INFOFACTSRESOURCES The Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention Other Drug Use and Abuse on Campus

The Scope of the Problem by Virginia Ross, Ph.D., and William DeJong, Ph.D.

Introduction of U.S. colleges had a past-year prevalence of these data provide a useful national picture, the Of all drugs abused on college and university 10 percent or higher for nonmedical use of use of specific drugs does vary across institu- campuses, alcohol causes the greatest harm.1 prescription opioids.4 tions. Hence, campus officials need to learn Other drugs (the prevention field uses the term An institution’s response to student drug how substance use on their campus matches or other drugs to distinguish them from alcohol, abuse should be crafted to take into account departs from these national trends. which also is a drug) also take a significant individual campus and community circum- toll—diminishing the quality of campus life, stances. A comprehensive prevention approach Street Drugs undermining academic performance, com- begins with defining the nature and scope of Excepting alcohol, marijuana is used by a promising students’ health and safety—and the problem and then seeking to understand far greater number of students than any therefore also warrant the attention of higher and identify the environmental factors in the other drug.5 In 2006, close to one-third (30.2 education administrators. campus community that are encouraging percent) of full-time college students annually Monitoring the shifting and varied patterns of substance use. Based illicit drug use and their effects presents a sig- on that information, TABLE 1. nificant challenge to campus prevention profes- administrators can Annual and monthly prevalence of use for various types of drugs—Full-time U.S. college students, 2006 sionals. One disturbing trend, for example, has select and implement been the rise of prescription drug abuse—that a host of targeted The Monitoring the Future study reported the following levels of drug use in is, the use of medication without a prescription environmental man- 2006 among full-time college students (one to four years beyond high school) or contrary to a doctor’s direction. Marijuana is agement strategies, Annual Monthly still the most frequently used drug other than discussed below, that Type of Drug Prevalence (%) Prevalence (%) alcohol, but the rate of prescription drug misuse can help students Alcohol 82.1 65.4 on campus has been climbing steadily.2 make healthier Any Illicit Drug 33.9 19.2 One complication is that patterns of use decisions. vary by region and can shift quickly depend- Any Illicit Drug ing on availability, cost, and other factors. One Other Than Marijuana 18.1 8.2 national survey found that past-year rates of The Scope of nonmedical stimulant use ranged from 0 to 25 the Problem Marijuana 30.2 16.7 3 percent at individual colleges and universities. Drugs other than Vicodin 7.6 NA The same survey found that about one-fourth alcohol can be Tranquilizers 5.8 2.1 categorized as street Hallucinogens 5.6 0.9 For additional information drugs, club drugs, Cocaine 5.1 1.8 performance- The Higher Education Center for Ritalin 3.9 NA Alcohol and Other Drug Abuse and enhancing drugs, and Violence Prevention prescription drugs Sedatives 3.4 1.3 Education Development Center, Inc. used for nonmedical OxyContin 3.0 NA 55 Chapel Street purposes. Table 1 in- Ecstasy 2.6 0.6 Newton, Massachusetts 02458-1060 dicates both the past- Inhalants 1.5 0.4 Web site: http://www.higheredcenter.org year and monthly Methamphetamine 1.2 NA Phone: 1-800-676-1730; TDD Relay-friendly, Dial 711 prevalence of the Ketamine 0.9 NA Fax: 617-928-1537 most common illicit E-mail: [email protected] drugs used by college Heroin 0.3 0.2 students in 2006, as Rohypnol 0.2 NA Funded by the U.S. Department of Education reported by Monitor- GHB < 0.05 NA April 2009 ing the Future. While (Continued on page 2) INFOFACTS The Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention u http://www.higheredcenter.org used marijuana, while monthly use stood at Other club drugs were used far less often: students.19 White students tend to abuse all 16.7 percent. More male than female students used gamma hydroxybutyrate (GHB)—less than forms of drugs more frequently than students of marijuana, looking at both past-year (35.8 vs. 26.6 0.05 percent; ketamine—0.9 percent; and color.20 Members of fraternities and sorori- percent) and monthly use (21.3 vs. 13.8 percent).6 Rohypnol—0.2 percent. These three drugs are ties are more likely to abuse drugs than their Past-year and monthly rates of marijuana frequently cited in press accounts as “date rape counterparts who have no fraternity or sorority use were up slightly since the early 1990s but drugs.”11 Note, however, that any drug that affects affiliation.21 Use of other drugs is also more remain far below what was seen in the early consciousness can be used in sexual