consent knowingly and voluntarily. + +Establishing whether the student's consent was voluntary can be +difficult, and the burden is on the school officials to prove +voluntary consent. If a student agrees to be searched out of fear or +as a result of other coercion, that consent will probably be found +invalid. Similarly, if school officials indicate that a student must +agree to a search or if the student is very young or otherwise unaware +that he has the right to object, his consent will also be held +invalid. School officials may find it helpful to explain to students +that they need not consent to a search. In some cases, standard +consent forms may be useful. + +If a student is asked to consent to a search and refuses, that refusal +does not mean that the search may not be conducted. Rather, in the +absence of consent, school officials retain the authority to conduct a +search when there are reasonable grounds to justify it, as described +previously. + + +_Special Types of Student Searches_ + +Schools with severe drug problems may occasionally wish to resort to +more intrusive searches, such as the use of trained dogs or urinalysis +to screen students for drug use. The Supreme Court has yet to address +these issues. The following paragraphs explain the existing rulings on +these subjects by other courts: + + . _Specially trained dogs._ The few courts that have considered + this issue disagree as to whether the use of a specially trained + dog to detect drugs on students constitutes a search within the + meaning of the Fourth Amendment. Some courts have held that a + dog's sniffing of a student is a search, and that, in the school + setting, individualized grounds for reasonable suspicion are + required in order for such a "sniff-search" to be held + constitutional.[13] Under this standard, a blanket search of a + school's entire student population by specially trained dogs + would be prohibited. + + At least one other court has held that the use of trained dogs + does not constitute a search, and has permitted the use of such + dogs without individualized grounds for suspicion.[14] Another + factor that courts may consider is the way that the dogs detect + the presence of drugs. In some instances, the dogs are merely + led down hallways or classroom aisles. In contrast, having the + dogs actually touch parts of the students' bodies is more + intrusive and would likely require specific justification. + + Courts have generally held that the use of specially trained + dogs to detect drugs on objects, as opposed to persons, is not a + search within the meaning of the Fourth Amendment. Therefore, + school officials may often be able to use dogs to inspect + student lockers and school property.[15] + + . _Drug testing._ The use of urinalysis or other tests to screen + students for drugs is a relatively new phenomenon and the law in + this area is still evolving. The few courts that have considered + this issue so far have not upheld urinalysis to screen public + school students for drugs.[16] The permissibility of drug + testing of students has not yet been determined under all + circumstances, although drug testing of adults has been upheld + in the criminal law setting. + + +SUSPENSION AND EXPULSION + +A school policy may lawfully provide for penalties of varying +severity, including suspension and expulsion, to respond to +drug-related offenses. The Supreme Court has recently held that +because schools "need to be able to impose disciplinary sanctions for +a wide range of unanticipated conduct disruptive of the educational +process," a school's disciplinary rules need not be as detailed as a +criminal code.[17] Nonetheless, it is helpful for school policies to +be explicit about the types of offenses that will be punished and +about the penalties that may be imposed for each of these (e.g., use, +possession, or sale of drugs). State and local law will usually +determine the range of sanctions that is permissible. In general, +courts will require only that the penalty imposed for drug-related +misconduct be rationally related to the severity of the offense. + +School officials should not forget that they have jurisdiction to +impose punishment for some drug-related offenses that occur off +campus. Depending upon State and local laws, schools are often able to +punish conduct at off-campus, school-sponsored events as well as +off-campus conduct that has a direct and immediate effect on school +activities. + + +_Procedural Guidelines_ + +Students facing suspension or expulsion from school are entitled under +the U.S. Constitution and most State constitutions to common sense due +process protections of notice and an opportunity to be heard. Because +the Supreme Court has recognized that a school's ability to maintain +order would be impeded if formal procedures were required every time +school authorities sought to discipline a student, the Court has held +that the nature and formality of the "hearing" will depend on the +severity of the sanction being imposed. + +A formal hearing is not required when a school seeks to suspend a +student for 10 days or less.[18] The Supreme Court has held that due +process in that situation requires only that: + + . The school must inform the student, either orally or in writing, + of the charges against him and of the evidence to support those + charges. + + . The school must give the student an opportunity to deny the + charges and present his side of the story. + + . As a general rule, this notice and rudimentary hearing should + precede a suspension. However, a student whose presence poses a + continuing danger to persons or property or an ongoing threat of + disrupting the academic process may be immediately removed from + school. In such a situation, the notice and rudimentary hearing + should follow as soon as possible. + +The Supreme Court has also stated that more formal procedures may be +required for suspensions longer than 10 days and for expulsions. +Although the Court has not established specific procedures to be +followed in those situations, other Federal courts[19] have set the +following guidelines for expulsions. These guidelines would apply to +suspensions longer than 10 days as well: + + . The student must be notified in writing of the specific charges + against him which, if proven, would justify expulsion. + + . The student should be given the names of the witnesses against + him and an oral or written report on the facts to which each + witness will testify. + + . The student should be given the opportunity to present his own + defense against the charges and to produce witnesses or + testimony on his behalf. + +Many States have laws governing the procedures required for +suspensions and expulsions. Because applicable statutes and judicial +rulings vary across the country, local school districts may enjoy a +greater or lesser degree of flexibility in establishing procedures for +suspensions and expulsions. + +School officials must also be aware of the special procedures that +apply to suspension or expulsion of handicapped students under Federal +law and regulations.