Crash: Find the Exit- A neuroscience board game as a tool to discuss mechanisms of drug abuse and addiction issues in the classroom

Neuroscience Outside the Box: From the Laboratory to Discussing Drug Abuse at Schools

“…In line with this proposal and following UNESCO’S recommendation for educators to apply interactive teaching methods ( UNESCO et al, 2017 ), our group previously developed a neuroscience-based board game called “Crash: find the exit” to promote information, engagement and dialogue at schools about substance abuse and its effects on the central nervous system ( Da Silva Chagas et al, 2020 ). In this collaborative game developed for middle and high school students (ages 12 and older), we present information about 22 neuroactive drugs (e.g., depressants, hallucinogens, stimulants, anabolic steroids, and prescription drugs) as well as brain anatomy, cell types/structures, neurotransmitter actions, the impact of drug abuse on nervous system physiology, and the mechanisms underlying overdose (including effects on other systems, such as cardiovascular and renal).…”

“…In this collaborative game developed for middle and high school students (ages 12 and older), we present information about 22 neuroactive drugs (e.g., depressants, hallucinogens, stimulants, anabolic steroids, and prescription drugs) as well as brain anatomy, cell types/structures, neurotransmitter actions, the impact of drug abuse on nervous system physiology, and the mechanisms underlying overdose (including effects on other systems, such as cardiovascular and renal). We also added discussion points about depictions of drug use in series or films, making it a particularly interesting experience for young audiences ( Da Silva Chagas et al, 2020 ). Other initiatives for teaching young people about drug abuse have also employed games and even interactive platforms ( Miller et al, 2006 ; Cheng et al, 2011 ; Klisch et al, 2013 ; Epstein et al, 2016 ; Kapitány-Fövény et al, 2018 ; Stapinski et al, 2018 ).…”

“…We advocate in favor of a two-way partnership between researchers and teachers or research centers and schools aiming to find creative alternatives to presenting important information (e.g., about drug abuse 1 ). These approaches should be as fun, interactive and engaging as possible ( Da Silva Chagas et al, 2020 ).…”

Neuroscience literacy and substance use prevention: How well do young people understand their brain?

“…Growing evidence suggests that neuroscience may be effective at engaging young people in complex health information 16–19 . Young people perceive health messages as more important when accompanied by descriptions and images of the brain, an effect coined ‘the seductive allure of neuroscience explanations’ (SANE 20,21 ).…”

“…Growing evidence suggests that neuroscience may be effective at engaging young people in complex health information. [16][17][18][19] Young people perceive health messages as more important when accompanied by descriptions and images of the brain, an effect coined 'the seductive allure of neuroscience explanations' (SANE 20,21 ). Using neuroscience to frame health behaviour has been found to promote tolerance over stigma, 22 and provided the relevance of the brain in teaching young people about the harms of substances, neuroscience research may provide a credible backdrop to inspire positive health behaviours among young people.…”