Schools Without Drugs

A PLAN FOR ACTION

WHAT PARENTS CAN DO

• Teach standards of right and wrong, and demonstrate these standards through personal example.
• Help children to resist peer pressure to use alcohol and other drugs by supervising their activities, knowing who their friends are, and talking with them about their interests and problems.
• Be knowledgeable about drugs and signs of drug use. When symptoms are observed, respond promptly.

Parents

Instilling Responsibility

Recommendation #1:

• Setting a good example for children and not using drugs themselves.
• Explaining to their children at an early age that drug use is wrong, harmful, and unlawful, and reinforcing this teaching throughout adolescence.
• Encouraging self-discipline by giving children regular duties and holding them accountable for their actions.
• Establishing standards of behavior concerning drugs, drinking, dating, curfews, and unsupervised activities, and enforcing them consistently and fairly.
• Encouraging their children to stand by their convictions when pressured to use drugs.

Central Elementary

Gulfport, Mississippi

The POP team is just one way parents are involved in the drug prevention program at Central Elementary. Spurred, in part, by the high rate of drug activity in the school's surrounding neighborhood, the Central staff made an early commitment to involving parents, grandparents, aunts, uncles and other caregivers in all aspects of the program's development.

The school helped train parents to go into the community--to churches and social centers--to teach drug awareness and provide child rearing classes. Newsletters and home visits support Central's outreach.

Inherent in the school's drug prevention program is the philosophy that the best prevention is providing healthy, challenging activities for the mind. High on Checkers is just one such program. Central checker players not only compete within the school, they take field trips to the "checker capital of the world" 70 miles from Gulfport. Central champions have even played in tournaments in Russia and England. Parent volunteers make travel possible by seeking donations, holding fund-raising events, and serving as chaperons.

Teachers and parents also devote time and energy to other activities such as the highly acclaimed Boys Choir, a problem-solving club called the Think Tank, and the Central Student Council, one of the few elementary councils in Mississippi.

Parents may also volunteer to read to students, to help with the physical education program, or to be a "buddy" in the cafeteria. Several parents have acknowledged that the Central drug-free efforts have made a positive difference not only in the lives of their children, but in their own lives as well.

Parents

Recommendation #2:

When parents take an active interest in their children's behavior, they provide the guidance and support children need to resist drugs. Parents can do this by:

• Knowing their children's whereabouts, activities, and friends.
• Working to maintain and improve family communications and listening to their children.
• Being able to discuss drugs knowledgeably. It is far better for children to obtain their information from their parents than from their peers or on the street.
• Communicating regularly with the parents of their children's friends and sharing their knowledge about drugs with other parents.
• Being selective about their children's viewing of television and movies that portray drug use as glamorous or exciting.

• Encouraging the development of a school policy with a clear no-use message.
• Supporting administrators who are tough on drugs.
• Assisting the school in monitoring students' attendance and planning and chaperoning school-sponsored activities.
• Communicating regularly with the school regarding their children's behavior.

Fact Sheet

Signs of Drug Use

Signs of Drugs and Drug Paraphernalia

• Possession of drug-related paraphernalia such as pipes, rolling papers, small decongestant bottles, eye drops, or small butane torches.
• Possession of drugs or evidence of drugs, such as pills, white powder, small glass vials, or hypodermic needles; peculiar plants or butts, seeds, or leaves in ashtrays or in clothing pockets.
• Odor of drugs, smell of incense or other "cover-up" scents.

• Drug-related magazines, slogans on clothing.
• Conversation and jokes that are preoccupied with drugs.
• Hostility in discussing drugs.
• Collection of beer cans.

Signs of Physical Deterioration

• Memory lapses, short attention span, difficulty in concentration.
• Poor physical coordination, slurred or incoherent speech.
• Unhealthy appearance, indifference to hygiene and grooming.
• Bloodshot eyes, dilated pupils.

Dramatic Changes in School Performance

• Marked downturn in student's grades--not just from C's to F's, but from A's to B's and C's; assignments not completed.
• Increased absenteeism or tardiness.

