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
Identification with Drug Culture
Signs of Physical Deterioration
Dramatic Changes in School Performance
Changes in Behavior
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:
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:
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:
Anne Arundel County School District,Annapolis, MarylandIn 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.
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:
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:
Eastside High School,Paterson, New JerseyEastside 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.
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:
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:
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?
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:
In developing a program, school staff should:
In implementing a program, school staff should:
(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 CitySamuel 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 theNew York Timeslikened 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.
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 theNew York Timeslikened 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:
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:
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:
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 SchoolAs 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 CounselorUnderstand 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 SignatureParent's or Guardian's Signature
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.
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:
ยท Participating in open discussions about the extent of the problem at their own school.
Greenway Middle School,Phoenix, ArizonaGreenway 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.
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:
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, CaliforniaThe 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.
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:
Social service and health agencies can:
Businesses can:
Parent groups can:
Print and broadcast media can:
Operation SPECDA,New York CityOperation 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.
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:
Law enforcement agencies, in cooperation with schools, can: