ALCOHOL AND SCHOOL SUCCESS

A PROJECT REPORT

Submitted by

NAME OF THE CANDIDATE(S)

1. Abhishek 21BCS8416
2. Aditi Gupta 21BCS8535
3. Aman Kumar 21BCS8639
4. Kumari Anushka 21BCS8527
5. Samiksha Kumawat 21BCS8641

in partial fulfillment for the award of the degree of

Bachelors in Engineering
IN
COMPUTER SCIENCE AND ENGINEERING

Chandigarh University
March 2023
 BONAFIDE CERTIFICATE

Certified that this project report “ALCOHOL AND SCHOOL SUCCESS” is the

bonafide work of “Abhishek, Aditi Gupta, Aman Kumar, Kumari Anushka and

Samiksha Kumawat” who carried out the project work under my supervision.

SIGNATURE SIGNATURE

Dr. Ajay Kumar Singh Er Richa Sharma

HEAD OF THE DEPARTMENT SUPERVISOR

Academic Co-ordinator

Computer Science and Engineering Computer Science and Engineering

Submitted for the project viva-voce examination held on

INTERNAL EXAMINER EXTERNAL EXAMINER

 TABLE OF CONTENTS

List of Figures....................................................................................................................4

List of Tables.....................................................................................................................5

CHAPTER 1. INTRODUCTION.................................................................7

1.1. Identification of Client/ Need/ Relevant Contemporary issue...................................7

1.2. Identification of Problem............................................................................................... 8

1.3. Identification of Tasks…...........................................................................................9

1.4. Timeline....................................................................................................................11

1.5. Organization of the Report…...................................................................................13

CHAPTER 2. LITERATURE REVIEW/ BACKGROUND STUDY...........15

2.1. Timeline of the reported problem…........................................................................15

2.2. Existing solutions...............................................................................................................16

2.3. Bibliometric analysis...........................................................................................................17

2.4. Review Summary…...........................................................................................................18

2.5. Problem Definition…...................................................................................................................19

2.6. Goals/Objectives…..................................................................................................20
CHAPTER 3. DESIGN FLOW/PROCESS..............................................21

3.1. Evaluation & Selection of Specifications/Features…................................................21

3.2. Design Constraints.....................................................................................................22

3.3. Analysis of Features and finalization subject to constraints.....................................23

3.4. Design Flow...............................................................................................................24

3.5. Design selection.........................................................................................................25

3.6. Implementation plan/methodology...........................................................................26

CHAPTER 4. RESULTS ANALYSIS AND VALIDATION..................27

4.1. Implementation of solution…...................................................................................27

CHAPTER 5. CONCLUSION AND FUTURE WORK…......................28

5.1. Conclusion…............................................................................................................28

5.2. Future Work…..........................................................................................................29

REFERENCES.............................................................................................30

APPENDIX...................................................................................................31

1. Plagiarism…...............................................................................................................31
 LIST OF FIGURES

Figure No Name Page No

Figure 1 Alcoholic drink and Binge Drinking 8

Figure 2 Timeline Infographic 10

Educational level and alcohol use in adolescence

Figure 3 and early adulthood 22

Figure 4 Types of Activities That Parents Reported Engaging in With Their Children.

Figure 5 Flowchart of the progress presented by alcohol users over the study.
 ABSTRACT

Alcohol consumption has been found to be a significant problem among students of all ages, with
negative consequences on their academic success. Studies have shown that early exposure to
alcohol can lead to cognitive impairment, poor academic achievement, and an increased likelihood
of dropping out of school. Students who engage in heavy drinking or binge drinking during high
school and college have been shown to have lower GPAs, higher rates of absenteeism, and an
increased risk of academic probation or dismissal. Moreover, alcohol use can exacerbate mental
health problems, leading to decreased motivation and poor academic outcomes. The social and
legal consequences of alcohol abuse can also disrupt students' academic performance.

Excessive alcohol consumption has also been linked to a higher risk of engaging in risky
behaviors such as drug use, unsafe sex, and driving under the influence. Prevention programs that
aim to reduce alcohol use among students have been shown to be effective in improving academic
performance. Educational interventions have focused on correcting misconceptions about alcohol
and promoting responsible drinking behaviors. However, not all students respond positively to
these interventions and more targeted support may be needed.

Several factors have been identified as contributing to the problem of alcohol use among students,
including peer pressure, societal norms, and availability of alcohol. Parents and teachers can play
a key role in preventing alcohol use by educating students about the dangers of drinking and
providing positive role models.

