# Presentation: 030512

## Prevention & Academics

**Prevention & Academics**

***Making the Link***

***Acme Middle School***
***April, 2003***

##     “What we do in the name of health, safety, and well-being are linked with teaching and learning. Teaching and learning can't take place if students aren't healthy, aren't physically and mentally fit, or aren't safe.”

    William Modzeleski, Director, Safe and Drug-Free   Schools Program, U.S. Department of Education 

**    ****“****What we do in the name of health, safety, and well-being are linked with teaching and learning. Teaching and learning can't take place if students aren't healthy, aren't physically and mentally fit, or aren't safe.”**
*    **William Modzeleski, Director, Safe and Drug-Free   Schools Program, U.S. Department of Education *

## Goals for Education

**PERFORMANCE**

**IMPROVE CHILDREN’S**
**WELL-BEING**

- and

**Goals for Education**

**Notes:**
The goals for education are:  
to raise academic performance  and
to produce happy, healthy, well-adjusted adults

It’s not a question of “either/or.”  
These goals aren’t on opposite ends of a continuum.

## Goals for Education

- IMPROVE
- CHILDREN’S
- WELL-BEING

**Improving **
**academic**
**performance by**
**increasing**
**well-being**

**Goals for Education**

**Notes:**
In fact, the research shows that they are interdependent.
Research shows that increased social, emotional, and physical well-being 
can improve academic performance.  
A common goal for Massachusetts’ educators is to strengthen the link between
health and academic performance.

What are some of the obstacles in achieving these goals?

## Research & Risk Behavior

**Research & Risk Behavior**

**14.5% of **
**9****th**** graders at **
**the Acme Middle **
**School smoke**
**daily.***

**Tobacco use**
**decreases**
**attention span**
**and**
**concentration.**
***1998 U.S. Dept of Health ***
***& Human Services***

***Findings based on 2001 Acme School/Community Needs Assessment**

**Notes:**
 Tobacco smoke contains nicotine, carbon monoxide, tar, and a variety of other
carcinogens. Carbon monoxide replaces oxygen in red blood cells which reduces
 the amount of oxygen being delivered to brain.  In addition, nicotine addiction 
reduces the ability to concentrate by altering the chemical balance of the brain.  
It is known that cognitive functioning (concentration and attention span) is impeded 
when the brain is deprived of nicotine.  
For example:  If a student smokes daily and spends 15 minutes of the school day 
craving a cigarette, time on learning is reduced by 45 hours per year. This 
translates to the equivalent of missing nine weeks of a 50- minute calculus class.

NOTE:  	For more information, please refer to the literature review page 	
	two.
	MYRBS is the Massachusetts Youth Risk Behavior Survey.

## Research & Risk Behavior

**Research & Risk Behavior**

**53.5% of Acme **
**9****th**** graders **
**drink alcohol on **
**a monthly basis.**
**30.9% of Acme**
**9****th**** graders**
**smoke marijuana **
**on a monthly **
**basis****.*******

**Alcohol & drug**
**use impair the**
**brain’s ability to**
**process**
**information,**
**form memories,**
**and recall**
**information.**
***Jaffe, 1980.***

***Findings based on 2001 Acme School/Community Needs Assessment**

**Notes:**
Alcohol and drugs disrupt the brain’s chemical balance.  The particular effect
is dependent on the individual substance used.  For example, alcohol is a depressant
and marijuana affects short-term memory.
Research suggests that at least two students in a class of thirty are chemically
dependent or addicted (Anderson, 1993).
The MYRBS data reports that over half of teens drink on a monthly basis or more  
and that over 30% smoke marijuana on a monthly basis.  

## Research & Health Behavior

**Research & Health Behavior**

**Exposure to violence **
**has negative **
**psychological and **
**physiological **
**consequences that**
** ****can have detrimental **
**effects**
** ****on school **
**performance.**
**Prothrow-Stith & Quaday, 1995**

**36% of Acme **
**students have **
**been in a **
**physical fight **
**within the past**
** ****year.**

***Findings based on 2001 Acme School/Community Needs Assessment**

**Notes:**
Psychological problems associated with trauma and violence may interfere with 
the learning process.  Trauma can have an effect on memory and the ability to 
incorporate and transfer skills. Children may become more apathetic about the future, 
and may have behavioral problems.

School performance problems that have been linked to violent behavior also 
include poor verbal skills, difficulty with attention, and antisocial behavior and 
problems (Prothrow-Stith & Quaday 1995).  Exposure to violence and violent 
behavior can have a profound negative effect on students and many aspects of their 
ability to learn.