Changes in Behavior

• Chronic dishonesty (lying, stealing, cheating); trouble with the police.
• Changes in friends, evasiveness in talking about new ones.
• Possession of large amounts of money.
• Increasing and inappropriate anger, hostility, irritability, secretiveness.
• Reduced motivation, energy, self-discipline, self-esteem.
• Diminished interest in extracurricular activities and hobbies.

Parents

Recommendation #3:

Parents are in the best position to recognize early signs of drug use in their children. To inform and involve themselves, parents should take the following steps:

• Learn about the extent of the drug problem in their community and in their children's schools.
• Learn how to recognize signs of drug use.
• Meet with parents of their children's friends or classmates about the drug problem at their school. Establish a means of sharing information to determine which children are using drugs and who is supplying them.

• Devise a plan of action. Consult with school officials and other parents.
• Discuss their suspicions with their children in a calm, objective manner. Do not confront a child while he or she is under the influence of alcohol or other drugs.
• Impose disciplinary measures that help remove the child from those circumstances where drug use might occur.
• Seek advice and assistance from drug treatment professionals and from a parent group.

WHAT SCHOOLS CAN DO

• Determine the extent and character of alcohol and other drug use and monitor that use regularly.
• Establish clear and specific rules regarding alcohol and other drug use that include strong corrective actions.
• Enforce established policies against alcohol and other drug use fairly and consistently. Ensure adequate security measures to eliminate drugs from school premises and school functions.
• Implement a comprehensive drug prevention curriculum for kindergarten through grade 12, teaching that drug use is wrong and harmful, and supporting and strengthening resistance to drugs.
• Reach out to the community for support and assistance in making the school's anti-drug policy and program work. Develop collaborative arrangements in which school personnel, parents, school boards, law enforcement officers, treatment organizations, and private groups can work together to provide necessary resources.

Schools

Recommendation #4:

School personnel should be informed about the extent of drugs in their school. School boards, superintendents, and local public officials should support school administrators in their efforts to assess the extent of the drug problem and to combat it.

To guide and evaluate effective drug prevention efforts, schools need to take the following actions:

• Conduct anonymous surveys of students and school personnel and consult with local law enforcement officials to identify the extent of the drug problem.
• Bring together school personnel to identify areas where drugs are being used and sold.
• Meet with parents to help determine the nature and extent of drug use.
• Maintain records on drug use and sale in the school over time, for use in evaluating and improving prevention efforts. In addition to self-reported drug use patterns, records may include information on drug-related arrests and school discipline problems.
• Inform the community, in straightforward language, of the results of the school's assessment of the drug problem.

Roncalli High School

Before Roncalli, a Catholic coed high school, initiated its no-use drug policy in the early 1980s, it was not uncommon after athletic events to see a parking lot full of empty beer cans and to hear reports of students charged with driving while intoxicated.

After an alcohol-related teenage traffic fatality jolted the community, a district-wide survey was taken that showed widespread drug and alcohol use by high school students. The Roncalli student body was no exception. In response, an action plan was developed by students, parents, and the community that calls for referral and treatment on the first offense for any student found in the possession of or under the influence of alcohol or drugs at any Roncalli High School activity. The consequence for a second offense is dismissal.

Since this program's inception 13 years ago, only one student has declined referral and treatment choosing instead to leave school. Tracking surveys each year help the faculty and students to monitor progress in achieving the school's drug-free goal.

Positive peer pressure and team spirit are important ingredients in Roncalli's anti-drug program. The student group RADD (Roncalli Against Drinking and Drugs) operates as an arm of the Student Senate to organize and coordinate drug-free activities through the year. More than 90 percent of the 650 students at Roncalli High participate in RADD's activities that include dances, open gym, Trivial Pursuit contests, Pictionary night, video screenings, and other after-school events. A Peer Helpers program matches all 120 incoming freshmen with peers who provide information throughout the year on Roncalli's anti-drug policies and program.