[20] + + +_Effect of Criminal Proceedings Against a Student_ + +A school may usually pursue disciplinary action against a student +regardless of the status of any outside criminal prosecution. That is, +Federal law does not require the school to await the outcome of the +criminal prosecution before initiating proceedings to suspend or expel +a student or to impose whatever other penalty is appropriate for the +violation of the school's rules. In addition, a school is generally +free under Federal law to discipline a student when there is evidence +that the student has violated a school rule, even if a juvenile court +has acquitted (or convicted) the student or if local authorities have +declined to prosecute criminal charges stemming from the same +incident. Schools may wish to discuss this subject with counsel. + + +_Effect of Expulsion_ + +State and local law will determine the effect of expelling a student +from school. Some State laws require the provision of alternative +schooling for students below a certain age. In other areas, expulsion +may mean the removal from public schools for the balance of the school +year or even the permanent denial of access to the public school +system. + + +CONFIDENTIALITY OF EDUCATION RECORDS + +To rid their schools of drugs, school officials will periodically need +to report drug-related crimes to police and to assist local law +enforcement authorities in detecting and prosecuting drug offenders. +In doing so, schools will need to take steps to ensure compliance with +Federal and State laws governing confidentiality of student records. + +The Federal law that addresses this issue is the Family Educational +Rights and Privacy Act (FERPA),[21] which applies to any school that +receives Federal funding and which limits the disclosure of certain +information about students that is contained in education records.[22] +Under FERPA, disclosure of information in education records to +individuals or entities other than parents, students, and school +officials is only permissible in specified situations.[23] In many +cases, unless the parents or an eligible student[24] provides written +consent, FERPA will limit a school's ability to turn over education +records or to disclose information from them to the police. Such +disclosure is permitted, however, if (1) it is required by a court +order or subpoena, or (2) it is warranted by a health or safety +emergency. In the first of these two cases, reasonable efforts must be +made to notify the student's parents before the disclosure is made. +FERPA also permits disclosure if a State law enacted before November +19, 1974, specifically requires disclosure to State and local +officials. + +Schools should be aware, however, that because FERPA only governs +information in education records, it does not limit disclosure of +other information. Thus, school employees are free to disclose any +information of which they become aware through personal observation. +For example, a teacher who witnesses a drug transaction may, when the +police arrive, report what he witnessed. Similarly, evidence seized +from a student during a search is not an education record and may be +turned over to the police without constraint. + +State laws and school policies may impose additional, and sometimes +more restrictive, requirements regarding the disclosure of information +about students. Since this area of the law is complicated, it is +especially important that an attorney be involved in formulating +school policy under FERPA and applicable State laws. + + +OTHER LEGAL ISSUES + +_Lawsuits Against Schools or School Officials_ + +Disagreements between parents or students and school officials about +disciplinary measures usually can be resolved informally. Occasionally, +however, a school's decisions and activities relating to disciplinary +matters are the subject of lawsuits by parents or students against +administrators, teachers, and school systems. For these reasons, it is +advisable that school districts obtain adequate insurance coverage for +themselves and for _all_ school personnel for liability arising from +disciplinary actions. + +Suits may be brought in Federal or State court; typically, they are +based on a claim that a student's constitutional or statutory rights +have been violated. Frequently, these suits will seek to revoke the +school district's imposition of some disciplinary measure, for +example, by ordering the reinstatement of a student who has been +expelled or suspended. Suits may also attempt to recover money damages +from the school district or the employee involved, or both, however, +court awards of money damages are extremely rare. Moreover, although +there can be no guarantee of a given result in any particular case, +courts in recent years have tended to discourage such litigation. + +In general, disciplinary measures imposed reasonably and in accordance +with established legal requirements will be upheld by the courts. As a +rule, Federal judges will not substitute their interpretations of +school rules or regulations for those of local school authorities or +otherwise second-guess reasonable decisions by school officials.[25] +In addition, school officials are entitled to a qualified good faith +immunity from personal liability for damages for having violated a +student's Federal constitutional or civil rights.[26] When this +immunity applies, it shields school officials from any personal +liability for money damages. Thus, as a general matter, personal +liability is very rare, because officials should not be held +personally liable unless their actions are clearly unlawful, +unreasonable, or arbitrary. + +When a court does award damages, the award may be "compensatory" or +"punitive." Compensatory damages are awarded to compensate the student +for injuries actually suffered as a result of the violation of his or +her rights and cannot be based upon the abstract "value" or +"importance" of the constitutional rights in question.[27] The burden +is on the student to prove that he suffered actual injury as a result +of the deprivation. Thus, a student who is suspended, but not under +the required procedures, will not be entitled to compensation if he +would have been suspended had a proper hearing been held. If the +student cannot prove that the failure to hold a hearing itself caused +him some compensable harm, then the student is entitled to no more +than nominal damages, such as $1.00.[28] "Punitive damages" are +awarded to punish the perpetrator of the injury. Normally, punitive +damages are awarded only when the conduct in question is malicious, +unusually reckless, or otherwise reprehensible. + +Parents and students can also claim that actions by a school or school +officials have violated State law. For example, it can be asserted +that a teacher "assaulted" a student in violation of a State criminal +law. The procedures and standards in actions involving such violations +are determined by each State. Some States provide a qualified immunity +from tort liability under standards similar to the "good faith" +immunity in Federal civil rights actions. Other States provide +absolute immunity under their law for actions taken in the course of a +school official's duties. + + +_Nondiscrimination in Enforcement of Discipline_ + +Federal law applicable to programs or activities receiving Federal +financial assistance prohibits school officials who are administering +discipline from discriminating against students on the basis of race, +color, national origin, or sex. Schools should therefore administer +their discipline policies even-handedly, without regard to such +considerations. Thus, as a general matter, students with similar +disciplinary records who violate the same rule in the same way should +be treated similarly. For example, if male and female students with no +prior record of misbehavior are caught together smoking marijuana, it +would not, in the absence of other relevant factors, be advisable for +the school to suspend the male for 10 days while imposing only an +afternoon detention on the female. Such divergent penalties for the +same offense may be appropriate, however, if, for example, the student +who received the harsher punishment had a history of misconduct or +committed other infractions after this first confrontation with school +authorities. + +School officials should also be aware of and adhere to the special +rules and procedures for the disciplining of handicapped students +under the Education of the Handicapped Act, 20 USC Sec. 1400-20, and +Section 504 of the Rehabilitation Act of 1973, 29 USC Sec. 794. + +(For legal citations, see reference section.) + + +_RESOURCES_ + +_Specific Drugs and Their Effects_ + + +CANNABIS + +Effects + +All forms of cannabis have negative physical and mental effects. +Several regularly observed physical effects of cannabis are a +substantial