Finally, addressing this issue requires a comprehensive approach that involves education and
prevention efforts, as well as support for students struggling with alcohol use disorder. Schools
and universities can implement policies and programs that aim to reduce alcohol consumption and
provide resources for students who need help. In conclusion, the relationship between alcohol and
school success is complex and multifaceted, and requires a holistic approach to address the issue.
 INTRODUCTION

1.1. Identification of Client /Need / Relevant Contemporary issue

Identification of Client:

The client in this scenario would be individuals or groups involved in education, such
as teachers, parents, school administrators, and students.

Need:

The need here is to understand the impact of alcohol on school success and identify
strategies to prevent alcohol use among students. Alcohol use can lead to a range of
negative consequences, including academic difficulties, impaired judgment, health
problems, and even addiction. It is therefore essential to identify the factors that
contribute to alcohol use among students and develop effective prevention strategies
to promote school success.

Relevant Contemporary Issue:

The contemporary issue related to alcohol and school success is the increasing
prevalence of underage drinking and binge drinking among students. Studies show
that alcohol use is widespread among high school and college students, and it can
have significant negative consequences on their academic performance and future
prospects. Additionally, the COVID-19 pandemic has increased the risk of alcohol
use among students due to social isolation and stress. Therefore, it is critical to
address this issue and develop effective prevention strategies to ensure that students
can achieve academic success while maintaining their health and well-being.
1.2. Identification of Problem

1. Does alcohol consumption have a negative impact on academic performance among college
students

2. To what extent do peer influences and social norms affect alcohol use and academic
achievement among high school students?

3. Is there a correlation between early alcohol use and academic problems in adolescence and
early adulthood?

4. What factors contribute to higher rates of alcohol use and lower levels of academic success
among students in low-income areas?
5. Are interventions such as alcohol education and prevention programs effective in improving
academic outcomes among high school and college students who drink?

6. How does the use of alcohol during high school years impact the likelihood of attending and
completing college?

7. To what extent does alcohol consumption impact decision-making abilities, academic

motivation, and goal-setting among college students?

8. What are the long-term effects of heavy alcohol consumption during college on career success
and overall life satisfaction?

9. How do individual factors such as personality traits and coping mechanisms impact the
relationship between alcohol use and academic achievement?

10. What role do parental attitudes and behaviours regarding alcohol play in shaping their
children's academic performance and alcohol use during adolescence and young adulthood?
1.3. Identification of Tasks

1. Education and awareness programs: Schools can organize educational programs to raise
awareness about the risks and consequences of alcohol consumption among students. These
programs can provide information on the impact of alcohol on academic performance and
promote healthier choices.

2. Counselling and support services: Establishing counselling services within schools can provide
students with a safe space to discuss their concerns about alcohol and receive guidance on
maintaining a healthy balance between their academic goals and social life.

3. Peer support groups: Schools can create peer support groups or clubs that focus on promoting a
healthy and alcohol-free lifestyle. These groups can provide a supportive environment for students
to discuss challenges and share strategies for avoiding alcohol-related issues.

4. Setting clear expectations: Schools should establish clear rules and policies regarding alcohol
consumption on campus. By enforcing strict guidelines, schools can discourage alcohol use and
create an environment that prioritizes academic success.
5. Collaboration with parents/guardians: Schools can engage parents and guardians in discussions
about alcohol-related issues. This collaboration can involve educating parents about the risks of
underage drinking and encouraging open communication between parents and students regarding
alcohol use.

6. Early intervention and detection: Schools should have systems in place to identify students who
may be struggling with alcohol-related problems. Early intervention programs can help identify
these students and provide appropriate support and resources to address their issues.

7. Healthy coping mechanisms: Schools can educate students on healthy coping mechanisms to
deal with stress and peer pressure, reducing the likelihood of turning to alcohol as a means of
escape or relaxation.
8. Time management skills: Schools can incorporate time management workshops or classes into
the curriculum to help students effectively balance their academic responsibilities and social
activities, reducing the need for alcohol-related distractions.

9. Monitoring and supervision: School administrators and teachers can play a crucial role in
monitoring students' behaviour and intervening if they suspect alcohol abuse. Regular supervision
and proactive communication with students can help identify and address issues promptly.

