Mitigating risks of students use of study drugs through understanding motivations for use and applying harm reduction theory: a literature review

Abstract

As postsecondary students’ use of “study drugs” becomes more popular with increasingly reported negative effects on health and academic performance, failing prohibitionist policies to reduce consumption, and ambiguity in literature towards best practices to address this population, we present a literature review that seeks effective solutions educational institutions can apply to improve outcomes for students who use drugs. Motivations for use, effects of the substances, an analysis of efforts to control use from educational institutions, and suggestions on promoting most effective outcomes based on harm reduction, are described. Theory, quantitative, and qualitative works from systematic reviews, cohort studies, and epidemiological assessments are examined on the “study drugs” methylphenidate, dextroamphetamine, and amphetamine, also known as Adderall, Ritalin, Focalin, and Concerta. There is a focus on postsecondary students ages 18–25 in North America. Results show important risk factors for drug use including low perceived self-efficacy or enjoyment in courses, poor accommodation of special needs, reliance on external validation, having a low GPA, and experiencing a mental health issue. There is much misconception on the health and academic effects of these drugs in literature, among students, and on online knowledge sources. We suggest these drugs do not improve GPA and learning, while they might temporarily increase memory, but with detrimental negative health effects. Campaigns that address underlying factors of use can be most successful in mitigating harms.

Perceived factors influencing the initiation of methamphetamine use among Akha and Lahu youths: a qualitative approach

“…Noroozi et al [20] also reported that some outcome expectancies, such as increased energy to improve occupational functions and tackle fatigue, were reported as contributing factors in the initiation of methamphetamine use among the youth in Tehran. Moreover, Abelman [21] reported that students aged 18–25 years from several countries had used methamphetamine because they expected better scores on their examinations. These findings support those of our study indicating that a positive expectation of methamphetamine use, particularly increased energy for work, was a contributing factor to the initiation of methamphetamine use among the Akah and Lahu hill tribe youths in northern Thailand.…”

Alcohol and Cannabis Intake in Nursing Students

“…Nevertheless, the observed trend is towards similar consumption rates for all substances in both genders [30]. Despite the increasing prevalence of recreational cannabis use among the young population [40] and medical students [41], mainly for its rewarding effects [42,43], the use of cannabinoids among students might also be explained by their anxiolytic, antidepressant, and sleep-promoting effects [44] as a means to mitigate the effects of exposure to different stressors and burnout [11,45,46]. The use of both alcohol and cannabis may affect the current academic performance of students [47], and they may also contribute to misjudgments and misperceptions as future nurses towards patients with substance use disorders [48].…”

Self-Reported Illicit Drug Use Among Norwegian University and College Students. Associations With Age, Gender, and Geography

“…For students in particular, the motives may be recreational, related to mood-enhancing or used to increase study performance (15,16). Stimulants such as Ritalin (methylphenidate) and amphetamine are among the most commonly used drugs in this respect (17). Among Norwegian higher education students, lifetime use of stimulants as a study drug was reported by 2-4% (18).…”

“…Among Norwegian higher education students, lifetime use of stimulants as a study drug was reported by 2-4% (18). Although a temporary increase in memory may be experienced, the use of these drugs is according to a literature review associated with detrimental negative health effects, while not improving learning and school grades (17).…”