increase in the heart rate, bloodshot eyes, a dry mouth +and throat, and increased appetite. + +Use of cannabis may impair or reduce short-term memory and +comprehension, alter sense of time, and reduce ability to perform +tasks requiring concentration and coordination, such as driving a car. +Research also shows that students do not retain knowledge when they +are "high." Motivation and cognition may be altered, making the +acquisition of new information difficult. Marijuana can also produce +paranoia and psychosis. + +Because users often inhale the unfiltered smoke deeply and then hold +it in their lungs as long as possible, marijuana is damaging to the +lungs and pulmonary system. Marijuana smoke contains more +cancer-causing agents than tobacco. + +Long-term users of cannabis may develop psychological dependence and +require more of the drug to get the same effect. The drug can become +the center of their lives. + + Type What is What does it How is + it called? look like? it used? + ------------------------------------------------------------------- + Marijuana Pot Dried parsley mixed Eaten + Grass with stems that Smoked + Weed may include seeds + Reefer + Dope + Mary Jane + Sinsemilla + Acapulco Gold + Thai Sticks + ------------------------------------------------------------------- + Tetrahydro- THC Soft gelatin capsules Taken orally + cannabinol Smoked + ------------------------------------------------------------------- + Hashish Hash Brown or black Eaten + cakes or balls Smoked + ------------------------------------------------------------------- + Hashish Oil Hash Oil Concentrated Smoked--mixed + syrupy liquid with tobacco + varying in color + from clear to black + ------------------------------------------------------------------- + + +INHALANTS + +Effects + +Immediate negative effects of inhalants include nausea, sneezing, +coughing, nose-bleeds, fatigue, lack of coordination, and loss of +appetite. Solvents and aerosol sprays also decrease the heart and +respiratory rates, and impair judgment. Amyl and butyl nitrite cause +rapid pulse, headaches, and involuntary passing of urine and feces. +Long-term use may result in hepatitis or brain hemorrhage. + +Deeply inhaling the vapors, or using large amounts over a short +period of time, may result in disorientation, violent behavior, +unconsciousness, or death. High concentrations of inhalants can cause +suffocation by displacing the oxygen in the lungs or by depressing the +central nervous system to the point that breathing stops. + +Long-term use can cause weight loss, fatigue, electrolyte imbalance, +and muscle fatigue. Repeated sniffing of concentrated vapors over time +can permanently damage the nervous system. + + Type What is What does it How is + it called? look like? it used? + ------------------------------------------------------------------- + Nitrous Laughing gas Propellant for Vapors inhaled + Oxide Whippets whipped + cream in aerosol + spray can + Small 8-gram metal + cylinder sold with + a balloon or + pipe (buzz bomb) + ------------------------------------------------------------------- + Amyl Poppers Clear yellowish Vapors inhaled + Nitrite Snappers liquid in ampules + ------------------------------------------------------------------- + Butyl Rush Packaged in small Vapors inhaled + Nitrite Bolt bottles + Locker room + Bullet + Climax + ------------------------------------------------------------------- + Chlorohydro- Aerosol Aerosol paint cans Vapors inhaled + carbons sprays Containers of cleaning + fluid + ------------------------------------------------------------------- + Hydrocarbons Solvents Cans of aerosol Vapors inhaled + propellants, + gasoline, glue, + paint thinner + ------------------------------------------------------------------- + + +STIMULANT: COCAINE + +Effects + +Cocaine stimulates the central nervous system. Its immediate effects +include dilated pupils and elevated blood pressure, heart rate, +respiratory rate, and body temperature. Occasional use can cause a +stuffy or runny nose, while chronic use can ulcerate the mucous +membrane of the nose. Injecting cocaine with unsterile equipment can +cause AIDS, hepatitis, and other diseases. Preparation of freebase, +which involves the use of volatile solvents, can result in death or +injury from fire or explosion. Cocaine can produce psychological and +physical dependency, a feeling that the user cannot function without +the drug. In addition, tolerance develops rapidly. + +Crack or freebase rock is extremely addictive, and its effects are +felt within 10 seconds. The physical effects include dilated pupils, +increased pulse rate, elevated blood pressure, insomnia, loss of +appetite, tactile hallucinations, paranoia, and seizures. + +The use of cocaine can cause death by disrupting the brain's control +of the heart and respiration. + + Type What is What does it How is + it called? look like? it used? + ------------------------------------------------------------------- + Cocaine Coke White crystalline Inhaled + Snow powder, often through + Flake diluted with nasal + White other ingredients passages + Blow Injected + Nose Candy Smoked + Big C + Snowbirds + Lady + ------------------------------------------------------------------- + Crack or Crack Light brown or Smoked + cocaine Freebase rocks beige pellets--or + Rock crystalline rocks + that resemble coagulated + soap; often packaged + in small vials + ------------------------------------------------------------------- + + +OTHER STIMULANTS + +Effects + +Stimulants can cause increased heart and respiratory rates, elevated +blood pressure, dilated pupils, and decreased appetite. In addition, +users may experience sweating, headache, blurred vision, dizziness, +sleeplessness, and anxiety. Extremely high doses can cause a rapid or +irregular heartbeat, tremors, loss of coordination, and even physical +collapse. An amphetamine injection creates a sudden increase in blood +pressure that can result in stroke, very high fever, or heart failure. + +In addition to the physical effects, users report feeling restless, +anxious, and moody. Higher doses intensify the effects. Persons who +use large amounts of amphetamines over a long period of time can +develop an amphetamine psychosis that includes hallucinations, +delusions, and paranoia. These symptoms usually disappear when drug +use ceases. + + Type What is What does it How is + it called? look like? it used? + ------------------------------------------------------------------- + Amphetamines Speed Capsules Taken orally + Uppers Pills Injected + Ups Tablets Inhaled + Black Beauties through + Pep Pills nasal + Copilots passages + Bumblebees + Hearts + Benzedrine + Dexedrine + Footballs + Biphetamine + ------------------------------------------------------------------- + Metham- Crank White powder Taken orally + phetamines Crystal Meth Pills Injected + Crystal A rock which Inhaled + Methedrine resembles a through + Speed block of paraffin nasal + passages + ------------------------------------------------------------------- + Additional Ritalin Pills Taken orally + Stimulants Cylert Capsules Injected + Preludin Tablets + Didrex + Pre-State + Voranil + Tenuate + Tepanil + Pondimin + Sandrex + Plegine + Ionamin + ------------------------------------------------------------------- + + +DEPRESSANTS + +Effects + +The effects of depressants are in many ways similar to the effects of +alcohol. Small amounts can produce calmness and relaxed muscles, but +somewhat larger doses can cause slurred speech, staggering gait, and +altered perception. Very large doses can cause respiratory depression, +coma, and death. The combination of depressants and alcohol can +multiply the effects of the drugs, thereby multiplying the risks. + +The use of depressants can cause both physical and psychological +dependence. Regular use over time may result in a tolerance to the +drug, leading the user to increase the quantity consumed. When regular +users suddenly stop taking large doses, they