Evidence-Based School

Substance Use
Prevention
Interventions

Francis Grace H. Duka-Pante

Director, ASEAN Training Center for Preventive Drug Education
Health Education Faculty, University of the Philippines
https://twitter.com/DanbyRoversFC/status/1262796704979595264
Presentation Objectives
describe why the school is an important
setting for substance use prevention

explain key roles that schools can

play in substance use prevention

discuss examples of evidence-based

prevention interventions in schools
44th ASEAN Senior Officials on Drug Matters Meeting
 Emergence of New Drug Products

Happy Water
a drug cocktail containing ecstasy,
methamphetamine, diazepam,
https://www.unodc.org/LSS/Announcement/Details/0f57ddbe-01dd-481c-af78-0bc494c84a53
caffeine, tramadol, and ketamine

use is on the rise in Southeast Asia

https://www.unodc.org/LSS/Announcement/Details/0f57ddbe-01dd-481c-af78-0bc494c84a53
ASEAN Drug Situation: The Golden Triangle
 Knowledge
All drugs are bad.

Legal drugs are generally safe.

People who use drugs are not morally weak.

More people are not using substances.

June 26: International Day Against Drug Abuse and Illicit Trafficking
 Drug Data

296 million people 1.67 million people

worldwide aged in the Philippines
16-64 years used
aged 10-69 years
drugs at least once
are current drug users
(World Drug Report, 2023)
(2019 National Household Survey)

Fact: DRUG-FREE MAJORITY

 Substance Use

use of psychoactive substances including

tobacco and alcohol, the illegal drugs of
abuse, inhalants and other nonmedical
use of prescription medications
 Substance Use Disorder

a cluster of cognitive, behavioral, and

physiological symptoms indicating that the
individual continues using the substance
despite significant substance-related issues
Diagnostic and Statistical Manual of Mental
Disorders, 5th edition

Does not use drug addiction or

dependence but rather it refers
to problematic use of drugs as
SUBSTANCE USE DISORDER
or as a SUBSTANCE-INDUCED
DISORDER
Today, the official language for describing
use, abuse, and addiction is viewed as
substance use disorders (SUDs) with a
continuum of severity.
Substance Use as a Spectrum
The Prevention Context

application of prevention science to address

the health and safety of individuals through
improving socialization and socialization
processes to enhance self-realization and
participation in society.

Adapted from UNODC, 2015

 The Prevention Issue

There are still prevention programs being

done which are not based on what works.

Money and other resources are being

invested on ineffective approaches.
 Important Note

Prevention can be harmful, if

incorrectly applied or
implemented.
The Continuum of Prevention Practices
 Evidence-based 5.1
drug prevention is cost effective

1 > 10
 Global Commitment
Sustainable Development Goals, December 2015
 Goal 3 “Health for all”, target 3.5: “Strengthening
prevention and treatment of substance use disorders” by 2030

UNGASS 2016 Outcome Document

 “Increase the availability, coverage and quality of scientific
evidence-based prevention measures and tools that target relevant
age and risk groups in multiple settings” (Paragraph 1)
Importance of Substance Use Prevention

Help people
(particularly young people)

Objective of SU Prevention
avoid or delay avoid disorders
initiation of SU (if already started SU)

h
al t
he

YOUTH  Realize their potential

Broader Aim of Drug Prevention
 Become contributing
fe nt
s a pm e members of community
e lo and society
d ev

DepEd School Health Division, 2018

 School as a Target Setting

most important setting

of socialization outside
the family
Schools Matter in Prevention
shapes attitude towards responsible behavior

teach appropriate prosocial roles and reinforce

positive behaviors learned at home/community

provide an opportunity for young people to practice

roles and behaviors under adult supervision
 The School’s Prevention Roles
Reducing the adverse
Demand consequences of
Supply Reduction
Reduction substance use

Preventing or at least delaying the
youths’ substance use by instilling
anti-substance use values, norms,
beliefs and attitudes, and by
developing the skills to say “NO” to
peers who invite them to use
substances.
Developing clear and Treating students who are problem users
consistently enforced with compassion, giving them
policies targeting the appropriate interventions, and helping
sale (and use) of all them to stop using and to remain
substances on and substance free.
near school grounds
Teaching students, from a very young
and at all school-
age, the dangers of exposure to
sponsored events.
psychoactive substances.