Concerned Persons Groups also meet at Roncalli to offer extra peer support to students who have a friend or family member using drugs or who may need a place to talk and find assistance in confidence. The groups meet during the school day on alternating schedules so that all may have the option to attend.

Parents, too, are actively involved in the school program. The Roncalli Parents Communication Network has commitments from more than 60 percent of the Roncalli parents to keep their homes drug-free and to be present when students visit.

Schools

Recommendation #5:

• Specify what constitutes a drug offense by defining (1) illegal substances and paraphernalia; (2) the area of the school's jurisdiction, for example, the school property, its surroundings, and all school-related events, such as proms and football games; and (3) the types of violations (drug possession, use, and sale).
• State the consequences for violating school policy; punitive action should be linked to referral for treatment and counseling. Measures that schools have found effective in dealing with first-time offenders include the following:
  • A required meeting of parents and the student with school officials, concluding with a contract signed by the student and parents in which they both acknowledge a rug problem and the student agrees to stop using and to participate in drug counseling or a rehabilitation program.
  • Suspension, assignment to an alternative school, in-school suspension, after-school or Saturday detention with close supervision, and demanding academic assignments.
  • Referral to a drug treatment expert or counselor.
  • Notification of police.
  Penalties for repeat offenders and for sellers may include expulsion, legal action, and referral for treatment.
• Describe procedures for handling violations, including the following:
  • Legal issues associated with disciplinary actions (confidentiality, due process, and search and seizure) and their application.
  • Circumstances under which incidents should be reported and the responsibilities and procedures for reporting incidents, including the identification of the authorities to be contacted.
  • Procedures for notifying parents when their child is suspected of using drugs or is caught with drugs.
  • Procedures for notifying police.
• Enlist legal counsel to ensure that all policy is in compliance with applicable Federal, State, and local laws.
• Build community support for the policy. Hold open meetings where views can be aired and differences resolved.

Schools

Recommendation #6:

Ensure that everyone understands the policy and the procedures that will be followed in case of infractions. Make copies of the school policy available to all parents, teachers, and students, and publicize the policy throughout the school and community.

Impose strict security measures to bar access to intruders and to prohibit student drug trafficking. Enforcement policies should correspond to the severity of the school's drug problem.

For example:

• Officials can require students to carry hall passes, supervise school grounds and hallways, and secure assistance of law enforcement officials, particularly to help monitor areas around the school.
• For a severe drug problem, officials can use security personnel to monitor closely all school areas where drug sales and use are known to occur; issue mandatory identification badges for school staff and students; request the assistance of local police to help stop drug dealing; and, depending on applicable law, develop a policy that permits periodic searches of student lockers. Review enforcement practices regularly to ensure that penalties are uniformly and fairly applied.
• Consider implementing an alternative program for students who have been suspended for drug use or possession. Some districts have developed off-campus programs to enable suspended students to continue their education in a more tightly structured environment. These programs may be offered during the day or in the evening, and may offer counseling as well as an academic curriculum. Other districts have successfully used a probationary alternative that combined a short-term in-school suspension with requirements for drug testing and participation in support groups as a condition of returning to the classroom.

Lawrenceville Middle School

Ten years ago, Lawrenceville, Georgia, was a rural community outside Atlanta. Today it is a full-fledged suburb, and one of the nation's fastest-growing. Lawrenceville Middle School, responding to rapid changes in the community, did not wait for a crisis to begin thinking about the drug education needs of its 1100 students. It conducted a survey in 1981 to use as a benchmark to measure drug-free progress in subsequent years and to help define an appropriate program--the first in Gwinnett County--for sixth-, seventh- and eighth-graders. The Lawrenceville program emphasizes five prevention strategies: education, life and social skills, healthy alternatives, risk factor reduction, and environmental change. While annual surveys help the faculty and parents assess its effectiveness, they are not the only way they measure effectiveness. Regular informal assessments and day-today faculty observation help to fine tune the program from year to year and suggest any immediate changes required. A case in point: when teachers began to observe an increase in tobacco use, particularly smokeless tobacco use, they formed a committee that included parents and administrators and came up with a plan to include more information in the curriculum on the harmful effects of tobacco and more up-to-date materials in the media center. They also decided to implement a no-tobacco use policy for the school staff. The following year, incidents of student tobacco use decreased dramatically.

