School Effects on Young People’s Drug Use: A Systematic Review of Intervention and Observational Studies

Fletcher, Adam; Bonell, Chris; Hargreaves, James

doi:10.1016/j.jadohealth.2007.09.020

Cited by 192 publications

(184 citation statements)

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“…This is in accordance with experimental studies, which has suggested that changes in the school social environment that increase student participation, improve relationships, and promote a positive school ethos may be associated with reduced drug use (Fletcher et al, 2008). However, the linkage between mastery goal structure and smoking and drinking disappeared in the multivariate logistic regression analysis, probably because mastery goal structure was highly associated with both aspects of school engagement.…”

Section: Discussionsupporting

confidence: 90%

“…Furthermore, a study by Simons-Morton (2004) showed that school engagement was negatively associated with drinking. Other studies have also reported that disengagement is associated with drug use and other risky health behaviors (Fletcher, Bonell, & Hargreaves, 2008). In a longitudinal study of 7th-to 11th-grade students, Wang and Fredricks (2014) found that declines in behavioral and emotional engagement with school were associated with increased smoking and drinking, and that this relationship was bidirectional over time.…”

Section: School Engagement and Substance Use Among Adolescentsmentioning

confidence: 94%

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Classroom Achievement Goal Structure, School Engagement, and Substance Use Among 10^thGrade Students in Norway

Diseth

Samdal

2015

International Journal of School & Educational Psychology

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The present study was aimed at investigating the relationships between students' perceived classroom achievement goals, school engagement and substance use in terms of smoking and drinking, and at investigating gender differences regarding these issues in a sample of 1,239 Norwegian 10 th grade students. A multivariate analysis showed that motivational and affective school engagement was predicted primarily by the students' perception of a mastery goal structure. However, motivational engagement was significantly more strongly predicted by achievement goal structures among boys than girls, in particular by mastery goal structure. The results also showed that school engagement, particularly motivational engagement, was negatively related to substance use. In conclusion, school engagement seems to be an important multi-dimensional indicator of motivation which is related both to perceived classroom goal structure and to students' substance use in terms of smoking and drinking. Despite the correlational design of the present study, it is reasonable to advise the promotion of a mastery goal structure in the classroom.Keywords: Classroom achievement goal structure, school engagement, substance use, gender differences, motivation INTRODUCTIONSchool engagement has emerged as an important indicator of adjustment to life among adolescents (Archambault, Janosz, Fallu, & Pagani, 2009). Whereas students with a high level of school engagement are generally more successful at school, disengaged students are more likely to perform poorly and to exhibit problem behavior (SimonsMorton, 2004;Wang & Holcombe, 2010). For example, lack of school engagement among adolescents may increase the risk of school dropout, substance use (e.g., smoking and drinking), teenage pregnancy, and criminal activity (Blondal & Adalbjarnardottir, 2012;Caraway, Tucker, Reinke, & Hall, 2003;Sagatun, Heyerdahl, Wentzel-Larsen, & Lien, 2014). From a health perspective, a major objective is preventing adolescents from initiating substance use because this is a risk factor for subsequent substance use (Simons-Morton, 2004).Given that there is a relationship between school engagement and substance use, it would appear important to investigate factors in schools and classrooms that may be associated with the students' level of school engagement (Lam et al., 2014). For example, previous research has shown that students' school engagement may be accounted for by how they experience the learning climate at school, in particular by the classroom achievement goal structure q Å ge Diseth and Oddrun Samdal This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The moral rights of the named author(s) have been asserted.Correspondence should be addressed to Å ge Diseth, Department of Education, University of Bergen, Christiesgate 13, 5020 Bergen, Norway....