Effective substance use prevention programs have been linked

to academic achievement and dropout prevention.
DepEd School Health Division, 2018
 School Interventions and Policies Work within the Micro‐Environment
to Positively Affect Learners’ Vulnerabilities

• Poverty
• Social Macro-Level
Environment Environments
• Physical
Environment

Personal
Beliefs
Characteristics Attitudes
Behaviors
•Family Micro-Level
•Peers Environments

•School
•Workplace

Adapted from the UPC (2014), Colombo Plan

Schools can Make a LOT of Difference

Physical Setting

Policies

Culture and Climate

Programs
The School’s Physical Setting

safe and health-promoting environment

free from psychoactive substances

The School’s Physical Setting

safe and health-promoting environment

free from psychoactive substances

 School Policies
No substance use on school premises by teachers, staff, and
students

Policies are transparent and non-punitive

Interventions and policies are universal, but may include selective

components (cessation support and referral)

Implemented jointly with other prevention intervention (skills

based education, supporting parenting skills and parental
involvement)
 School Evidence-Based Prevention Policies

Linked to No/Negative Outcomes

Linked to Positive Outcomes
 Policies clearly specific what substances are target
Content
and what locations and/or occasions they apply
Reducing or eliminating availability of and access to Punish infractions of
 substance use
tobacco, alcohol, or other drugs
policies (e.g.,
 Address infractions of substance use policies with suspension,
positive sanctions, providing referral to counseling
or other support services NOT punishment expulsion)
 Support normal school functioning NOT disruption Random drug testing
 Support positive school ethos and commitment to
school and student participation
School Culture and Climate

Positive
Discipline

Cultural
Psychological
Competence Safety

Home-School School
Collaboration Connectedness
 The Resiliency Wheel

Have high Teach

supported
life skills
expectation

Bonding and
Provide Connectedness
opportunities Show care
for meaningful and support
participation
Establish
clear and
consistent
boundaries

Henderson, N. & Milsten, M. (2003). Resiliency in schools: Making it happen for students and educators. Corwin Press.
International Standards
on Drug Use Prevention
 Developmental framework
 Infancy and early childhood
 Middle childhood
 Early adolescence
 Adolescence and adulthood
 Setting
 Family
 School
 Workplace
 Community
 Target population
 Universal
 Selective
 Indicated
 EBI or Not?
• stand-alone random drug testing for students
• non-punitive school drug policy
• testimonials from people in recovery
• development of life skills for youth
• sports against drugs
 School-Based Prevention Interventions

Universal Selective Indicated

Prevention Education Prevention Education Addressing Individual
based on Personal and based on Personal and Psychological
Social Skills and Social Social Skills and Social Vulnerabilities
Influence Influence

School Policy and

Culture
 Personal and Social Skills-Focused Education
Characteristics
Linked to Positive Outcomes Linked to No or Negative Outcomes
 Coping skills  Providing information on specific substances
Content
 Personal skills  Focus only on self-esteem
 Social skills  Focus only on emotional education
 Fear arousal

 Structured series of sessions

Structure
 Possibly, booster sessions, over multiple years

 Trained teachers  Using untrained teachers

Delivery
 Interactive methods of delivery  Primarily using non-interactive methods

Campello et al, 2014

Late Adolescence and Adulthood: Evidence-Based Strategies

©UNODC 2013
Late Adolescence and Adulthood: Evidence-Based Strategies

©UNODC 2013
 Standards
SCHOOL-BASED INTERVENTIONS

Content:
Coping skills
Personal skills
Social skills

Structure: series of sessions

Delivery: interactive
 Principles

the earlier, the better

focus on development not only information

it is never too late

use evidence-based programs

many vulnerabilities, many settings

Example of an Evidence-Based Prevention Program

• 7th, 8th, or 9th grade health

classrooms that have received the
core program
• Eight 45-minute sessions provided
weekly
• Teaches decision making skills,
stress management, communication
skills, and peer resistance skills
 What Works and What Does NOT Work
What WORKS
• comprehensive prevention
program
• integrates coping, personal and
social skills
• interactive activities
• structured series of sessions
• involves all stakeholders
• provides booster sessions
• delivered by trained
teachers/staff
What DOES NOT Work
• fear arousal
• information on specific substances
• focus only on self-esteem/ emotional
education
• one-time big time drug lecture
• unstructured and non-interactive sessions
• use of testimonials of former drug users
 In a Nutshell
The school is an important socialization setting thus it is critical in
substance use prevention.

Adolescents are particularly vulnerable to risk-taking behaviors because

of physiological and environmental factors.

The school can make a lot of difference through physical setting,

policies, culture and climate, and programs.
 In a Nutshell

The school has a role in supply reduction but most

importantly in demand reduction, and in reducing the
adverse consequences of substance use.

It takes the engagement of all stakeholders to ensure

that prevention interventions work.
Visit the Blueprints for Healthy Youth
Development website
https://www.blueprintsprograms.org/
 Share your insights…
What is your most important learning from the
presentation?

So what did this presentation make you realize?

Now what do you plan to do to advocate for

evidence-based prevention in your school?
 References
Colombo Plan (2014). Universal prevention curriculum on substance use prevention.

Dangerous Drugs Board (2017). Philippine Anti-Illegal Drugs Strategy.

Department of Education, (2018). School Health Division NDEP slides.

European Prevention Curriculum, DOP TRAINING Version for Decision, Opinion,

and Policy Makers, 2019.

International Standards on Drug Use Prevention, 2018. UNODC & WHO.

World Drug Report (2020). Global drug situation. UNODC.