may develop withdrawal +symptoms ranging from restlessness, insomnia, and anxiety to +convulsions and death. + +Babies born to mothers who abuse depressants during pregnancy may be +physically dependent on the drugs and show withdrawal symptoms shortly +after they are born. Birth defects and behavioral problems also may +result. + + Type What is What does it How is + it called? look like? it used? + ------------------------------------------------------------------- + Barbiturates Downers Red, yellow, blue, Taken orally + Barbs or red and blue + Blue Devils capsules + Red Devils + Yellow Jacket + Yellows + Nembutal + Seconal + Amytal + Tuinals + ------------------------------------------------------------------- + Methaqualone Quaaludes Tablets Taken orally + Ludes + Sopors + ------------------------------------------------------------------- + Tranquilizers Valium Tablets Taken orally + Librium Capsules + Equanil + Miltown + Serax + Tranxene + ------------------------------------------------------------------- + + +HALLUCINOGENS + +Effects + +Phencyhdine (PCP) interrupts the functions of the neocortex, the +section of the brain that controls the intellect and keeps instincts +in check. Because the drug blocks pain receptors, violent PCP episodes +may result in self-inflicted injuries. + +The effects of PCP vary, but users frequently report a sense of +distance and estrangement. Time and body movement are slowed down. +Muscular coordination worsens and senses are dulled. Speech is blocked +and incoherent. + +Chronic users of PCP report persistent memory problems and speech +difficulties. Some of these effects may last 6 months to a year +following prolonged daily use. Mood disorders--depression, anxiety, +and violent behavior--also occur in later stages of chronic use, users +often exhibit paranoid and violent behavior and experience +hallucinations. + +Large doses may produce convulsions and coma, heart and lung failure, +or ruptured blood vessels in the brain. + +Lysergic acid (LSD), mescaline, and psilocybin cause illusions and +hallucinations. The physical effects may include dilated pupils, +elevated body temperature, increased heart rate and blood pressure, +loss of appetite, sleeplessness, and tremors. + +Sensations and feelings may change rapidly. It is common to have a bad +psychological reaction to LSD, mescaline, and psilocybin. The user may +experience panic, confusion, suspicion, anxiety, and loss of control. +Delayed effects, or flashbacks, can occur even after use has ceased. + + Type What is What does it How is + it called? look like? it used? + ------------------------------------------------------------------- + Phencychdine PCP Liquid Taken orally + Angel Dust Capsules Injected + Loveboat White crystalline Smoked--can + Lovely powder be sprayed + Hog Pills on cigarettes, + Killer Weed parsley, and + marijuana + ------------------------------------------------------------------- + Lysergic Acid LSD Brightly colored tablets Taken orally + Acid Acid Impregnated blotter paper Licked off + Diethylamide Green or Red Thin squares of gelatin paper + Dragon Clear liquid Gelatin and + White Lightning liquid can + Blue Heaven be put in + Sugar Cubes the eyes + Microdot + ------------------------------------------------------------------- + Mescaline Mesc Hard brown discs Discs--chewed, + and Peyote Buttons Tablets swallowed, + Cactus Capsules or smoked + Tablets and + capsules-- + taken + orally + ------------------------------------------------------------------- + Psilocybin Magic Fresh or dried mushroom Chewed and + mushrooms swallowed + Mushrooms + ------------------------------------------------------------------- + + +NARCOTICS + +Effects + +Narcotics initially produce a feeling of euphoria that often is +followed by drowsiness, nausea, and vomiting. Users also may +experience constricted pupils, watery eyes, and itching. An overdose +may produce slow and shallow breathing, clammy skin, convulsions, +coma, and possibly death. + +Tolerance to narcotics develops rapidly and dependence is likely. The +use of contaminated syringes may result in diseases such as AIDS, +endocarditis, and hepatitis. Addiction in pregnant women can lead to +premature, stillborn, or addicted infants who experience severe +withdrawal symptoms. + + Type What is What does it How is + it called? look like? it used? + ------------------------------------------------------------------- + Heroin Smack Powder, white to dark Injected + Horse brown Inhaled + Brown Sugar Tar-like substance through + Junk nasal + Mud passages + Big H Smoked + Black Tar + ------------------------------------------------------------------- + Methadone Dolophine Solution Taken orally + Methadose Injected + Amidone + ------------------------------------------------------------------- + Codeine Empirin Dark liquid varying Taken orally + compound in thickness Injected + with Capsules + Codeine Tablets + Tylenol with + Codeine + Codeine + Codeine in + cough + medicines + ------------------------------------------------------------------- + Morphine Pectoral White crystals Injected + syrup Hypodermic tablets Taken orally + Injectable solutions Smoked + ------------------------------------------------------------------- + Meperidine Pethidine White powder Taken orally + Demerol Solution Injected + Mepergan Tablets + ------------------------------------------------------------------- + Opium Paregoric Dark brown chunks Smoked + Dover's Powder Powder Eaten + Parepectolin + ------------------------------------------------------------------- + Other Percocet Tablets Taken orally + Narcotics Percodan Capsules Injected + Tussionex Liquid + Fentanyl + Darvon + Talwin + Lomotil + ------------------------------------------------------------------- + + +DESIGNER DRUGS + +Effects + +Illegal drugs are defined in terms of their chemical formulas. To +circumvent these legal restrictions, underground chemists modify the +molecular structure of certain illegal drugs to produce analogs known +as designer drugs. These drugs can be several hundred times stronger +than the drugs they are designed to imitate. + +The narcotic analogs can cause symptoms such as those seen in +Parkinson's disease--uncontrollable tremors, drooling, impaired speech, +paralysis, and irreversible brain damage. Analogs of amphetamines and +methamphetamines cause nausea, blurred vision, chills or sweating, and +faintness. Psychological effects include anxiety, depression, and +paranoia. As little as one dose can cause brain damage. The analogs of +phencyclidine cause illusions, hallucinations, and impaired perception. + + Type What is What does it How is + it called? look like? it used? + ------------------------------------------------------------------- + Analogs of Synthetic White powder Inhaled + Fentanyl Heroin resembling heroin through + (Narcotic) China White nasal + passages + Injected + ------------------------------------------------------------------- + Analogs of Synthetic White powder Inhaled + Meperidine Heroin through + (Narcotic) MPTP (New nasal + Heroin) passages + MPPP Injected + PEPAP + ------------------------------------------------------------------- + Analogs of MDMA (Ecstasy, White powder Taken orally + Ampheta- XTC, Adam, Tablets Injected + mines and Essence) Capsules Inhaled + Metham- MDM through + phetamines STP nasal + (Hallucino- PMA passages + gens) 2, 5-DMA + TMA + DOM + DOB + ------------------------------------------------------------------- + Analogs of PCPy White powder Taken orally + Phency- PCE Injected + clidine TCP Smoked + (PCP) + (Hallucinogens) + ------------------------------------------------------------------- + + +_Sources of Information_ + +TOLLFREE INFORMATION + +1-800-554-KIDS--THE NATIONAL FEDERATION OF PARENTS FOR DRUG-FREE YOUTH +(NFP). + +A national information and referral service that focuses primarily on +preventing drug addiction in children and adolescents. By referral to +the caller's "State networker" or a member group in the caller's +community, NFP also provides assistance to anyone concerned about a +child already using alcohol or drugs. Call between 9:00 am and 5:00 pm +(Eastern time). + +1-800-241-9746--PRIDE DRUG INFORMATION LINE. + +A national resource and information center, Parents' Resource +Institute for Drug Education (PRIDE) refers concerned parents to +parent groups in their State or local area, gives information on how +parents can form a group in their community, provides telephone +consulting and referrals to emergency health centers, and maintains a +series of drug information tapes that callers can listen to, +free-of-charge, by calling after 5:00 pm. + +1-800-638-2045--NATIONAL INSTITUTE ON DRUG ABUSE (NIDA), U.S. +DEPARTMENT OF HEALTH AND HUMAN SERVICES. + +A national information service that provides technical assistance to +individuals and groups wishing to start drug prevention programs. +Currently, the program focuses on the establishment of the "Just Say +No To Drugs" clubs. + +1-800-662-HELP--NIDA HOTLINE. + +NIDA Hotline is a confidential information and referral line that +directs callers to cocaine abuse treatment centers in the local +community. Free materials on drug abuse are also distributed in +response to inquiries. + +1-800-COCAINE--COCAINE HELPLINE. + +A round-the-clock information and referral service. Reformed cocaine +addict counselors answer the phones, offer guidance, and refer drug +users and parents to local public and private treatment centers and +family learning centers. + + +GENERAL READINGS AND VIDEOTAPES + +The publications in the following list that are followed by an (a) or +(b) are available from these organizations: + + (a) National Federation of Parents for Drug-Free Youth (NFP), 8730 + Georgia Avenue, Suite 200, Silver Spring, MD 20910. Telephone + tollfree nationwide 1-800-554-KIDS or, in the Washington, DC area, + 585-KIDS. + + (b) Parents' Resource Institute for Drug Education, Inc. (PRIDE), + Woodruff Bldg., Suite 1002, 100 Edgewood Avenue, Atlanta, GA + 30303. Telephone tollfree nationwide 1-800-241-9746. + +_Adolescent Drug and Alcohol Abuse_, by Donald I. MacDonald, 1984. A +200-page book on stages of drug involvement, drugs, diagnosis, and +treatment. The author, a pediatrician who experienced the problem in +his own family, addresses physicians and parents. Year Book Publishers, +35 East Wacker Drive, Chicago, IL 60601. Telephone 1-800-621-9262. +Paperback, $15.95. + +_Courtwatch Manual_. A 111-page manual explains the court system, the +criminal justice process, Courtwatch activities, and what can be done +before and after a criminal is sentenced. Washington Legal Foundation, +1705 N Street, NW, Washington, DC 20036. Enclose $2.00 for postage and +handling. + +_Drug Use Among American High School Students, College Students, and +Other Young Adults: National Trends Through 1985_, by Jerald G. +Bachman, Lloyd D. Johnson, and Patrick M. O'Malley, 1986. A 237-page +book reporting on trends in drug use and attitudes of high school +seniors, based on an annual survey conducted since 1975. The National +Institute on Drug Abuse, Rockville, MD 20857, ADM 86-1450. Single +copies are available free. + +_Getting Tough on Gateway Drugs_, by Robert DuPont, Jr., 1984. A +330-page book describing the drug problem, the drug-dependence +syndrome, the gateway drugs, and ways that families can prevent and +treat drug problems. American Psychiatric Press Inc., paperback, $7.95 +(a)(b). + +_Gone Way Down, Teenage Drug-Use Is a Disease_, by Miller Newton, 1981. +A 72-page book describing the stages of adolescent drug use. American +Studies Press, paperback, $2.95(a). + +_How to Talk to Your Kids About Growing up Without Drugs and Alcohol._ +A videotape that offers a practical, easy-to-follow approach to improve +family communications, particularly on the subject of adolescent drug +and alcohol use. It includes interviews with experts in the field. +$23.00(a). + +_Kids and Drugs: A Handbook for Parents and Professionals_, by Joyce +Tobias, 1986. A 96-page handbook about adolescent drug and alcohol use, +the effects of drugs and the drug culture, stages of chemical use, +parent groups and their creation and maintenance, and resources +available to parents and professionals. PANDA Press, 4111 Watkins +Trail, Annandale, VA 22003. Telephone (703) 750-9285, paperback, $3.95 +(volume discounts). + +_Marijuana Alert_, by Peggy Mann, 1985. A 526-page book about +marijuana: the crisis, health hazards, and activities of parent groups, +industry, and government. McGraw-Hill Paperbacks, $15.95(a)(b). + +_Not My Kid_, by Beth Polson and Miller Newton, 1984. A 224-page guide +for parents to aid in prevention, recognition, and treatment of +adolescent chemical use. It is especially strong on overcoming denial +and recognizing problems, with numerous personal vignettes. Avon +Paperback Books, #69997-4, $2.95; hardcover, $15.95(b). + +_Parents, Peers and Pot_, by Marsha Manatt, 1979. A 96-page book that +recounts the evolution of the drug culture, the development of the +first parent peer group, actions for parents to take, and information +on marijuana. U.S. Department of Health and Human Services, $3.00(b). + +_Parents, Peers and Pot II: Parents in Action_, by Marsha Manatt, 1983. +A 160-page book that describes the formation of parent groups in rural, +suburban, and urban communities. U.S. Department of Health and Human +Services, $1.00(b). + +_Peer Pressure Reversal_, by Sharon Scott, 1985. A 183-page guidebook +for parents, teachers, and concerned citizens to enable them to provide +peer pressure reversal skills to children. Human Resource Development +Center, Amherst, MA, $9.95(a)(b). + +_Pot Safari_, by Peggy Mann, 1982. For parents and teenagers. +Distinguished research scientists are interviewed on the subject of +marijuana. Woodmere Press, New York, NY, $6.95(a)(b). + +_Strategies for Controlling Adolescent Drug Use_, by J. Michael Polich +et al., 1984. A 196-page book that reviews the scientific literature on +the nature of drug use and the effectiveness of drug law enforcement, +treatment, and prevention programs. The Rand Corporation, 1700 Main +Street, P.O. Box 2138, Santa Monica, CA 90406-2138, paperback, $15.00. + +_Team Up for Drug Prevention With America's Young Athletes._ A free +booklet for coaches that includes alcohol and drug information, reasons +why athletes use drugs, suggested activities for coaches, a prevention +program, a survey for athletes and coaches, and sample letters to +parents. Drug Enforcement Administration, Public Affairs Staff, 1405 I +Street, NW, Washington, DC 20537. + + +FREE CATALOGS OF DRUG ABUSE PUBLICATIONS + +COMP CARE PUBLICATIONS. A source for pamphlets, books, and charts on +drug and alcohol abuse, chemical awareness, and self-help. Telephone +1-800-328-3330. + +HAZELDEN EDUCATIONAL MATERIALS. A source for pamphlets and books on +drug abuse and alcoholism and curriculum materials for drug prevention. +Telephone 1-800-328-9000. + + +SCHOOL AND COMMUNITY RESOURCES + +ALCOHOL AND DRUG ABUSE EDUCATION PROGRAM, U.S. Department of +Education. The "School Team" approach offered in this program is +designed to develop the capability of local schools to prevent and +reduce drug and alcohol abuse and associated disruptive behaviors. +Five regional centers now provide training and technical assistance to +local school districts that apply. For information, write to the U.S. +Department of Education, Alcohol and Drug Abuse Education Program, 400 +Maryland Avenue, SW, Washington, DC 20202-4101. + +AMERICAN COUNCIL ON DRUG EDUCATION (ACDE). ACDE organizes conferences; +develops media campaigns; reviews scientific findings; publishes +books, a quarterly newsletter, and education kits for physicians, +schools, and libraries; and produces films. 5820 Hubbard Drive, +Rockville, MD 20852. Telephone (301) 984-5700. + +COMMITTEES OF CORRESPONDENCE, INC. This organization provides a +newsletter and emergency news flashes that give extensive information +on issues, ideas, and contacts. Provides a resource list and sells +many pamphlets. Membership is $15.00. 