School-based substance abuse prevention

I subscribe to a national substance abuse prevention listserv and when I read many posts it seems to me that there is a lot of misinformation out there regarding what substance abuse prevention is and is not.

With that in mind, I decided to start blogging again about principles of youth substance abuse prevention. Last month I blogged about general prevention principles and community-based prevention principles. Today, I blog about school-based prevention principles.

- Prevention programs can be designed to intervene as early as preschool to address risk factors for drug abuse, such as aggressive behavior, poor social skills, and academic difficulties.

- Prevention programs for elementary school children should target improving academic and social-emotional learning to address risk factors for drug abuse, such as early aggression, academic failure, and school dropout. Education should focus on the following skills:

self-control;
emotional awareness;
communication;
social problem-solving; and
academic support, especially in reading.

- Prevention programs for middle or junior high and high school students should increase academic and social competence with the following skills:

study habits and academic support;
communication;
peer relationships;
self-efficacy and assertiveness;
drug resistance skills;
reinforcement of anti-drug attitudes; and
strengthening of personal commitments against drug abuse.

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Prevention WINS started an evidence-based substance abuse prevention program, Life Skills Training, at Eckstein Middle School. Thanks to the dedication of Eckstein staff, that program continues to be taught. This curriculum is part of a larger community prevention strategy that now includes other tested and effective activities like alcohol purchase surveys, a social norms campaign, and advocacy.

Update: Social Emotional Learning Bill

I recently wrote two posts about a Social Emotional Learning Bill being considered in the Washington State Legislature. On Tuesday, Rep. Mary Lou Dickerson sent an email message to the bill's supporters letting us know that it was not voted out of the Education Appropriations committee. Here's what she wrote:

Thank you all for the important role you played in moving the Social Emotional Learning (SEL) bill forward this session. I’m sorry to say that it was not voted out of the Education Appropriations committee in time for cut off last week. Although the majority of the members support the concept of SEL, they feel it is not the right time to integrate new models in the same schools where they are being forced to cut basic education funding. The SEL bill (SHB 1162) did not require state funding or school integration. I worked very hard to contact every member on the committee to clarify the bill’s intent and address their concerns, but I just think the budget climate has decreased morale enough to avoid passing bills that may lead to state funding in the future.

Much has been gained from proposing SEL this session that we can celebrate. First of all, we raised awareness! I’m happy that the relevant policy and fiscal committees in the House of Representatives have been introduced to the promising outcomes and investments SEL holds for our students. During the process, we learned that there is concern about the cultural competency of SEL which was addressed and we will be more prepared to speak to in the future. We have also been fortunate to have the Minority Executive Directors Coalition (MEDC) come forth with their support for SEL. We welcome you! So even though the bill didn’t make it this session, we have learned and gained many things that will help us prepare for our next attempt.

I would like to say that we will try again next session, but I think it would be best to wait until the budget crisis eases since it played a large part in preventing success this session. I hope that will be soon, and for more reasons than one! In the meantime, we will continue to build awareness and our list of supporters.

Again, thank you so much for your involvement. We would not have made it this far without you.

Update: Social Emotional Learning Bill

I originally posted information about House Bill 1162-2009-10, providing for social emotional learning in public schools, on January 30.

A substitute version of the bill was voted out of the House Education Committee on February 10. The new version focuses on starting a Social Emotional Learning (SEL) account under the Secretary of State for funds to be deposited from both public and private entities. As they are available, the funds will be administered by the Office of the Superintendent of Public Instruction to provide SEL resources to Washington's schools.

A public hearing is scheduled for Wednesday, February 25, 8:00 a.m.

Social Emotional Learning bill

Several Washington State Representatives, including northeast Seattle's Phyllis Gutierrez Kenney (46th District), have proposed a Social Emotional Learning bill, HB1162.

According to the bill, Social Emotional Learning (SEL) is defined as age-appropriate behavioral and emotional management, relationship skills, conflict resolution, interpersonal communication, cooperation, decision-making, and planning. Life Skills Training, the evidence-based drug/alcohol prevention program being implemented at Eckstein Middle School, is an example of a curriculum teaching social emotional skills to students.

The purpose of NB1162 is to support and provide leadership for incorporating SEL into basic education.