10. Encouraging extracurricular involvement: Promoting participation in extracurricular activities

can help students develop a sense of belonging and engage in constructive activities outside of
academics. This can reduce the likelihood of excessive alcohol consumption and improve overall
school success.

Fig 1. Alcoholic drink and Binge Drinking

1.4. Timeline

1. Pre-teen years (ages 9-12):

(I) Children are generally not exposed to alcohol and are not expected to drink it.

(II) During this time, children are building foundational skills in reading, writing, and math, which are important for
academic success in later years.

2. Early teenage years (ages 13-15):

(I) Some teenagers begin to experiment with alcohol, often as a result of peer pressure or curiosity.

(II) Studies have shown that drinking at a young age can have negative effects on brain development and cognitive
functioning, which can impact academic performance.

3. High school years (ages 16-18):

(I) Alcohol consumption tends to increase during high school, and many students engage in binge drinking.

(II) Heavy drinking can lead to missed classes, poor academic performance, and a higher risk of dropping out of
school.

(III) Students who drink heavily may also experience mental health problems, such as depression and anxiety, which
can also impact academic performance.

4. College years (ages 18-22):

(I) Heavy drinking is common on college campuses, with many students engaging in binge drinking.

(II) Alcohol consumption can lead to missed classes, poor academic performance, and a higher risk of dropping out
of college.

(III) Excessive drinking can also lead to social and legal problems, which can be a distraction from academic work.

5. Adulthood (ages 23 and up):

(I) Many people continue to drink alcohol in moderation or socially as adults.

(II) Moderate alcohol consumption has been associated with some health benefits, such as reduced risk of heart
disease.

However, excessive drinking can still have negative effects on mental and physical health, which can impact overall
well-being and job performance

Fig 2. Timeline Infographic

1.5. Organization of the Report

I. Pre-teen years (ages 9-12)

Children's exposure to alcohol and expectations around drinking Importance of foundational

skills for academic success

II. Early teenage years (ages 13-15)

Prevalence of alcohol experimentation among teenagers . Negative effects of drinking on

brain development and cognitive functioning.

III. High school years (ages 16-18)

Increased alcohol consumption and binge drinking during high school. Impact of heavy
drinking on academic performance and risk of dropping out . Mental health problems
associated with heavy drinking

IV. College years (ages 18-22)

Commonness of heavy drinking on college campuses . Impact of alcohol consumption on

academic performance and risk of dropping out Social and legal problems associated with
excessive drinking

V. Conclusion

Implications for education and public health . Recommendations for addressing the issue
of alcohol and school success.
 LITERATURE REVIEW/ BACKGROUND STUDY

Author Conceptual Framework Methodology Analysis And Results

Bray Explain the relationship between What is used to test GPA for male (r = -0.30) and
alcohol consumption and school hypotheses female (r = -0.17).
success.

Koch SF Personal characteristics such as Binge drinking can lead to Engage in Risky behaviours and
age, gender. memory problems, alcohol violate school policies.
poisoning.

McGary Investigate the patterns, quantity Encourage to make healthy often neglect their academic
of alcohol use. choices. responsibilities

Miller JW Examine the relation between Validated measures, such as can lead to poor concentration,
alcohol consumption and the Alcohol Use Disorders impaired memory, decreased
academics. Identification Test (AUDIT) motivation

Siqueira Impact of alcohol on cognitive
abilities crucial for learning.
Thompson Relationship between alcohol use
and school attendance.
Validated measures, such as experience long-term difficulties
the National Institute on in their careers and personal lives.
Alcohol Abuse and
Alcoholism (NIAAA).
indicators were used to GPA for male and female.
measure academic success

Brown SA Assess how alcohol consumption Binge drinking can result in often neglect their academic
affects students. issues with memory and responsibilities
increase the risk of alcohol
poisoning.
Luciana Examine between alcohol use and Understand the effects of likely to experience long-term
mental health issues. alcohol on the brain. difficulties in their careers and
personal lives.
Heiau AC Explore the role of peer influence Promote the adoption of may face additional challenges
and social norms. healthy decision-making that contribute to a higher risk of
practices. alcohol abuse and lower
educational attainment.
2.1. Timeline of the reported problem

• 1960s-1970s: Researchers begin studying the relationship between alcohol use and academic
achievement in college students.

• 1980s-1990s: Studies find that heavy alcohol use is associated with poor academic performance,
including lower grades and higher rates of dropping out of college.

• 2000s: Researchers begin to focus on the effects of alcohol use on high school students, finding
similar negative impacts on academic performance.

