Questions Related to Specific Safety Problems (continued)

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Should drugs be used to control the behaviors of students with behavior disorders?

Deciding that a student should be labeled behavior disordered does not mean that the appropriate course of action is necessarily clear. Considerable controversy exists regarding the extent to which students who are seriously emotionally disturbed and behavior disordered should be medicated when they are in school.

Three main categories of drugs are used in conjunction with IEPs involving behavior disorders. Antipsychotic drugs (tranquilizers) are reserved for the most serious cases. They do not cure disorders, but they are helpful in controlling the symptoms of psychosis, including hallucinations and delusions. Coleman (1992, p. 54) reports that, when used in small doses, these drugs can relieve tension, anxiety, and agitation as well as control aggression and self-injurious behavior.

A second category of drug that has gained popularity with therapists in recent years is antidepressants. Although their use in educational settings is not widespread, antidepressants are occasionally prescribed for school phobia and extreme sadness. Stimulants, the third type of drug, are used to treat attention deficit disorder. There are indications that drugs such as Ritalin and Dexedrine can improve attention and reduce impulsivity in many young people.

Some child psychologists and physicians have raised serious questions about the use of drug therapy with young people. Breggin (2000, p. 61), a physician, has taken the extreme position of counseling parents never to permit their children to be placed on psychoactive drugs for the control of behavior or emotions. Not only does prescribing drugs send the wrong message to young people who we want to avoid drug dependency, but some evidence exists that drugs may have the opposite effect of that which we desire. Breggin (2000, pp. 127–146) notes that some of the boys involved in school shootings were taking drugs prescribed by physicians and psychologists. He points out that antidepressants can induce a manic reaction in which a young person feels invincible and godlike, feelings that can lead to violence. Interestingly, antidepressants also can cause depression, the very condition they are supposed to alleviate (Breggin, 2000, pp. 137–138). Stimulants do not escape Breggin's broadside. He refers to research that has traced violent and psychotic behavior to the use of stimulants such as Ritalin (Breggin, 2000, pp. 138–140).

There is no question that, despite its risks, drug therapy has an appeal for many people. Parents naturally want to see their children avoid getting into trouble in school. Educators want to reduce disorderly and dangerous behavior so that teaching and learning can take place. Prescribing antipsychotics, antidepressants, and stimulants for millions of students, however, is unlikely to provide long-term solutions to either unsafe schools or the psychological problems of young people. Drug therapy may be justified as a last resort in the most serious cases, but parents and educators must be apprised of the potential for harmful side effects.

What can schools do to reduce the harmful effects of drugs and alcohol?

Protecting young people from the negative effects of drugs and alcohol is not easy in a society that often glamorizes these substances. Young people frequently see adults, including their own parents, consuming alcoholic beverages in the course of relaxing and having a good time. They watch movies and television shows in which young people experiment with drugs in order to achieve heightened awareness and to cope with stress and anxiety. They read of admired athletes who take performance-enhancing drugs. Despite these impediments, there still is much schools can do to discourage students from using drugs and alcohol. Five strategies are particularly important:

1. Develop school cultures that discourage the use of drugs and alcohol.
2. Recognize when students might be using drugs and alcohol.
3. Provide instruction related to the harmful effects of drugs and alcohol and how to resist them.
4. Enforce school rules related to the possession, use, and distribution of drugs and alcohol.
5. Provide interventions and referrals for students involved in the abuse of drugs and alcohol.

In some schools, young people pick up the message that educators do not feel it is their responsibility to oversee drug and alcohol use. Other schools, meanwhile, are characterized by cultures that strongly oppose the use and distribution of dangerous substances. Young people are encouraged to develop sound health practices and play an active role in discouraging friends and siblings from using drugs and alcohol. School cultures that reinforce healthy behavior and warn against substance abuse have been found to have lower levels of drug problems than schools with cultures that do not take an active stand against such behavior (Gottfredson, 1997, p. 5-19).

A second responsibility of schools is to identify students who may be using drugs and alcohol. Educators must be alert to signs of drug and alcohol use, both at school and elsewhere. They should know the factors that can lead young people to experiment with controlled substances and recognize the signs and symptoms of drug and alcohol abuse. The latter include personality changes, changes in appearance, changes in behavior, and physical evidence.