assaults. likely among heavy episodic drinkers.22 1980s. Past-year use was 29.4 percent in 1990 Indeed, the most commonly used date rape drug Students with mental health disorders or and 51.2 percent in 1980, while monthly use is alcohol.12 The Drug-Induced Rape Preven- intense emotional problems are more likely than was 14.6 percent in 1990 and 34.0 percent in tion and Punishment Act, enacted by Congress those without these diagnoses to engage in illegal 1980. Rates of daily marijuana use rose more in 1996, increased federal penalties for sexual drug use.23 For example, students diagnosed with sharply, from 1.7 percent in 1990 to 4.3 percent crimes involving any controlled substance.13 depression are more apt than other students to in 2006, but stood at 7.2 percent in 1980.7 have ever abused prescription drugs (17.9 percent In 2006, the rate of past-year cocaine use Performance-Enhancing Drugs vs. 12.5 percent); to have ever used marijuana among full-time college students was 5.1 percent The use of anabolic steroids, especially among (42.3 percent vs. 33.3 percent); and to have (among men at 7.3 percent and women at 3.7 athletes, is of serious concern on college cam- ever used other illicit drugs (9.2 percent vs. 6.3 percent). Monthly use was 1.8 percent, while puses. In 2006, 0.8 percent of full-time college percent).24 The odds of engaging in marijuana, daily use was reported by only 0.1 percent. In students reported using steroids (2.0 percent of cocaine, or other illegal drug use are more than 1990, 5.6 percent of students used cocaine an- males, but less than 0.05 percent of females).14 twice as high among students who have consid- nually, while in 1980 fully 16.8 percent did so. ered suicide, as are the odds of using a combina- Heroin has been used by relatively few college tion of alcohol and illegal drugs.25 Prescription Drugs students. In 2006, only 0.3 percent of students The most frequently abused prescription drugs said they had used heroin in the past year. are opioids or painkillers (e.g., OxyContin, Even though cocaine and heroin use is rela- Consequences of Other Drug Use tively uncommon, future trends bear watching. Percocet, Vicodin); central nervous depres- sants, or tranquilizers (e.g., Valium, Xanax); Illicit street drugs create special dangers for Purified cocaine and heroin can be snorted or both individual students and the campus com- smoked, and intravenous injection is no longer sedatives, or barbiturates (e.g., Nembutal, Seconal); and stimulants, including meth- munity. Students who buy illegal drugs run necessary to get an intense “high.” Students the risk of being arrested or becoming a victim who might have avoided these drugs to avoid ylphenidate (Ritalin and Concerta) and 15 of violence. Those who sell street drugs are by HIV transmission or the stigma associated with amphetamine (Adderall and Dexedrine). College students abuse several prescription definition criminals, and their very presence on using needles may be more tempted now to campus threatens the health and safety of the 8 medications. In 2006, annual rates for prescrip- initiate use. college environment.26 tion opioid misuse among full-time college The physiological effects of drugs range from students stood as follows: Vicodin, 7.6 percent; Club Drugs mild dizziness, reduced response time, or dimin- and OxyContin, 3.0 percent. Tranquilizer Club drugs, including ecstasy (MDMA), metham- ished inhibition to death from overdose. Students misuse was reported by 5.8 percent and sedative phetamine, and hallucinogens such as lysergic are more likely to be careless under the influence misuse by 3.4 percent.16 acid diethylamide (LSD), are often found in of drugs, leading to risky and dangerous behav- In 2006, 3.9 percent of full-time college dance clubs, concerts, and large all-night dances, iors and additional consequences, including students reported misuse of the stimulant Rit- or raves. These drugs are used by relatively few unintentional injury to self or others, unplanned alin in the past year.17 Analysis of prescription students but continue to be of concern. pregnancy and sexually transmitted disease, and stimulant misuse among various age groups Use of ecstasy peaked during 2001, when 9.2 drugged driving and motor vehicle crashes. percent of full-time college students reported reveals that this habit is most likely to begin Mental health problems can both lead to using it at least once in the past year. This figure in college, although anecdotal reports indicate and be exacerbated by drug use. Often students 18 dropped to 2.6 percent in 2006.9 Like ecstasy, increasingly early ages of initiation. who try to medicate their own depression or methamphetamine provides strong stimulant anxiety soon find that drug use itself leads to effects. In 2006, past-year use of methamphet- Patterns of Other Drug Use a downward spiral of mental and emotional amine was 1.2 percent. Past-year hallucinogen Male college students are somewhat more likely to problems.27 There is also the risk of developing use was 5.6 percent, with LSD use at 1.4 percent.10 engage in other drug abuse than female college drug dependence or addiction. (Continued on page 3)