Parents, students, and teachers attribute much of Lawrenceville's drug education success to its alternative program, STRIDE, (Student/Teacher Resource Institute for Drug Education), a unique concept that has captured the attention--and drug-free pledges--of more than 80 percent of Lawrenceville's students.

STRIDE's leadership team--composed of seventh-and eighth-graders-meets during the summer to plan activities for the upcoming year. A program featuring 10 to 12 major events is outlined at the summer planning session. STRIDE leaders meet regularly during the school year to implement the program and delegate responsibilities. STRIDE events--held after school from 2:00 to 5:00--are widely publicized by STRIDE members. Events include programs by visiting athletes who qualify as role models, dances, videos, plays, speakers from the community, and special sports events.

Schools

Recommendation # 7:

A model program would have these main objectives:

• To value and maintain sound personal health.
• To respect laws and rules prohibiting drugs.
• To resist pressures to use drugs.
• To promote student activities that are drug free and offer healthy avenues for student interests.

• Determine curriculum content appropriate for the school's drug problem and grade levels.
• Base the curriculum on an understanding of why children try drugs in order to teach them how to resist pressures to use drugs.
• Review existing materials for possible adaptation. State and national organizations--and some lending libraries--that have an interest in drug prevention make available lists of materials.

• Include students in all grades. Effective drug education is cumulative.
• Teach about drugs in health education classes, and reinforce this curriculum with appropriate materials in classes such as social studies and science.
• Develop expertise in drug prevention through training.

Fact Sheet

Tips for Selecting Drug Prevention Materials

Check the date of publication. Material published before 1980 may be outdated; even recently published materials may be inaccurate.

Look for "warning flag" phrases and concepts. The following expressions, many of which appear frequently in "pro-drug" material, falsely imply that there is a "safe" use of mind-altering drugs: experimental use, recreational use, social use, controlled use, responsible use, use/abuse. Mood-altering is a deceptive euphemism for mind-altering. The implication of the phrase mood-altering is that only temporary feelings are involved. The fact is that mood changes are biological changes in the brain.

"There are no 'good' or 'bad' drugs, just improper use." This is a popular semantic camouflage in pro-drug literature. It confuses young people and minimizes the distinct chemical differences among substances. "The child's own decision." Parents cannot afford to leave such hazardous choices to their children. It is the parents' responsibility to do all in their power to provide the information and the protection to assure their children a drug-free childhood and adolescence.

Be alert for contradictory messages. Many authors give a pro-drug message and then cover their tracks by including "cautions" about how to use drugs. Make certain that the health consequences revealed in current research are adequately described. Literature should make these facts clear: The high potency of marijuana on the market today makes it more dangerous than ever. THC, a psychoactive ingredient in marijuana, is fat-soluble, and its accumulation in the body has many adverse biological effects. Cocaine can cause death and is one of the most addictive drugs known. It takes less alcohol to produce impairment in youths than in adults.

Demand material that sets positive standards of behavior for children. The message conveyed must be an expectation that children can say no to drugs. The publication and its message must provide the information and must support family involvement to reinforce the child's courage to stay drug free. A fuller discussion of curriculum selection is offered in Drug Prevention Curricula: A Guide to Selection and Implementation. The guide is published by the U.S. Department of Education and is available from the National Clearinghouse for Alcohol and Drug Information, Box 2345 Rockville MD 20852.

