Associations Between School-Based Substance Use Treatment and Academic Outcomes

Abstract

Objectives:

Evaluate the association between school-based treatment of substance use disorders and academic outcomes by developing a system of simple and easily tracked academic performance metrics coinciding with an established substance use treatment program.

Methods:

This study provided treatment to 75 high school students enrolled without exclusion who voluntarily sought care for substance use disorders. Participants were enrolled in a 12-week program of individual motivational interviewing, acceptance and commitment therapy, family sessions, case management, contingency management, and psychiatric consultation at school-based health centers. We tracked distinct metrics of substance use treatment, including urine drug screens and self-reported use, along with three key metrics of academic performance referred to as the ABCs: attendance (No. of missed classes and percentage of days attended), behavior (No. of behavioral incidents per semester), and credits (grade-point average).

Results:

Participants in the study attended an average of 6.4 sessions and nearly 50% attained a negative urine drug screen. Participants demonstrated a significant reduction in behavioral incidents with an average decrease from 1.2 to 0.41 incidents per semester (p < 0.01). In addition, there was a reduction in the mean number of missed classes from 148 per semester to 127 (p = 0.001).

Conclusions:

School-based substance use treatment appears to be associated with a reduction in behavioral incidents and improved class attendance. This study provides the foundation for development of a robust school-based substance treatment program that can be rigorously evaluated against a control group for students with substance use disorders.