Where next with theory and research on how the school environment influences young people's substance use?

Bonell, Chris; Fletcher, Adam; Jamal, Farah; Aveyard, Paul; Markham, Wolfgang A.

doi:10.1016/j.healthplace.2016.05.006

Cited by 11 publications

(10 citation statements)

References 46 publications

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“…A recurring theme was that interventions aimed to transform relationships between students and teachers and thus establish a better classroom climate. While this theme resonates with the concept of boundary erosion, it also suggests an elaboration of the latter is required, as has previously been argued [ 68 ]. By boundary erosion, what we mean is not an erosion of source of differences between staff and students or a challenge to disparities of power but rather a transformation of the quality and strengthening of relationships so that these move beyond merely the instrumental task of academic education and embrace more affective dimensions and students’ overall development.…”

Section: Resultsmentioning

confidence: 62%

A systematic review and synthesis of theories of change of school-based interventions integrating health and academic education as a novel means of preventing violence and substance use among students

et al. 2018

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BackgroundSchools can play an important role in promoting health. However, many education policies and institutions are increasingly emphasising academic attainment targets, which appear to be diminishing the time available for health education lessons. Interventions that integrate both health and academic learning may present an ideal solution, simultaneously addressing health education and academic development. The theories of change underlying these interventions are therefore of interest, but are poorly studied.MethodsA systematic review of evaluations of interventions that integrate academic and health education for reduced substance use and/or violence was carried out. As part of this, reports describing theory were assessed for quality and data extracted. Theoretical data were synthesised within and across individual interventions using reciprocal translation and meta-ethnographic line of argument synthesis to produce an overall theory of change for interventions that integrate health and academic education to prevent substance use and violence.ResultsForty-eight reports provided theoretical descriptions of 18 interventions. An overarching theory that emerged was that eroding ‘boundaries’ at multiple and mutually reinforcing levels—by integrating academic and health education, by transforming relationships between teachers and students, by generalising learning from classrooms to the wider school environment and by ensuring consistent messages from schools and families—is intended to lead to the development of a community of engaged students oriented towards pro-social behaviour and away from substance use, violence and other risk behaviours.ConclusionsEroding ‘boundaries’ between health and academic education, teachers and students, classrooms and the wider school and schools and families were seen to be the most critical to establishing new frameworks of family, classroom or school organisation that are conducive to promoting both academic and social-emotional outcomes. Whether such interventions are feasible to implement and effective in reducing risk behaviours will be examined in other reports arising from the review.Electronic supplementary materialThe online version of this article (10.1186/s13643-018-0862-y) contains supplementary material, which is available to authorized users.

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Section: Resultsmentioning

confidence: 62%

A systematic review and synthesis of theories of change of school-based interventions integrating health and academic education as a novel means of preventing violence and substance use among students

et al. 2018

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“…However, part of this correlation may be explained by school contextual features independent of student characteristics (e.g., school location, school denomination, school size) Aveyard, Markham, Lancashire et al, 2004). For example, some cross-sectional and longitudinal studies in developed countries (the UK and USA) using a multi-level approach have found that a "value-added" school measure (which assesses the extent to which schools achieved better than expected results and had lower than expected truancy) (Bonell, Fletcher, Jamal, Aveyard, & Markham, 2016) was consistently associated with lower rates of smoking and alcohol and drug use Aveyard, Markham, Lancashire et al, 2004;Markham et al, 2008;Tobler, Komro, Dabroski, Aveyard, & Markham, 2011). When available, this or other school contextual factors should be assessed considering the influence of students' context.…”

Section: Introductionmentioning

confidence: 99%

Individual and contextual factors associated with tobacco, alcohol, and cannabis use among Chilean adolescents: A multilevel study