Schools

Recommendation #8:

School officials should recognize that they cannot solve the drug problem by themselves. They need to enlist the community's support for their efforts by taking the following actions:

• Increase community understanding of the problem through meetings, media coverage, and education programs.
• Build public support for the policy; develop agreement on the goals of a school drug policy, including prevention and enforcement goals.
• Educate the community about the effects and extent of the drug problem.
• Strengthen contacts with law enforcement agencies through discussions about the school's specific drug problems and ways they can assist in drug education and enforcement.
• Call on local professionals, such as physicians and pharmacists, to share their expertise on drug abuse as class lecturers.
• Mobilize the resources of community groups and local businesses to support the program.

Fact Sheet

Legal Questions on Search and Seizure

What legal standard applies to school officials who search students and their possessions for drugs?

The Supreme Court has held that school officials may institute a search if there are "reasonable grounds" to believe that the search will reveal evidence that the student has violated or is violating either the law or the rules of the school.

Do school officials need a search warrant to conduct a search for drugs?

No, not if they are carrying out the search independent of the police and other law enforcement officials. A more stringent legal standard may apply if law enforcement officials are involved in the search.

How extensive can a search be? The scope of the permissible search will depend on whether the measures used during the search are reasonably related to the purpose of the search and are not excessively intrusive in light of the age and sex of the student being searched. The more intrusive the search, the greater the justification that will be required by the courts.

Do school officials have to stop a search when they find the object of the search?

Not necessarily. If a search reveals items suggesting the presence of other evidence of crime or misconduct, the school official may continue the search. For example, if a teacher is justifiably searching a student's purse for cigarettes and finds rolling papers, it will be reasonable (subject to any local policy to the contrary) for the teacher to search the rest of the purse for evidence of drugs.

Can school officials search student lockers?

Reasonable grounds to believe that a particular student locker contains evidence of a violation of the law or school rules will generally justify a search of that locker. In addition, some courts have upheld written school policies that authorize school officials to inspect student lockers at any time.

Fact Sheet

Legal Questions on Suspension and Expulsion

What Federal procedural requirements apply to suspension or expulsion?

• The Supreme Court has held that students facing suspension or expulsion from school are entitled under the U.S. Constitution to the basic due process protections of notice and an opportunity to be heard. The nature and formality of the "hearing" to be provided depend on the severity of the sanction being imposed.
• A formal hearing is not required when a school seeks to suspend a student for 10 days or less. Due process in that situation requires only that:
  • the school inform the student, either orally or in writing, of the charges and of the evidence to support those charges.
  • the school give the student an opportunity to deny the charges and present his or her side of the story.
  • as a general rule, the notice to the student and a rudimentary hearing should precede a suspension unless a student's presence poses a continuing danger to persons or property or threatens to disrupt the academic process. In such cases, the notice and rudimentary hearing should follow as soon as possible after the student's removal.
  More formal procedures may be required for suspensions longer than 10 days and for expulsions. In addition, Federal law and regulations establish special rules governing suspensions and expulsions of students with disabilities.
• States and local school districts may require additional procedures.

Generally, yes. A school may suspend or expel students in accordance with the terms of its discipline policy. A school policy may provide for penalties of varying severity, including suspension or expulsion, to respond to drug-related offenses. It is helpful to be explicit about the types of offenses that will be punished and about the penalties that may be imposed for particular types of offenses (e.g., use, possession, or sale of drugs). Generally, State and local law will determine the range of sanctions permitted.

WHAT STUDENTS CAN DO

• Learn about the effects of drug use, the reasons why drugs are harmful, and ways to resist pressures to try drugs.
• Use an understanding of the danger posed by drugs to help other students avoid them. Encourage other students to resist drugs, persuade those using drugs to seek help, and report those selling drugs to parents and the school principal.

Students

Recommendation #9:

• Learning about the effects and risks of drugs.
• Learning the symptoms of drug use and the names of organizations and individuals available to help when friends or family members are in trouble.
• Understanding the pressures to use drugs and ways to counteract
• Knowing the school rules on drugs and ways to help make the school policy work.
• Knowing the school procedures for reporting drug offenses.
• Knowing the laws on drug use and the penalties--for example, for driving under the influence of alcohol or other drugs--and understanding how the laws protect individuals and society.
• Developing skill in communicating their opposition to drugs and their resolve to avoid drug use.

