to use the chapter as a basis for our work, of which we are immensely grateful. Many thanks to the Canadian Council on Learning for allowing the use of the list of Sources of Grey Literature. Campbell Library Methods papers The Campbell Library Methods Series comprises three types of publications: Methods Discussion Papers New or innovative ideas currently in development in the field of methodology, these papers are intended for discussion and do not represent official Campbell policy or guidance Methods Policy Notes Current Campbell Collaboration policy on specific methods for use in Campbell systematic reviews of intervention effects Methods Guides Guides on how to implement specific systematic review methods Disclaimer Campbell Collaboration Methods Discussion Papers are published to promote discussion of new and innovative methods in systematic reviews, making these approaches available to a broad audience. Papers are published as submitted by the authors. They are not subject to review or editing by the Campbell Collaboration. The views expressed are those of the authors, and may not be attributed to the Campbell Collaboration. Campbell Collaboration Methods Discussion Papers do not represent Campbell policy.

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This Campbell systematic review examines the effects of recovery schools on student behavioral and academic outcomes, compared to the effects of non‐recovery schools. The review summarizes evidence from one quasi‐experimental study (with a total of 194 participants) that had potential serious risk of bias due to confounding. Sizable portions of youth are in recovery from substance use disorders, and many youth will return to use after receiving substance use treatment. Youth spend most of their waking hours at school, and thus schools are important social environments for youth in recovery from substance use disorders. Recovery schools have been identified as educational programs that may help support youth in recovery from substance use disorders. This review focused on two types of recovery schools: RHSs, which are schools that award secondary school diplomas and offer a range of therapeutic services in addition to standard educational curricula; and CRCs, which offer therapeutic and sober support services on college campuses. This review looked at whether recovery schools (RHSs or CRCs) affect academic success and substance use outcomes among students, compared to similar students who are not enrolled in recovery schools. Plain language summary There is insufficient evidence to know whether recovery high schools and collegiate recovery communities are effectiveEvidence that recovery high schools (RHSs) may improve academic and substance use outcomes is based on the findings from a single study with a serious risk of bias. The review in briefVery limited evidence addresses the effectiveness of recovery high schools (RHSs). There is no rigorous evidence on the effectiveness of collegiate recovery communities (CRCs).It is unclear whether CRCs are effective in promoting academic success and reducing substance use among college students. What is the aim of this review?This Campbell systematic review examines the effects of recovery schools on student behavioral and academic outcomes, compared to the effects of non‐recovery schools. The review summarizes evidence from one quasi‐experimental study (with a total of 194 participants) that had potential serious risk of bias due to confounding. What are the main findings of this review?Sizable portions of youth are in recovery from substance use disorders, and many youth will return to use after receiving substance use treatment. Youth spend most of their waking hours at school, and thus schools are important social environments for youth in recovery from substance use disorders. Recovery schools have been identified as educational programs that may help support youth in recovery from substance use disorders.This review focused on two types of recovery schools: RHSs, which are schools that award secondary school diplomas and offer a range of therapeutic services in addition to standard educational curricula; and CRCs, which offer therapeutic and sober support services on college campuses.This review looked at whether recovery schools (RHSs or CRCs) affect academic succes...

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