57 Conant Street, Room 113, +Danvers, MA 09123. Telephone (617) 774-2641. + +FAMILIES IN ACTION. This organization maintains a drug information +center with more than 100,000 documents. Publishes _Drug Abuse +Update_, a 16-page newsletter containing abstracts of articles +published in medical and academic journals and newspapers throughout +the Nation. $10.00 for 4 issues. 3845 North Druid Hills Road, Suite +300, Decatur, GA 30033. Telephone (404) 325-5799. + +NARCOTICS EDUCATION, INC. This organization publishes pamphlets, +books, teaching aids, posters, audiovisual aids, and prevention +magazines especially good for classroom use: WINNER for preteens and +LISTEN for teens. 6830 Laurel Street, NW, Washington, DC 20012. +Telephone 1-800-548-8700, or in the Washington, DC area, call +722-6740. + +NATIONAL FEDERATION OF PARENTS FOR DRUG-FREE YOUTH (NFP). This +national umbrella organization helps parent groups get started and +stay in contact. Publishes a newsletter, legislative updates, resource +lists for individuals and libraries, brochures, kits, and a +_Training Manual for Drug-Free Youth Groups._ It sells many books +and offers discounts for group purchases. Conducts an annual +conference. Membership: Individual $15.00, Group $35.00 (group +membership offers tax-exemption). 8730 Georgia Avenue, Suite 200, +Silver Spring, MD 20910. Telephone: Washington, DC area 585-KIDS, or +toll-free HOTLINE 1-800-554-KIDS. + +PARENTS' RESOURCE INSTITUTE FOR DRUG EDUCATION, INC. (PRIDE). This +national resource and information center offers consultant services to +parent groups, school personnel, and youth groups, and provides a drug +use survey service. It conducts an annual conference; publishes a +newsletter, youth group handbook, and many other publications; and +sells and rents books, films, videos and slide programs. Membership +$8.00. Woodruff Bldg., Suite 1002, 100 Edgewood Avenue, Atlanta, GA +30303. Telephone 1-800-241-9746. + +TARGET. Conducted by the National Federation of State High School +Associations, an organization of interscholastic activities +associations, TARGET offers workshops, training seminars, and an +information bank on chemical abuse and prevention. A computerized +referral service to substance abuse literature and prevention programs +will begin operating in 1987. National Federation of State High School +Associations, 11724 Plaza Circle, P.O. Box 20626, Kansas City, MO +64195. Telephone (816) 464-5400. + +TOUGHLOVE. This national self-help group for parents, children, and +communities emphasizes cooperation, personal initiative, avoidance of +blame, and action. It publishes a newsletter and a number of brochures +and books and holds workshops across the country each year. P.O. Box +1069, Doylestown, PA 18901. Telephone (215) 348-7090. + +U.S. CLEARINGHOUSES. (A publication list is available on request, +along with placement on mailing list for new publications. Single +copies are free.) + + National Institute on Alcoholism and Alcohol Abuse (NIAAA), P.O. + Box 2345, Rockville, MD 20852. Telephone (301) 468-2600. + + National Institute on Drug Abuse (NIDA), Room 10-A-43, 5600 + Fishers Lane, Rockville, MD 20852. Telephone (301) 443-6500. + + +ADOLESCENT DRUG REHABILITATION PROGRAMS + +To find programs, call your city or county substance abuse or mental +health agency, hospitals, schools, local hotlines listed in the yellow +pages, and the hotlines listed previously. It is best to visit +prospective programs and to talk with people who have completed the +program. + +This section lists several unique national adolescent programs that +illustrate the wide diversity of long-term intensive treatment +programs available at low cost. + +PALMER DRUG ABUSE PROGRAM (PDAP). PDAP is a free program supported by +private donations and located mainly in southwestern, western, and +midwestern States. It accepts out-of-town clients. It is a long-term +out-patient counseling program with daycare capability based on the 12 +steps of Alcoholics Anonymous (AA). It uses recuperating users as peer +counselors. The program also maintains parent groups that may be +attended by parents who do not have children in the PDAP program. +National Office: 3300 North A Street, Building 8, Suite 204, Midland, +TX 79705. Telephone (915) 687-4311. + +STRAIGHT INC. Located in selected States, primarily in the East and +Midwest, the program accepts out-of-town clients. The program is a +long term, highly structured outpatient program based on the 12 steps +of Alcoholics Anonymous (AA). During the early phase of the program, +the new client lives in the home of another child advanced in the +program. This family system provides positive role modeling, close +supervision, and a 24-hour, drug-free environment at low cost. +National Office: Straight Inc. National Training and Development +Center, 3001 Gandy Blvd., P.O. Box 21686, St. Petersburg, FL 33742. +Telephone (813) 576-8929. + +TEEN CHALLENGE. This Christian-oriented residential program has +facilities across the country and overseas. It serves young people +with a variety of behavior problems besides drug use. Occupational +skills are taught. National Office: Teen Challenge Training Center, +Inc., P.O. Box 198, Rehrersburg, PA 19550. Telephone (717) 933-4181. + + +READINGS ON LEGAL ISSUES + +_American Public School Law_, Alexander, Kern. 2d ed., St. Paul, MN: +West Publishing Company, 1985. + +_Education Law_, Rapp, J. A. New York, NY: Matthew Bender and Company, +Inc., 1986. A comprehensive, frequently updated, four-volume, looseleaf +treatise on all issues of education law. + +_The Journal of Law and Education_ includes articles on a wide range of +education issues and includes a section on recent developments in the +law. It is published quarterly by Jefferson Law Book Company, P.O. Box +1936, Cincinnati, OH 45201. + +_The Law of Public Education_, Reuter, E. Edmund. 3d ed. Mineola, NY: +Foundation Press, 1985. + +_School Law Bulletin_ is a quarterly magazine published by the +Institute of Government, University of North Carolina at Chapel Hill, +Chapel Hill, NC 27514-6059. + +_School Law News_ is a newsletter that describes recent developments in +the field. It is published by Capitol Publications, Inc., 1300 North +17th Street, Arlington, VA 22209. + +_The Schools and the Courts_ contains briefs of selected court cases +involving elementary and secondary schools. It is published quarterly +by School Administration Publications, P.O. Box 8492, Asheville, NC +28814. + +_Specialty Law Digest: Education Cases_ is a monthly compilation of +cases and comments published by the Bureau of National Affairs, Inc., +Suite 204, 10301 University Avenue, NE, Blaine, MN 55433. + +_West's Education Law Reporter_ reprints the full text of Federal and +State education law cases. Also included in this series are education +articles and comments selected from legal periodicals. It is published +by West Publishing Company, 50 W. Kellogg Blvd., P.O. Box 64526, St. +Paul, MN 55164-0526. + + +OTHER SOURCES OF MATERIALS ON LEGAL ISSUES + +COUNCIL OF SCHOOL ATTORNEYS, NATIONAL SCHOOL BOARDS ASSOCIATION +provides a national forum on the practical legal problems faced by +local public school districts and the attorneys who serve them. This +organization conducts programs and seminars and publishes monographs +on a wide range of legal issues affecting public school districts. +1680 Duke Street, Alexandria, VA 22314. Telephone (703) 838-NSBA. + +NATIONAL ASSOCIATION OF SECONDARY SCHOOL PRINCIPALS (NASSP) publishes +periodic newsletters and monographs on legal issues, some of which +relate to school discipline and student behavior. 