• 2004: The National Institute on Alcohol Abuse and Alcoholism (NIAAA) releases a report
stating that alcohol use among college students is a significant public health concern and a major
factor in poor academic performance.

• 2006: The Amethyst Initiative is launched, a coalition of university presidents who call for a re-
evaluation of the legal drinking age in the United States in an effort to reduce dangerous binge
drinking on college campuses.

• 2009: The NIAAA releases a second report highlighting the negative effects of alcohol use on
adolescent brain development and academic performance.

• 2011: A study published in the Journal of Studies on Alcohol and Drugs finds that students who
drink heavily in high school are more likely to have lower grades and drop out of college than
their peers who do not drink heavily.

• 2014: The NIAAA releases a third report, which emphasizes the need for colleges and
universities to implement evidence-based strategies to prevent and reduce heavy drinking among
students.
• 2017: A study published in the journal Addiction finds that high school students who frequently
drink alcohol are more likely to experience academic problems, such as absenteeism, lower
grades, and dropping out of school.

• 2021: A study published in the Journal of Adolescent Health finds that high school students who
start drinking alcohol earlier in adolescence are more likely to have lower academic achievement
and are at a greater risk of dropping out of school.

2.2. Existing solutions

• Increasing awareness about the harmful effects of alcohol on academic performance and success
through school-wide education campaigns and workshops.

• Encouraging students to engage in extracurricular activities and other forms of socializing that
do not involve alcohol consumption.

• Implementing stricter policies and regulations related to alcohol consumption on school

grounds, such as increasing monitoring and enforcing consequences for underage drinking.

• Providing resources for students who struggle with alcohol addiction, such as counselling and
support groups.

• Offering alcohol-free events and activities as an alternative to parties and gatherings that
involve alcohol.

• Partnering with community organizations and local businesses to provide safe transportation
options for students who have been drinking.

• Incorporating alcohol education into the curriculum, including information about the risks
associated with binge drinking and strategies for responsible alcohol consumption.
• Promoting healthy lifestyle choices, such as exercise and healthy eating, to help students
manage stress and reduce the likelihood of turning to alcohol.

• Encouraging parents to have open and honest conversations with their children about the risks
of alcohol consumption and to model responsible drinking behaviour.

• Providing resources and support for teachers and other school staff to help them identify and
address alcohol-related issues among students.

2.3. Bibliometric analysis

• The number of publications on the topic of alcohol and school success has increased steadily
over the past decade.

• The most common types of publications are research articles, followed by reviews and meta-
analyses.

• There is a growing interest in the relationship between alcohol consumption and academic
performance, with a focus on identifying risk factors and potential interventions.

• The majority of studies on this topic have been conducted in North America and Europe.

• The most common methodology used in these studies is surveys and self-report questionnaires.

• The most frequently measured outcomes are academic performance, absenteeism, and dropout
rates.

• Many studies have found a negative association between alcohol consumption and academic
performance, particularly in terms of GPA and test scores.
• Other factors, such as peer influence and mental health, have been found to mediate or moderate
the relationship between alcohol consumption and school success.

• Interventions aimed at reducing alcohol consumption and promoting healthy behaviours have
shown promise in improving academic outcomes.

• Future research should focus on identifying the mechanisms underlying the relationship
between alcohol consumption and school success, as well as developing and evaluating effective
prevention and intervention strategies.

2.4. Review Summary

• Alcohol consumption among students is a prevalent issue in many countries, and it has been
linked to various negative outcomes, including academic problems.

• Alcohol use may impair students' cognitive abilities, including memory, attention, and problem-
solving skills, which are essential for learning and academic success.

• Moreover, alcohol use can interfere with students' motivation, self-regulation, and time-
management skills, leading to poor attendance, missed assignments, and lower grades.

• Alcohol use also increases the risk of other problems that can negatively impact academic
success, such as mental health issues, substance abuse, and risky behaviours.

• Students who engage in heavy drinking or binge drinking are more likely to drop out of school
or experience academic probation, leading to delayed graduation or failure to complete their
degree.

• Although some students may use alcohol as a coping mechanism to manage stress or social
anxiety, research suggests that the short-term benefits are outweighed by the long-term
consequences on academic and personal goals.
• Schools can play a crucial role in promoting healthy behaviours and reducing alcohol-related
problems among students by implementing evidence-based prevention programs and policies.

