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

Abstract

One of the effects of the current COVID-19 pandemic is that low-income countries were pushed further into extreme poverty, exacerbating social inequalities and increasing susceptibility to drug use/abuse in people of all ages. The risks of drug abuse may not be fully understood by all members of society, partly because of the taboo nature of the subject, and partly because of the considerable gap between scientific production/understanding and communication of such knowledge to the public at large. Drug use is a major challenge to social development and a leading cause of school dropout rates worldwide. Some public policies adopted in several countries in recent decades failed to prevent drug use, especially because they focused on imposing combative or coercive measures, investing little or nothing in education and prevention. Here we highlight the role of neuroscience education as a valid approach in drug use education and prevention. We propose building a bridge between schools and scientists by promoting information, student engagement and honest dialogue, and show evidence that public policy regulators should be persuaded to support such science-based education programs in their efforts to effect important positive changes in society.

Characterization of EEG-P300 Signals in Drug Users

“…The use of NAPZA in the medical field is generally used as an anesthetic drug for surgery and the like, but when abused it has a very detrimental impact on individuals and societies, especially the younger generation [1,2]. Narcotics, psychotropics, and other addictive substances (NAPZAs) are substances that can affect the central nervous system or the brain [3,4].…”