Gaete

Araya

2017

Journal of Adolescence

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We studied the association between individual and contextual variables and the use of tobacco, alcohol, or cannabis in the last 30 days preceding the study, considering the hierarchical nature of students nested in schools. We used the 7th Chilean National School Survey of Substance Use (2007) covering 45,273 students (aged 12-21 years old) along with information from 1465 schools provided by the Chilean Ministry of Education. Multilevel univariable and multivariable logistic regression models were performed. We found a significant intra-class correlation within schools for all substances in the study. Common (e.g., availability of pocket money, more time spent with friends, poor parental monitoring, poor school bonding, bullying others, and lower risk perception of substance use) and unique predictors (e.g., school achievement on national tests) were identified. These findings may help in planning and conducting preventive interventions to reduce substance use.

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“…8,9 In addition to associations with mental health and well-being through reductions in social contacts, 9 there may be direct associations such as anxiety due to loss of known and valued activities 5 and loss of the protective effects of connection with school. 10 There may also be a range of associations owing to the loss of physical activity gained from active transport to school as well as from school sports.…”

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confidence: 99%

School Closures During Social Lockdown and Mental Health, Health Behaviors, and Well-being Among Children and Adolescents During the First COVID-19 Wave

Viner

Russell

Saulle³

et al. 2022

JAMA Pediatr

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377

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as part of broader social lockdown measures during the COVID-19 pandemic may be associated with the health and well-being of children and adolescents.OBJECTIVE To review published reports on the association of school closures during broader social lockdown with mental health, health behaviors, and well-being in children and adolescents aged 0 to 19 years, excluding associations with transmission of infection.EVIDENCE REVIEW Eleven databases were searched from inception to September 2020, and machine learning was applied for screening articles. A total of 16 817 records were screened, 151 were reviewed in full text, and 36 studies were included. Quality assessment was tailored to study type. A narrative synthesis of results was undertaken because data did not allow meta-analysis. FINDINGS A total of 36 studies from 11 countries were identified, involving a total of 79 781 children and adolescents and 18 028 parents, which occurred during the first wave of the COVID-19 pandemic (February to July 2020). All evaluated school closure as part of broader social lockdown during the first COVID-19 wave, and the duration of school closure ranged from 1 week to 3 months. Of those, 9 (25%) were longitudinal pre-post studies, 5 (14%) were cohort, 21 (58%) were cross-sectional, and 1 (3%) was a modeling study. Thirteen studies (36%) were high quality, 17 (47%) were medium quality, and 6 (17%) were low quality. Twenty-three studies (64%) were published, 8 (22%) were online reports, and 5 (14%) were preprints. Twenty-five studies (69%) concerning mental health identified associations across emotional, behavioral, and restlessness/inattention problems; 18% to 60% of children and adolescents scored above risk thresholds for distress, particularly anxiety and depressive symptoms, and 2 studies reported no significant association with suicide. Three studies reported that child protection referrals were lower than expected number of referrals originating in schools. Three studies suggested higher screen time usage, 2 studies reported greater social media use, and 6 studies reported lower physical activity. Studies on sleep (10 studies) and diet (5 studies) provided inconclusive evidence on harms. CONCLUSIONS AND RELEVANCEIn this narrative synthesis of reports from the first wave of the COVID-19 pandemic, studies of short-term school closures as part of social lockdown measures reported adverse mental health symptoms and health behaviors among children and adolescents. Associations between school closure and health outcomes and behaviors could not be separated from broader lockdown measures.

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Where next with theory and research on how the school environment influences young people's substance use?

Cited by 11 publications

References 46 publications

A systematic review and synthesis of theories of change of school-based interventions integrating health and academic education as a novel means of preventing violence and substance use among students

A systematic review and synthesis of theories of change of school-based interventions integrating health and academic education as a novel means of preventing violence and substance use among students

Individual and contextual factors associated with tobacco, alcohol, and cannabis use among Chilean adolescents: A multilevel study

School Closures During Social Lockdown and Mental Health, Health Behaviors, and Well-being Among Children and Adolescents During the First COVID-19 Wave

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