• Parents and peers also have an essential role in modelling responsible alcohol use and
encouraging positive academic behaviours among students.

• Overall, alcohol use is a significant risk factor for academic problems among students, and
addressing this issue requires a multifaceted approach involving various stakeholders, including
schools, families, and communities.

2.5. Problem Definition

• The consumption of alcohol by students is a growing concern in many educational settings

around the world.

• The excessive and frequent use of alcohol has been linked to various negative outcomes,
including poor academic performance and lower grades.

• The extent to which alcohol use impacts school success varies based on the age of the student,
the frequency and amount of alcohol consumed, and the student's individual circumstances.

• Factors such as peer pressure, stress, and access to alcohol may increase the likelihood of a
student engaging in excessive drinking and subsequently affecting their academic performance.

• Schools and educational institutions have a responsibility to address the issue of alcohol
consumption and its impact on student achievement and well-being.

• Educational policies and programs aimed at reducing alcohol consumption among students can
help to improve academic outcomes and promote a healthy and safe learning environment.
• Parents, teachers, and caregivers also play a critical role in educating students about the risks of
excessive alcohol consumption and supporting healthy choices.

• Early intervention and prevention programs can help identify and support students who may be
struggling with alcohol use and its effects on their academic performance.

• Collaboration between schools, parents, and community organizations can help to create a
comprehensive approach to addressing alcohol use among students and promoting academic
success.

• Further research is needed to better understand the relationship between alcohol use and school
success, as well as to identify effective strategies for prevention and intervention.

2.6 Goals/Objectives

• Increase awareness of the negative impact of alcohol on academic performance among students.

• Encourage students to adopt healthier habits and behaviours that prioritize academic success
over alcohol use.

• Provide resources and support for students who may be struggling with alcohol addiction or
dependence.

• Implement policies and procedures that promote a safe and healthy campus environment, such
as alcohol-free events and designated driver programs.

• Foster a culture of responsible drinking among students, emphasizing the importance of

moderation and avoiding excessive or binge drinking.

• Educate students on the risks associated with underage drinking and encourage them to make
responsible choices when it comes to alcohol consumption.
• Provide training and resources for faculty and staff to recognize and address alcohol-related
issues among students.

• Collaborate with community organizations and healthcare providers to provide comprehensive

support for students who may be struggling with alcohol addiction or dependence.

• Monitor and evaluate the effectiveness of alcohol prevention and intervention programs on
campus and make adjustments as needed to better meet the needs of students.

• Foster a supportive and non-judgmental environment for students who may be struggling with
alcohol-related issues, encouraging them to seek help when needed.

• Encourage students to develop healthy coping strategies for stress and anxiety that do not
involve alcohol or other substances.

• Provide opportunities for students to engage in alternative social activities that do not involve
alcohol, such as recreational sports or cultural events.

• Provide education and resources for parents and families on how to support their students in
making responsible choices around alcohol.

• Collaborate with local law enforcement to enforce underage drinking laws and promote
community safety.

• Monitor and address any instances of alcohol-related hazing or other harmful behaviours on
campus and implement preventative measures to reduce the likelihood of such incidents
occurring in the future.
 DESIGN FLOW/PROCESS

3.1. Evaluation & Selection of Specifications/Features

The evaluation and selection of specifications/features related to alcohol and school success can
be a complex process that requires careful consideration of multiple factors. Here are some
general steps that can be taken to evaluate and select specifications/features related to this topic:

1. Identify the relevant specifications/features: Start by identifying the specific

specifications/features that are relevant to alcohol and school success. This might include factors
such as alcohol consumption patterns, academic performance, attendance, behaviour, and mental
health.

2. Gather data: Once you have identified the relevant specifications/features, gather data on each
of them. This might involve conducting surveys, reviewing academic records, or analysing other
relevant data sources.

3. Analyse the data: Once you have collected the data, analyse it to identify any patterns or trends
that may be relevant to alcohol and school success. For example, you might find that students
who drink heavily are more likely to miss classes or perform poorly academically.

4. Prioritize specifications/features: Based on your analysis, prioritize the specifications/features

that are most strongly associated with alcohol and school success. This will help you focus your
efforts on the most important factors.

5. Develop interventions: Once you have identified the most important specifications/features,
develop interventions to address them. For example, if you find that heavy drinking is associated
with poor academic performance, you might develop a program to reduce alcohol consumption
among students.
6. Evaluate the effectiveness of interventions: Finally, evaluate the effectiveness of your
interventions to determine whether they are having the desired impact on alcohol and school
success. This might involve conducting follow-up surveys or analysing academic records to track
changes over time.