1904 Association +Drive, Reston, VA 22091. Telephone (703) 860-0200. + +NATIONAL ORGANIZATION ON LEGAL PROBLEMS OF EDUCATION (NOLPE) is a +nonprofit, nonadvocacy organization that disseminates information +about current issues in school law. NOLPE publishes newsletters, +serials, books, and monographs on a variety of school law topics; +hosts seminars; and serves as a clearinghouse for information on +education law. 3601 Southwest 29th, Suite 223, Topeka, KS 66614. +Telephone (913) 273-3550. + + +_References_ + +Children and Drugs + +Friedman, Alfred. "Does Drug and Alcohol Use Lead to Failure to +Graduate from High School?" _Journal of Drug Education_, Vol. 15(4), +1985. + +Johnston, Lloyd D., Jerald G. Bachman, and Patrick M. O'Malley. +_Monitoring the Future Questionnaire Responses From the Nation's High +School Seniors._ Ann Arbor, MI, University of Michigan, Institute for +Social Research, forthcoming (and unpublished information). + +Tobias, Joyce M. _Kids and Drugs._ Annandale, VA, Panda Press, 1986. + + +Extent of Drug Use + +Johnston, Lloyd D., Jerald G. Bachman, and Patrick M. O'Malley. +_Monitoring the Future Questionnaire Responses From the Nation's High +School Seniors._ Ann Arbor, MI, University of Michigan, Institute for +Social Research forthcoming (and unpublished information). + +Johnston, Lloyd D., Patrick M. O'Malley and Jerald G. Bachman. _Drug +Use Among American High School Students, College Students, and Other +Young Adults National Trends Through 1985._ Rockville, MD, National +Institute on Drug Abuse, 1986 (ADM 86-1450). + +Miller, Judith D., Ira H. Cisin, and Herbert I. Abelson. _National +Survey on Drug Abuse Main Findings, 1982._ Rockville, MD, National +Institute on Drug Abuse, 1983 (ADM) 83-1263. + +National Center for Juvenile Justice. _Delinquency in the United +States, 1982._ Pittsburgh, PA, National Council of Juvenile and Family +Court Judges, 1985. + +National Police Agency of Japan _Drug Problems in Japan._ National +Police Agency of Japan, 1985. + +O. Malley, Patrick M., Jerald G. Bachman, and Lloyd D. Johnston. +_Student Drug Use in America Differences Among High Schools._ Ann +Arbor, MI, University of Michigan, Institute for Social Research, +(unpublished) preliminary draft. + +Statistics Bureau, Management and Coordination Agency. _Japan +Statistics Yearbook, 1985_, 1985. + +Washton, Arnold M., and Mark S. Gold. "Recent Trends in Cocaine Abuse A +View from the National Hotline, 800-COCAINE," _Advances in Alcohol and +Substance Abuse_, forthcoming. + + +How Drug Use Develops + +Bolton, Iris M. "Educated Suicide Prevention," _School Safety._ Spring, +1986. + +DuPont, Robert L. _Getting Tough on Gateway Drugs._ Washington, DC, +American Psychiatric Press, 1984. + +Gold, Mark S., Linda Semlitz, Charles A. Dackis, and Irl Extein. "The +Adolescent Cocaine Epidemic," _Seminars in Adolescent Medicine_, Vol. +1(4). New York, NY, Thieme Inc., December, 1985. + +Holzman, David. "Crack Shatters the Cocaine Myth," _Insight_. June 23, +1986. + +Holzman, David. "Hot Line Taking 1,200 Calls a Day," _Insight_. June +23, 1986. + +Jaffe, Jerome H. _Testimony before Subcommittee on Children, Family, +Drugs and Alcoholism._ February 20, 1986. Washington, DC, U.S. +Government Printing Office, 1986. + +Mann, Peggy. _Marijuana Alert._ New York, NY, McGraw Hill, 1985. + +Mills, Carol J., and Harvey L. Noyes. "Patterns and Correlates of +Initial and Subsequent Drug Use Among Adolescents," _Journal of +Consulting and Clinical Psychology_, Vol. 52(2), 1984. + +Morganthau, Tom, Mark Miller, Janet Huck, and Jeanne DeQuinne. "Kids +and Cocaine," _Newsweek_. March 17, 1986. + +National Institute on Drug Abuse. _Cocaine Addiction It Costs Too +Much._ Rockville, MD, National Institute on Drug Abuse, 1985. + +Tobias, Joyce M. _Kids and Drugs._ Annandale, VA, Panda Press, 1986. + +Weekly Reader Publications. _A Study of Children's Attitudes and +Perceptions About Drugs and Alcohol._ Middletown, CT, Xerox Educational +Publications, 1983. + + +Effects of Drug Use + +Deadwyler, Sam A. "Correlating Behavior with Neural Activity An +Approach to Study the Action of Drugs in the Behaving Animal," +_Neuroscience Methods in Drug Abuse Research_, Rockville, MD, National +Institute on Drug Abuse, 1985. + +Mann, Peggy. _Marijuana Alert._ New York, NY, McGraw-Hill, 1985. + +Tobias, Joyce M. _Kids and Drugs._ Annandale, VA, Panda Press, 1986. + + +Drug Use and Learning + +Friedman, Alfred. Does Drug and Alcohol Use Lead to Failure to Graduate +from High School? _Journal of Drug Education_, Vol. 15(4), 1985. + +Johnston, Lloyd D., Jerald G. Bachman, and Patrick M. O'Malley. +_Monitoring the Future Questionnaire Responses from the Nation's High +School Seniors._ Ann Arbor, MI, University of Michigan, Institute for +Social Research, forthcoming (and unpublished information). + +Niven, Robert G. "Marijuana in the School Clinical Observation and +Needs," _Marijuana and Youth._ Rockville, MD, National Institute on +Drug Abuse, 1982. + +Washton, Arnold M. and Mark S. Gold. "Recent Trends in Cocaine Abuse A +View from the National Hotline, '800-COCAINE'". _Advances in Alcohol +and Substance Abuse_, forthcoming. + + +What Parents Can Do + +American Association of School Administrators and the Quest National +Center. _Positive Prevention Successful Approaches to Preventing +Youthful Drug and Alcohol Use._ Arlington, VA, American Association of +School Administrators, 1985. + +Fraser, M. W., and J. D. Hawkins. _Parent Training for Delinquency +Prevention A Review._ Seattle, WA, Center for Law and Justice, +University of Washington, 1982. + +Manatt, Marsha. _Parents, Peers, and Pot II._ Rockville, MD National +Institute on Drug Abuse, 1983. + +Mann, Peggy. _Marijuana Alert._ New York, NY, McGraw-Hill, 1985. + +National Institute on Drug Abuse. _Drugs and the Family_. Rockville, +MD, National Institute on Drug Abuse, 1981 (ADM 83 1151). + +National Institute on Drug Abuse. _Parents What You Can Do About Drug +Abuse--Get Involved._ Rockville, MD, National Institute on Drug Abuse, +1983 (ADM 84 1267). + +Tobias, Joyce M. _Kids and Drugs._ Annandale, VA, Panda Press, 1986. + + +What Schools Can Do + +Adams, Tom, with Bernard R. McColgan, Steven E Gardner, and Maureen E. +Sullivan. _Drug Abuse Prevention and the Schools._ Rockville, MD, +National Institute on Drug Abuse, June, 1984 (unpublished paper). + +_Assisting Athletes with Alcohol and Other Drug Problems._ Rockland, +ME, The State of Maine, March, 1986. + +Hampshire Informed Parents, Inc. "Evaluation of Drug Literature". +Amherst, MA, Hampshire Informed Parents, Inc. + +Hawley, R. _A School Answers Back Responding to Student Drug Use._ +Rockville, MD, American Council for Drug Education, 1984. + +Kennedy, Dorothy. "A Teacher, Help Me Stop Drug Abuse," _The Executive +Educator_. October, 1980, p. 23. + +National Institute on Alcohol Abuse and Alcoholism. _Prevention Plus +Involving Schools, Parents, and the Community in Alcohol and Drug +Education._ Washington, DC, U.S. Government Printing Office, 1983 (ADM +83 1256). + +National Institute on Drug Abuse. _Handbook for Prevention Evaluation._ +Rockville, MD, National Institute on Drug Abuse, 1981. + +National School Boards Association. _Resolutions of the NSBA._ +Alexandria, VA, National School Boards Association, April, 1986. + +Pyramid Project. _School Drug Policy._ Berkeley, CA, Pacific Institute +for Research and Evaluation, July, 1986. + +The Rand Corporation. _Teens In Action Creating a Drug Free Future for +America's Youth._ Rockville, MD, National Institute on Drug Abuse, 1985 +(ADM 85-1376). + +Rubel, Robert J. _A Comprehensive Approach to Drug Prevention._ Austin, +TX, National Alliance for Safe Schools, 1984. + +South Dakota High School Activities Association. _Chemical Health +School Athletics and Fine Arts Activities._ Pierre, SD, South Dakota +High School Athletics Association, 1968. + +Strong, Gerald. "It's Time to Get Tough on Alcohol and Drug Abuse in +Schools," _The American School Board Journal_. February, 1983. + +U.S. Department of Justice. _For Coaches Only How to Start a Drug +Prevention Program._ Washington, DC, Drug Enforcement Administration, +1984. + +U.S. Department of Justice. _Team Up for Prevention._ Washington, DC, +Drug Enforcement Administration, 