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Section: Discussionsupporting

confidence: 90%

Section: School Engagement and Substance Use Among Adolescentsmentioning

confidence: 94%

Classroom Achievement Goal Structure, School Engagement, and Substance Use Among 10^thGrade Students in Norway

Diseth

Samdal

2015

International Journal of School & Educational Psychology

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“…Value added in terms of the extent to which educational outcomes and attendance were better or worse than anticipated given a school's intake was viewed as a proxy for school culture, with authoritative schools more likely to combine a high level of control with a high level of support for students. A review by Fletcher, Bonell and Hargreaves (2008) investigating school effects on drug use found a causal association between modifying the school environment to increase participation, improved relationships and ethos and reduced drug use, particularly for boys. Many of the included studies focused on the effects of the provision of teaching and pastoral support, policies and the school campus.…”

Section: Introductionmentioning

confidence: 99%

Student health and well-being in secondary schools: the role of school support staff alongside teaching staff

Littlecott

Moore

Murphy

2018

Pastoral Care in Education

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A growing evidence base indicates that health and educational attainment are synergistic goals. Students’ relationships with teachers and other students in the school environment are consistently predictive of a broad range of health and well-being outcomes. Despite the potential importance of relationships between students and a broad range of actors within a school, research tends to reduce ‘school staff’ to ‘teachers’. Previous research has highlighted incongruence between the power imbalance within a teacher–student relationship and the dynamics required to address health and well-being-related issues. To date, there has been no investigation into how the nature of the relationships between students and support staff may differ from those with teaching staff. This article aims to conceptualise the role of support versus teaching staff in promoting health and well-being to understand how school system functioning may affect relationships between school staff and students. Semi-structured interviews were conducted to obtain the perceptions of staff, students and parents within four exploratory case study schools of differing socio-economic status, geographical location and size. In line with the Theory of Health Promoting Schools and Human Functioning, findings demonstrated that the prominence of well-being relies on provision of staffing structures which include a team of support staff to work alongside teaching staff to provide the time and space to deal with issues immediately and build trust and rapport in a one-to-one setting. Further mixed-methods research is required to investigate how staffing structures can facilitate the development of mutually trusting relationships between staff and students.

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“…Therefore, interventions that increase student participation, improve relationships and promote a positive school ethos might reduce drug use (Bonell, Sorhaindo, Allen, Strange, Wiggins, Fletcher, …Rhodes, 2010;Fletcher, Bonell & Hargreaves, 2008). For environmental prevention at community level, a good example is the Communities That Care (CTC) programme from Oregon, which is now being implemented in the Netherlands, Austria and Germany.…”

Section: What Is Environmental Prevention?mentioning

confidence: 99%

Prevención ambiental de drogas en la Unión Europea. ¿Por qué es tan impopular este tipo de prevención?

Burkhart¹

2011

Adicciones

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School Effects on Young People’s Drug Use: A Systematic Review of Intervention and Observational Studies

Cited by 192 publications

References 42 publications

Classroom Achievement Goal Structure, School Engagement, and Substance Use Among 10^thGrade Students in Norway

Classroom Achievement Goal Structure, School Engagement, and Substance Use Among 10^thGrade Students in Norway

Student health and well-being in secondary schools: the role of school support staff alongside teaching staff

Prevención ambiental de drogas en la Unión Europea. ¿Por qué es tan impopular este tipo de prevención?

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School Effects on Young People’s Drug Use: A Systematic Review of Intervention and Observational Studies

Cited by 192 publications

References 42 publications

Classroom Achievement Goal Structure, School Engagement, and Substance Use Among 10thGrade Students in Norway

Classroom Achievement Goal Structure, School Engagement, and Substance Use Among 10thGrade Students in Norway

Student health and well-being in secondary schools: the role of school support staff alongside teaching staff

Prevención ambiental de drogas en la Unión Europea. ¿Por qué es tan impopular este tipo de prevención?

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Classroom Achievement Goal Structure, School Engagement, and Substance Use Among 10^thGrade Students in Norway

Classroom Achievement Goal Structure, School Engagement, and Substance Use Among 10^thGrade Students in Norway