Responsibility Pledge for a Peer Counselor

As a drug education peer counselor you have the opportunity to help the youth of our community develop to their full potential without the interference of illegal drug use. It is a responsibility you must not take lightly. Therefore, please read the following responsibilities you will be expected to fulfill next school year and discuss them with your parents or guardians.

Responsibilities of a Peer Counselor

• Understand and be able to clearly state your beliefs and attitudes about drug use among teens and adults.
• Remain drug free.
• Maintain an average of C or better in all classes.
• Maintain a citizenship average of B or better.
• Participate in some club or extracurricular activity that emphasizes the positive side of school life.
• Successfully complete training for the program, including, for example, units on the identification and symptoms of drug abuse, history and reasons for drug abuse, and the legal/economic aspects of drug abuse.
• Successfully present monthly programs on drug abuse in each of the elementary and junior high schools of the Laurel City school system, and to community groups, churches, and statewide groups as needed.
• Participate in rap sessions or individual counseling sessions with Laurel City school students.
• Attend at least one Jones County Drug Council meeting per year, attend the annual Drug Council Awards Banquet, work in the Drug Council Fair exhibit and in any Drug Council workshops, if needed.
• Grades and credit for Drug Education will be awarded on successful completion of and participation in all the above-stated activities.

Students

Recommendation # 10:

Although students are the primary victims of drug use in the schools, drug use cannot be stopped or prevented unless students actively participate in this effort.

Students can help fight alcohol and other drug use in the following ways:

• Participating in discussions about the extent of the problem at their own school.
• Supporting a strong school anti-drug policy and firm, consistent enforcement of rules.
• Setting a positive example for fellow students and speaking forcefully against drug use.
• Teaching other students, particularly younger ones, about the harmful effects of drugs.
• Encouraging their parents to join with other parents to promote a drug-free environment outside school. Some successful parent groups have been started as a result of the pressure of a son or daughter was concerned about drugs.
• Becoming actively involved in efforts to inform the community about the drug problem.
• Joining in or starting a club or other activity to create positive, challenging ways for young people to have fun without alcohol and other drugs. Obtaining adult sponsorship for the group and publicizing its activities.
• Encouraging friends who have a drug problem to seek help and reporting persons selling drugs to parents and the principal.

WHAT COMMUNITIES CAN DO

• Help schools fight drugs by providing them with the expertise and financial resources of community groups and agencies.
• Involve local law enforcement agencies in all aspects of drug prevention: assessment, enforcement, and education.

Communities

Recommendation # 11:

Law enforcement agencies and the courts can take the following actions:

• Provide volunteers to speak in the schools about the legal ramifications of alcohol and other drug use. Officers can encourage students to cooperate with them to stop drug use.
• Meet with school officials to discuss alcohol and other drug use in the school, share information on the drug problem outside the school, and help school officials in their investigations.

• Provide volunteers to speak in the school about the effects of drugs.
• Meet with parents to discuss symptoms of drug use and to inform them about counseling resources.
• Provide the schools with health professionals to evaluate students who may be potential drug users.
• Provide referrals to local treatment programs for students who are using drugs.
• Establish and conduct drug counseling and support groups for students. Business leaders can take the following actions:
• Speak in the schools about the effects of alcohol and other drug use on employment.
• Provide incentives for students who participate in drug prevention programs and lead drug-free lives.
• Help schools obtain curriculum materials for their drug prevention program.
• Sponsor drug-free activities for young people. Parent groups can take the following actions:
• Mobilize others through informal discussions, door-to-door canvassing, and school meetings to ensure that students get a consistent no-drug message at home, at school, and in the community.
• Contribute volunteers to chaperone student parties and other activities. Print and broadcast media can take the following actions:
• Educate the community about the nature of the drug problem in their schools.
• Publicize school efforts to combat the problem.