2 INFOFACTS The Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention u http://www.higheredcenter.org

The short-term effects of marijuana include brain, is particularly dangerous. Although improvements of misusing Ritalin or Adderall impairments of coordination, memory, com- prescription drugs may lack the stigma of street are more than offset by the longer-term health prehension, problem solving, judgment, and drugs, they can lead to the same types of severe effects, which can lead to drug dependence and motivation.28 Marijuana use is also a risk factor negative consequences.39 academic failure.49 associated with abuse of other illicit drugs. Most students who use other illicit drugs have previ- Poly-Drug Use 29 ously used marijuana. Indeed, the proportion Drugs are often used in combination, which in- Factors Related to Drug Abuse of college students who have used other illicit creases the potential for dangerous consequences Two broad sets of factors related to drug abuse drugs before or without ever using marijuana is resulting from their synergistic effects. Prescrip- need to be understood in order to fashion 30 less than 5 percent. tion opioids, for example, lead to greater toxicity an effective prevention strategy: individual Cocaine is a powerfully addictive drug that when they interact with other drugs.40 motivations for using drugs, and factors in the has been associated with seizures, heart attacks, In most cases, alcohol is the most commonly environment that promote drug use or can 31 and violent behavior. Long-term effects of co-administered substance.41 Alcohol may prevent it. heroin include, in addition to addiction, infec- disinhibit drinkers and lead them to experiment tion of the heart lining and valves and possible 42 with or use marijuana or other illicit drugs. Why Do Students Use Drugs? death.32 With a recent lack of public focus on Some students use alcohol and other drugs in Understanding students’ motives for using heroin addiction, today’s college students may 43 combination to enhance their effects. Other drugs can help inform prevention efforts.50 be prone to “generational forgetting” and pre- substances are also deliberately combined. Fully 46 percent of those who use drugs at- cariously unaware of the dangers of the drug.33 Heroin and cocaine are often taken together, for tribute their behavior to the need to relax, By themselves, club drugs have incapacitat- example, to moderate the drowsiness associated reduce stress, or forget about their problems.51 ing effects, causing disorientation, impaired with heroin. Easing nervousness at social gatherings and the judgment, amnesia, and even coma.34 When Studies show that poly-drug users on campus desire to “fit in” are also cited as motives. Some mixed with alcohol, their use can lead to im- are far more likely than either high-risk drink- students report they are motivated by the desire mediate blackout, causing sexual predators ers or users of one illicit drug to engage in other to get intoxicated, to intensify the experience of to employ them as date rape drugs. As noted 44 risk-taking behaviors. Moreover, individuals partying, and to abandon inhibitions.52 previously, alcohol remains the primary drug who simultaneously use alcohol and other Some motives seem to be consistently associ- implicated in date rape on college campuses. drugs are more likely than others to become ated with particular drugs. Students who use co- The psychological effects of club drugs 45 addicted to both alcohol and other drugs. caine and crack, its smokable form, report that include hallucination, confusion, depression, The list of possible consequences of the many they long for the powerful euphoria and rush anxiety, and paranoia. Students also may ex- other drugs used on U.S. college campuses is of energy the drug brings. Students who abuse perience physical consequences, ranging from well documented in research and field experi- heroin sometimes acknowledge that they return nausea and dehydration to increased heart rate ence. Sources of information about the signs, to the drug because they yearn for a predictable, and blood pressure.35 Chronic use of ecstasy can symptoms, and long-term effects of particular intense euphoria.53 lead to permanent changes in brain function.36 drugs are included in the Resources section. Other students take performance-enhancing Performance-enhancing drugs also involve drugs to enhance their athletic performance.54 negative effects that far outweigh any positive Implications for Academic Success These students may believe that steroids offer results users may perceive. Ephedra has been Both research studies and campus experi- the quickest way to build