1984. + + +What Communities Can Do + +Blizard, R. A. and R. W. Teague. "Alternatives to Drug Use An +Alternative Approach to Drug Education," _The International Journal +of the Addictions_, 1981, pp 371-375. + +Evaluation and Training Institute. _Final Evaluation Report, 1984 85 +Project DARE (Drug Abuse Resistance Education)._ Los Angeles, CA,, +Evaluation and Training Institute, August, 1985. + +Manatt, Marsha. _Parents, Peers, and Pot II._ Rockville, MD, National +Institute on Drug Abuse, 1983. + +National Institute on Drug Abuse. _Preventing Adolescent Drug Abuse +Intervention Strategies._ Rockville, MD, National Institute on Drug +Abuse, 1983. + + +Teaching About Drug Prevention + +Bausen, William B. and C. Kevin Molotte. _Well and Good._ Hollywood, +CA, Health Promotion Associates, 1984. + +Ellickson, Phyllis L. and Gail Zellman. _Adapting the Social Influence +Model to Drug Prevention, The Project Alert Curriculum._ Paper +presented at annual meeting of the American Public Health Association, +Washington, DC, November, 1985. + +Health Behavior Research Institute. _Project SMART._ Los Angeles, CA, +University of Southern California, 1982. + +National Institute on Drug Abuse. _Adolescent Peer Pressure._ +Rockville, MD, National Institute on Drug Abuse, 1981 (ADM 84-1152). + +National Institute on Drug Abuse. _Teaching Tools for Primary +Prevention._ Rockville, MD, National Institute on Drug Abuse, December, +1982 (unpublished paper). + +New Hampshire State Department of Education. _K-12 Guidelines for +School Preventive Drug Education._ Concord, NH, The State of New +Hampshire, 1979. + + +How the Law Can Help + + [1] _Bethel_ v. _Fraser_, No. 84 1667, 54 USLW 5054, 5056 (July +7, 1986). + + [2] _New Jersey_ v. _TLO_, 105 S. Ct. 733,742 (1985). + + [3] 2 J. Rapp, _Education Law_, Sec. 9 06[2] at 9-128 (1986). + + [4] _See_ 21 USC 845A. + + [5] _See_ 21 USC 845. + + [6] _See, e.g., Zamora_ v. _Pomeroy_, 639 F2d 662 (10th Cir. 1981) +(locker search conducted after trained police dog indicated presence +of marijuana inside). + + [7] _See, e.g., Horton_ v. _Goose Creek Independent School District_, +690 F2d 470, 476-77 (5th Cir. 1982) (en banc) (citing cases and so +holding), _cert. denied_, 463 U.S. 1207 (1983). + + [8] _New Jersey_ v. _TLO_, 105 S. Ct. at 744. + + [9] _Id._ at 743. + +[10] _Id._ at 745 47. + +[11] _Bahr_ v. _Jenkins_, 539 F Supp. 483, 488 (E.D. Ky., 1982). + +[12] _Martens_ v. _District No. 220_, 620 F. Supp. 29 (N.D. 111, 1985). + +[13] _See Horton_ v. _Goose Creek Independent School District_, 690 F2d +at 477 (1982), _Jones_ v. _Latexo Independent School District_, 499 F. +Supp. 223 (E.D. Tex., 1980). + +[14] _See Doe_ v. _Renfrow_, 475 F. Supp. 1012 (N.D. Ind. 1979), _aff'd +in relevant part_, 631 F2d 91 (7th Cir.), _cert. denied_, 451 U.S. 1022 +(1981). + +[15] _Horton_ v. _Goose Creek Independent School District_, 690 F2d at +477. + +[16] _See Odenheim_ v. _Carlstadt East Rutherford Regional School +District_, No. C-4305-85E (N.J. Super. Ct. Ch. Div. December 9, 1985), +_Anable_ v. _Ford_, Civ. No. 84 6033 (WD Ark. July 15, 1985), +_modified_, (WD Ark. September 6, 1985). + +[17] _Bethel School District_ v. _Fraser_, 54 USLW at 5054 (July 7, +1986). + +[18] _Goss_ v. _Lopez_, 419 U.S. 565 (1975). + +[19] One of the leading cases is _Dixon_ v. _Alabama State Board of +Education_, 294 F2d 150 (5th Cir.), _cert. denied_, 368 U.S. 930 +(1961). + +[20] _See_ Education of the Handicapped Act, 20 USC Secs. 1400-20, and +Section 504 of the Rehabilitation Act of 1973, 29 USC Sec. 794. + +[21] _See generally_ 20 USC Sec. 1232g and 34 C FR Part 99. + +[22] The term "education records" is defined as records that are +directly related to a student and maintained by or for the education +agency or institution. The term does not include certain records +maintained by a separate law enforcement unit of an education agency. + +[23] FERPA permits a school to disclose information from education +records to its own officials (including teachers) who have a legitimate +educational interest in the information. A school may determine in its +FERPA policy that one such interest is the need to decide on the +appropriateness of discipline. + +[24] An eligible student is a student who is 18 or older or attending +an institution of postsecondary education. + +[25] _See Board of Education_ v. _McCluskey_, 458 U.S. 966, 970-71 +(1982) (per cunam), _see also Tarter_ v. _Raybuck_, 742 F2d 977, 983 +(6th Cir. 1984), _cert. denied_, 105 S. Ct. 1749 (1985). + +[26] _See Harlow_ v. _Fitzgerald_, 457 U.S. 800 (1982), _Wood_ v. +_Strickland_, 420 U.S. 308 (1975). Under these cases, officials will be +immune from personal liability so long as their conduct does not +violate clearly established constitutional or Federal statutory rights +of which a reasonable person should have known. + +[27] _Memphis Community School District_ v. _Stachura_, No. 85-410, 54 +USLW 4771 (June 25, 1986). + +[28] _Carey_ v. _Piphus_, 435 U.S. 247 (1978). + + +Specific Drugs and Their Effects + +Drug Enforcement Administration. _Drugs of Abuse._ U.S. Government +Printing Office, 1985. + +Mann, Peggy. _Pot Safari A Visit to the Top Marijuana Research in the +U.S._ New York, NY, Woodmere Press, 1985. + +National Institute on Drug Abuse. _Cocaine Use in America Epidemiologic +and Clinical Perspectives._ ADM 85-1414, 1985. + +National Institute on Drug Abuse. _Drug Abuse and Drug Abuse Research._ +ADM 85-1372, 1984. + +National Institute on Drug Abuse. _Hallucinogens and PCP._ ADM 83-1306, +1983. + +National Institute on Drug Abuse. _Inhalants._ ADM 83-1307, 1983. + +National Institute on Drug Abuse. _Marijuana._ ADM 83-1307, 1983. + +National Institute on Drug Abuse. _NIDA Capsules_, various issues. + +National Institute on Drug Abuse. _Opiates._ ADM 84-1308, 1984. + +National Institute on Drug Abuse. _Phencyclidine An Update._ ADM +86-1443. + +National Institute on Drug Abuse. _Sedative Hypnotics._ ADM 84-1309, +1984. + +National Institute on Drug Abuse. _Stimulants and Cocaine._ ADM +84-1304, 1984. + +_Newsweek._ March 17, 1986, page 58. + +Tobias, Joyce. _Kids and Drugs._ Annandale, VA, Panda Press, May, 1986. + + + + +_ACKNOWLEDGMENTS_ + + +The following employees of the U.S. Department of Education assisted +in the preparation of this volume: + + Beverley Blondell + Henry Bretzfield + Ronald Bucknam + Adriana de Kanter + Elizabeth Farquhar + Alan Ginsburg + Gregory Henschel + Daphne Kaplan + Amy Katz + Ross McNutt + Valena White Plisko + Sandra Richardson + Daniel Schecter + Amy L. Schwartz + Barbara Vespucci + John P. Walters + + + + +_ORDERING INFORMATION_ + + +To obtain an additional copy of this handbook free of charge, please +call the Department of Education's tollfree number: + + 1-800-624-0100 + +In the Washington, DC, metropolitan area, call 659-4854. + +Or send your name and address to: + + Schools Without Drugs + Pueblo, CO 81009 + +The Resources Section contains lists of recommended readings and +organizations to contact for information and help in combating student +drug use. + +We welcome your comments on or questions about the material contained +in this handbook. Please contact the Department's Information Office +at 1-800-424-1616, or write to: + + Information Office + U.S. Department of Education + 555 New Jersey Avenue, NW + Washington, DC 20208 + + + + + + +End of the Project Gutenberg EBook of What Works: Schools Without Drugs, by +United States Department of Education + +*** END OF THIS PROJECT GUTENBERG EBOOK WHAT WORKS: SCHOOLS WITHOUT DRUGS *** + +***** This file should be named 37097.txt or 37097.zip ***** +This and all associated files of various formats will be found in: + https://www.gutenberg.org/3/7/0/9/37097/ + +Produced by Curtis Weyant and the Online Distributed +Proofreading Team at https://www.pgdp.net + + +Updated editions will replace the previous one--the old editions +will be renamed. + +Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. 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