Project DARE

A collaborative effort begun in 1983 by the Los Angeles Police Department and the Los Angeles Unified School District, Project DARE (Drug Abuse Resistance Education) uses uniformed law enforcement officers in classrooms as regular instructors. DARE officers use a drug curriculum that teaches students resistance to peer pressure to use drugs, self-management skills, and alternatives to drug use.

DARE reaches all Los Angeles Unified School District students from kindergarten through junior high school. DARE has also spread outside Los Angeles--police officers from 48 States and 1100 police agencies have received DARE training. The DARE program is also being used by the Department of Defense Dependents' Schools (military police serve as instructors) and at Bureau of Indian Affairs Schools (BIA police officers serve as instructors).

In addition to providing classroom instruction, the program arranges teacher orientation, officer-student interaction (on playgrounds and in cafeterias, for example), and a parent education evening at which DARE officers explain the program to parents and provide information about symptoms of drug use and ways to increase family communication. Studies have shown that DARE has improved students' attitudes about themselves, increased their sense of responsibility for themselves and to police, and strengthened their resistance to drugs. For example, before the DARE program began, 51 percent of fifth grade students equated drug use with having more friends. After training, only 8 percent reported this attitude.

DARE's parent program has also changed attitudes. Before DARE training, 61 percent of parents thought that there was nothing parents could do about their children's use of drugs; only 5 percent reported this opinion after the program. Before DARE training, 32 percent of parents thought that it was all right for children to drink alcohol at a party as long as adults were present. After DARE, no parents reported such a view.

Communities

Recommendation # 12:

Community groups can take the following actions:

• Support school officials who take a strong position against alcohol and other drug use.
• Support State and local policies to keep drugs and drug paraphernalia away from schoolchildren.
• Build a community consensus in favor of strong penalties for persons convicted of selling drugs, particularly for adults who have sold drugs to children.
• Encourage programs to provide treatment to juvenile first-offenders while maintaining tough penalties for repeat offenders and drug sellers. Law enforcement agencies, in cooperation with schools, can take the following actions:
• Establish the procedures each will follow in school drug cases.
• Provide expert personnel to participate in prevention activities from kindergarten through grade 12.
• Secure areas around schools and see that the sale and use of drugs are stopped.
• Provide advice and personnel to help improve security in the school or on school premises.

Lincoln Junior High

Abraham Lincoln Junior High is a modern school located in an innercity neighborhood. Its ethnically diverse student body has 700 students, representing more than 30 counties. The student population is 51 percent black and 43 percent Hispanic. Many of the students coming to Lincoln for the first time are newly arrived immigrants from war-torn countries. Many of these newly arrived students are eager for acceptance by their new peers and just as eager to adjust to American culture. Teachers are keenly aware of the students' desire to fit in and realize that it is important to let these children know that the majority of American children do not use drugs nor is drug use an accepted behavior. This is not an easy task for the teachers to accomplish since the rampant drug activity going on in their neighborhood may suggest otherwise. Lincoln's faculty-sponsored clubs are an important way teachers support what they want the drug education program to accomplish. To participate in any club, members must pledge to be drug free. Two clubs are designed to develop confidence and reinforce social and citizenship skills. Other clubs target special interests such as the Lincoln Chess Club and LatiNegro, a student arts group. A summer Substance Abuse Prevention Education Camp involves nearly 100 students in activities ranging from volley ball to dance to field trips.

The staff also encourages students to help each other. The Peer Helper Club, whose members are trained in substance abuse prevention and leadership skills, publishes a handbook dispensing advice and a magazine, Cuidando Nuestra Juventud (Taking Care of Our Youth), to which the entire student body can contribute.

Another innovative way the school gets its message across is by having the Student Response Team (SRT). This team is comprised of ninth graders trained to become mediators. They advertise their services within the school and get referrals from students and teachers. Students who use the services of the SRT must agree in advance to abide by the result of the mediation process or be expelled from school. Mediators meet with students in conflict at lunch or are called from class if the matter is urgent. This multiracial team has been effective in reducing violence and convincing peers that they don't have to go to the streets to settle disputes.