## Some Other Interesting Facts:

**Some Other Interesting Facts**:

**Students who are threatened with physical violence may avoid school****. (Massachusetts Youth Risk Behavior Survey, 1997)**
**Substance using or pregnant students are more likely to drop out of school. ****(Bempechat, 1989)**
**Students who smoke are more likely to miss school due to related health problems, such as colds, bronchitis, and asthma. ****(U.S. Department of Health and Human Services, 1982)**

**Notes:**
Research has shown that health issues affect students’ ability to learn in the 
classroom.  In addition, health issues can affect school attendance.

A violent school environment may lead to increased absenteeism due to avoidance
and/or suspension/expulsion. The MYRBS data shows that at least 5% of students
avoid school when faced with physical violence.

## How do we create an academic environment that is challenging and rigorouswhile nurturing the student’s well-being?

**How do we create an academic environment that is challenging and rigorous****while nurturing the student’s well-being?**

## “When we give students positive social skills, we don’t just help them feel better,  we help them learn better too." 

**“****When we give students positive social skills, we don’t just help them feel better,  we help them learn better too."**
*Sheppard G. Kellam, M.D., Senior Research   Scientist at the American Institutes for Research*

## Prevention Programs & School Performance

**Prevention Programs & School Performance**

**Increased ****grade point average**** ****(United States Department of Health and Human Services, 1998****)**
**Increased ****self-reported achievement****  ****(Hawkins et al, 1999)**
**Increased achievement scores in ****reading, math, and language**** ****(Simun, Slovacek, Batie, Simun, 1996)**

**Notes:**
Comprehensive School Health Education Programs can facilitate healthy
behaviors of students through positively changing health-related knowledge,
skills, attitudes, and behaviors.  This, in turn, can play a vital part in improving
school and academic performance.
Schools that have implemented comprehensive school health education programs 
have seen:
increased grade point averages
increased course grades in math & English
increased achievement scores in reading
increased standardized test performance

NOTE:  For more information, please refer to the literature review page ten.

## Prevention Programs & School Performance

**Prevention Programs & School Performance**

**Decreased ****proportion of students repeating a grade**** ****(U.S. Senate, 1993)**
**Increased ****attendance**** ****(Hawkins et al, 1999)**
**Increased ****pro-social attitudes**** ****(Simun, Slovacek, Batie, Simun, 1996)**
**Increased ****assignment completion**** ****(Lindmark, Marshall, Riley, & Strey, 1996)**

**Notes:**
Comprehensive School Health Education Programs may reduce risk behaviors.
We have seen an association between the following positive outcomes and
the implementation of Comprehensive School Health  Education Programs:
Cognitive development & awareness (U.S. Senate, 1993)
Increased attendance (U.S. Senate, 1993)
Increased graduation rates (Pitway Charitable Foundation, 1992)
Increased goal setting, problem identification, decision making, & 
communication (Mohai, 1991

## The X Program enhances academic 
achievement in the following ways:

By meeting identified school needs
By supporting state learning standards

By helping to create a safe school environment where students can learn and flourish 

**The X Program enhances academic **
**achievement in the following ways:**
**By meeting identified school needs**
**By supporting state learning standards**
**By helping to create a safe school environment where students can learn and flourish **

## References

**References**

- Bempchat, J., et al. (1989).  *Teenage pregnancy and drug abuse. *ERIC Document 316615.
- Hawkins, J.D., Vatalano, R.F., Kosterman, R., Abbott, R. & Hill, K.G. (1999). Preventing adolescent health-risk behaviors by strengthening protection during childhood. *Archives of Pediatric Adolescent Medicine, 153,* 226-234.
- Jaffe, J.H. (1980).  Drug addiction and drug abuse.  In A.G. Goodman, L.S. Gilman & A. Gilman (Eds.) *The Pharmacological Basis of Therapeutics.* New York, NY. Macmillan Publishing Co.
- Lindmark, T., Marshall, J. Riley, S. & Strey, E. (1996).  Improving Behavior and Academic Success Through a Caring Classromm.  *Master’s Thesis, Saint Xavier University. *ED 399 493.
- Massachusetts Department of Education. (1998).  *1997 Massachusetts Youth Risk Behavior Survey Results*.  Malden, MA : Author
- Prothrow-Stith, D., & Quaday, S. (1995).  *Hidden Casualties: the Relationship between Violence and Learning.  *Washington, D.C.:  National Health and Education Consortium.
- Simun, P.B., Slovacek, S.P., Batie, M., Simun, M. (1996). *Project Support Evaluation*. Los Angeles Unified School District, report #3-Final Evaluation. ED 398 291.
- United States Department of Health and Human Services. (1998). *Health Consequences of Smoking: Addiction. A report to the surgeon general.  *Washington, DC: Author*.*
- United States Department of Health and Human Services. (1982). *Marijuana and youth: Clinical observations on motivation and learning.  *Washington, DC: Author*.*
- Report to the Chariman, Committee on Labor and Human Resources, U.S. Senate. (1993). *School-linked human services: A comprehensive strategy for aiding students at risk of school failure. *ERIC Document 372818.