Overall, the evaluation and selection of specifications/features related to alcohol and school
success requires a data-driven approach that prioritizes the most important factors and develops
effective interventions to address them.

3.2. Design Constraint

The use of alcohol is often associated with negative outcomes for school success, including poor
academic performance, lower attendance, and higher risk of dropping out. Therefore, when
designing interventions or programs aimed at promoting school success, it is important to
consider the potential impact of alcohol use and to identify design constraints that may limit its
negative effects.

Some potential design constraints for addressing alcohol use and promoting school success
include:

1. Age restrictions: Programs aimed at reducing alcohol use and promoting school success may
need to focus on specific age groups, such as underage students who may be more susceptible
to the negative effects of alcohol.

2. Legal and policy constraints: Programs may need to comply with existing laws and policies
related to alcohol use, such as those related to the minimum legal drinking age or restrictions
on alcohol advertising.

3. Cultural and social norms: Cultural and social norms related to alcohol use can influence
behaviour and attitudes towards alcohol. Programs aimed at reducing alcohol use and promoting
school success may need to take into account these norms and develop strategies to address
them.
4. Accessibility: The availability and accessibility of alcohol can also impact its use and the
negative effects it may have on school success. Programs may need to address factors such as
the availability of alcohol in schools or in the community, and the impact that easy access to
alcohol may have on students.

Fig.3. Educational level and alcohol use in adolescence and early adulthood

3.3. Analysis of Features and finalization subject to constraint

When analysing features and finalizing interventions aimed at addressing alcohol use and
promoting school success, it is important to consider the constraints that have been identified.
Some features that could be considered include:

1. Education and awareness: Providing students with education and awareness about the negative
effects of alcohol use on school success could be an effective feature. This could involve
classroom- based education, peer-led education, or community-wide campaigns to raise
awareness.

2. Counselling and support: Providing counselling and support to students who may be struggling
with alcohol use could be another important feature. This could involve individual or group
counselling, referral to support services, or peer support groups.
3. Parental involvement: Involving parents in the intervention could also be an effective feature.
This could involve parent-teacher conferences, workshops for parents, or providing parents with
resources to support their children's success in school.

4. Policy and environmental changes: Implementing policies and environmental changes that
limit the availability and accessibility of alcohol could also be an effective feature. This could
involve school policies on alcohol use, limiting access to alcohol on school grounds, or
community-wide changes that limit the availability of alcohol to underage students.

However, the finalization of any intervention or program should be subject to the identified
constraints. For example, if laws and policies prohibit certain strategies or interventions, then they
cannot be included in the final program. Similarly, if cultural norms or accessibility issues make
certain features ineffective or inappropriate, then they may need to be modified or removed from
the program. Student engagement and feedback should also be incorporated into the finalization
process to ensure that the program is effective and relevant for their needs and experiences. The
goal should be to design a program that effectively addresses alcohol use and promotes school
success while respecting the identified constraints.

Fig. 4. Types of Activities That Parents Reported Engaging in With Their Children.
3.4. Design Flow

A possible design flow for addressing alcohol use and promoting school success could involve
the following steps:

1. Identify the problem: The first step in the design flow would be to identify the problem of
alcohol use and its negative impact on school success. This could involve analysing data on
alcohol use and academic performance, conducting surveys or focus groups to gather information
from students, parents, and teachers, and identifying key stakeholders who can provide input into
the design process.

2. Define the goals and objectives: The next step would be to define the goals and objectives of
the intervention. This could involve identifying specific outcomes to be achieved, such as
reducing alcohol use or improving academic performance, and defining the target
population for the intervention.

3. Develop intervention strategies: Once the goals and objectives have been defined, the next step
would be to develop intervention strategies. This could involve reviewing existing research and
best practices, identifying potential strategies that could be effective in addressing alcohol use
and promoting school success, and developing a comprehensive set of strategies that address
multiple levels of influence, including individual, interpersonal, and environmental factors.

4. Finalize the intervention plan: After developing the intervention strategies, the next step would
be to finalize the intervention plan. This could involve consulting with key stakeholders,
reviewing existing policies and regulations, and ensuring that the intervention plan is feasible and
realistic given the identified constraints.

5. Implement the intervention plan: Once the intervention plan has been finalized, the next step
would be to implement it. This could involve training staff and stakeholders on the intervention
strategies, implementing the various components of the intervention plan, and monitoring the
implementation process to ensure that it is being implemented as intended.

6. Evaluate the intervention: Finally, the last step in the design flow would be to evaluate the
effectiveness of the intervention. This could involve collecting data on key outcomes, such as
changes in alcohol use and academic performance, and using this data to assess the effectiveness
of the intervention. The evaluation could also involve gathering feedback from key stakeholders
and making necessary adjustments to the intervention plan based on this feedback.

Fig.5. Flowchart of the progress presented by alcohol users over the study.
3.5. Design selection

When selecting a design for an intervention aimed at addressing alcohol use and promoting
school success, it is important to consider the identified constraints and the available resources.
Some factors to consider when selecting a design may include:

1. Evidence-based practices: Consider using evidence-based practices that have been shown to be
effective in similar contexts. This can help to ensure that the intervention is grounded in research
and has a higher likelihood of success.

2. Feasibility: Consider the feasibility of the intervention, including its ability to be implemented
within the identified constraints and the available resources. This can help to ensure that the
intervention can be implemented effectively and sustainably.

3. Target population: Consider the needs and characteristics of the target population, including
their age, gender, culture, and socio-economic status. This can help to ensure that the intervention
is tailored to the needs of the target population and is culturally appropriate.

4. Multi-level approach: Consider implementing a multi-level approach that targets individual,

interpersonal, and environmental factors. This can help to ensure that the intervention addresses
the multiple factors that contribute to alcohol use and school success.

5. Collaboration and partnerships: Consider collaborating with key stakeholders, including

parents, educators, healthcare providers, and community organizations. This can help to ensure
that the intervention is supported by the broader community and has a higher likelihood of
success.

Ultimately, the design selection should be based on a thorough analysis of the identified
constraints, available resources, and the needs and characteristics of the target population. It
should also involve ongoing evaluation and feedback to ensure that the intervention is effective
and responsive to the needs of the target population.
3.6. Implementation plan/methodology

An implementation plan for an intervention aimed at addressing alcohol use and promoting
school success could involve the following methodology:

1. Establish a leadership team: The first step would be to establish a leadership team that will
oversee the implementation of the intervention. This team should include representatives from
key stakeholder groups, such as educators, parents, community organizations, and healthcare
providers.

2. Develop an implementation plan: The next step would be to develop a detailed implementation
plan that outlines the specific components of the intervention, the timeline for implementation,
the resources needed, and the roles and responsibilities of each member of the leadership team.

3. Train staff and stakeholders: Once the implementation plan has been developed, the next step
would be to train staff and stakeholders on the intervention strategies. This could involve
providing training on evidence-based practices, such as motivational interviewing, and providing
resources and tools to support the implementation of the intervention.

4. Engage the target population: The next step would be to engage the target population,
including students and their families, in the implementation of the intervention. This could
involve providing education and awareness-raising campaigns, as well as involving students and
families in the design and implementation of the intervention.

5. Implement the intervention: Once the target population has been engaged, the next step would
be to implement the intervention. This could involve implementing multiple strategies, such as
providing counselling and support services, implementing school-wide policies, and providing
peer-led education and support groups.

6. Monitor and evaluate the implementation: Throughout the implementation process, it is

important to monitor and evaluate the effectiveness of the intervention. This could involve
collecting data on key outcomes, such as changes in alcohol use and academic performance, and
using this data to make necessary adjustments to the intervention strategies.

7. Sustain the intervention: Finally, it is important to sustain the intervention over time to ensure
that it has a lasting impact on the target population. This could involve securing funding and
resources, developing a sustainability plan, and engaging key stakeholders in the ongoing
implementation and evaluation of the intervention.
 RESULTS ANALYSIS AND VALIDATION

4.1. Implementation of solution

 Education and awareness: One of the most important things that can be done is to
educate students about the dangers of alcohol abuse and its impact on academic
performance. This can be done through school-based programs, community outreach
initiatives, and public service announcements.

 Support services: There are a number of support services that can be provided to
students who are struggling with alcohol abuse. These services can include counselling,
therapy, and peer support groups.

 Parental involvement: Parents play a vital role in preventing alcohol abuse among their
children. They can talk to their children about the dangers of alcohol, set limits on their
drinking, and monitor their behaviour.

 School policies: Schools can implement policies that restrict alcohol use on campus and
at school-sponsored events. These policies can help to create a culture of non-tolerance
for alcohol abuse.

By implementing these solutions, we can help to reduce the number of students who are
struggling with alcohol abuse and improve their chances of academic success.

Here are some additional tips for implementing solutions to the problem of alcohol and school
success:

 Make sure that the solutions are tailored to the specific needs of the students. What
works for one group of students may not work for another.

 Be patient and persistent. It takes time to change attitudes and behaviours.

  Encourage students to get involved in activities that don't involve alcohol. This will
help them to stay away from temptation.

 Provide students with positive role models. This can help them to see that there is more
to life than alcohol.

 Create a supportive environment. This will help students to feel comfortable talking
about their problems and getting help.

By working together, we can make a difference in the lives of students who are struggling with
alcohol abuse.
 CONCLUSION AND FUTURE WORK

5.1. Conclusion

 Alcohol consumption among students has a detrimental impact on school success.

Research consistently shows that excessive alcohol consumption negatively affects
academic performance, including lower grades and increased rates of absenteeism.

 Alcohol impairs cognitive functioning, memory, and decision-making skills, which are
essential for effective learning and academic achievement. Even moderate alcohol
consumption can interfere with students' ability to concentrate, retain information, and
solve complex problems.

 Engaging in heavy drinking or binge drinking patterns is particularly harmful to school

success. Students who frequently engage in heavy episodic drinking are at a higher risk
of experiencing academic difficulties, including failing courses and dropping out of
school.

 Alcohol use can lead to increased absenteeism and decreased engagement in school-
related activities. Students who regularly consume alcohol are more likely to miss
classes, skip assignments, and show reduced interest in extracurricular activities, which
can significantly hinder their academic progress.

 Alcohol-related issues, such as hangovers, fatigue, and mental health problems, can
have a direct impact on a student's ability to perform well academically. These factors
can disrupt sleep patterns, contribute to emotional instability, and impair overall well-
being, further affecting their school success.

 The misuse of alcohol often leads to risky behaviours, such as engaging in unprotected
sex, driving under the influence, or getting involved in physical altercations. These
 behaviours not only pose immediate risks to students' safety but can also have long-
term consequences, including legal trouble and damaged reputations, which can further
hinder their educational prospects.

 Promoting a healthy and alcohol-free environment in educational institutions is crucial

for supporting students' academic success. Implementing educational programs,
providing counselling services, and fostering a supportive community can help raise
awareness about the negative consequences of alcohol use and provide students with
the resources they need to make responsible choices and prioritize their academic goals.

5.2. Future Work

 Future research should focus on understanding the underlying mechanisms and causal
relationships between alcohol use and school success. This can involve conducting
longitudinal studies to track the impact of alcohol consumption on academic
performance over an extended period and controlling for potential confounding
variables.

 Investigating the role of individual factors, such as personality traits, mental health
conditions, and socioeconomic status, in the relationship between alcohol and school
success can provide a more nuanced understanding. This research can help identify
specific risk factors and develop targeted interventions.

 Exploring the impact of different patterns of alcohol use, such as occasional drinking
versus regular heavy drinking, on academic outcomes can provide valuable insights.
This can involve examining the frequency, quantity, and context of alcohol
consumption to better understand the varying effects on different aspects of school
success.

 Examining the influence of alcohol marketing and advertising on students' alcohol

consumption patterns and subsequent academic performance can be beneficial.
Understanding the role of external factors in shaping alcohol-related behaviours can
 inform policies and interventions aimed at reducing harmful drinking habits among
students.

 Assessing the effectiveness of existing prevention and intervention strategies in

reducing alcohol-related harm and improving school success is crucial. Evaluating
programs targeting alcohol education, alcohol policies on campuses, and access to
counselling services can help identify best practices and areas for improvement.

 Exploring the potential for technology-based interventions, such as smartphone

applications or online platforms, to deliver personalized alcohol prevention and support
programs to students can be valuable. Leveraging digital tools can reach a broader
audience and provide real-time support and resources.

 Examining the long-term effects of alcohol use during the school years on post-
secondary education, career outcomes, and overall life success can provide a
comprehensive understanding of the impact of alcohol on individuals' trajectories
beyond the immediate academic setting.

By addressing these areas of future research, we can enhance our understanding of the complex
relationship between alcohol and school success and develop evidence-based strategies to
promote healthier behaviours and improve educational outcomes for students.
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 APPENDIX

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