muscle mass, or that linked to health complications, including death. ence demonstrate that the use of illicit drugs ephedra will boost both concentration and The consequences of using anabolic steroids compromises academic performance. Chronic stamina on the playing field. range from drastic mood swings to increased use of marijuana impairs mental abilities and Many students use stimulant drugs to sustain risk of contracting HIV.37 46 information processing. Negative effects of longer study sessions.55 Students report that Prescription drugs also present significant marijuana include poorer academic achieve- stimulants such as Adderall and Ritalin help risks, especially when they are misused or ment and motivation, lower grade point them stay awake and heighten their ability administered through non-prescribed methods. averages, increased absenteeism, lower rates of to concentrate. Females are more likely than One study indicated that 40 percent of students completing college, and less educational satis- males to use attention deficit hyperactivity who abuse prescription drugs ingest them by faction.47 Long-term use of opioids leads to dif- disorder drugs to study.56 Because these students snorting.38 Snorting, which rapidly delivers a ficulties both in conceptualizing and in solving are not seeking thrills or trying to gain acceptance large dose of the drug to the bloodstream and problems.48 The short-term perceived academic (Continued on page 4)

3 INFOFACTS The Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention u http://www.higheredcenter.org within a drug-using counterculture, many of pertain specifically to other drug use may be Interpersonal protective factors that may help these students do not define their behavior as nonexistent, unclear, or unknown to the student reduce illicit drug use on college and university “drug abuse.”57 body, and enforcement may be inconsistent. campuses are well documented in the ado- Still other students use stimulant drugs The ease of obtaining drugs is another lescent substance abuse literature. Continued when trying to control their weight, based on critical risk factor for drug abuse. The majority involvement of parents in the lives and deci- the reasoning that pills, unlike alcohol, add of teens who abuse prescription drugs report sions of their college student children has been no calories. The stimulants themselves, they that they get the medications from a relative shown to moderate the effect of going to college believe, help them lose weight, or they substitute or friend by purchasing them, getting them for on increased marijuana use.70 Other protective pills for alcohol so they can become intoxicated free, or stealing.63 Students in search of Ritalin factors include having friends who do not use without consuming calories. have been known to mimic the symptoms of illicit drugs, involvement in a religious faith or Prescription stimulants, cocaine, or metham- attention deficit hyperactivity disorder in order spiritual life, and engagement in community phetamine are sometimes used to combat the to secure their own prescription.64 A study con- service.71 depressant effects of excessive alcohol consump- ducted in southwestern California found that tion or to stay awake at parties or clubs. Use of half of college students with Ritalin prescrip- prescription stimulants when partying seems to tions had been approached by other students Preventing Drug Abuse on Campus 58 65 be increasing. One article identified that some wanting them to sell, share, or give away pills. The drug problem is different on each college men who have sex with men use methamphet- The Internet opens a new world to students campus. Thus, it is critically important to con- 59 amine to enhance sexual performance. tempted to use illicit drugs. The World Wide Web duct a problem analysis to determine the exact is replete with appealing but often misleading nature and scope of the problem in the campus Environmental Factors information about the benefits of recreational community. Different types of drugs may Campus administrators need to identify factors drugs. Moreover, through social networking Web require somewhat different approaches. Student in the environment that promote drug use and sites, bulletin boards, and chat rooms, students motives are another factor. For example, those abuse. The sociocultural environment in which can find or create their motivated to take prescription own drug user commu- today’s students attend college is characterized Principles of Effectiveness for drugs to improve by a decreased tolerance for pain and dis- nity and locate illicit their grades 66 Prevention Programs comfort, heightened consumer demand for drug dealers. will respond to medications, aggressive advertising of prescrip- New technology also The U.S. Department of Education’s Office of different preven- tion drugs, and a greater tendency to medicate eases the process of Safe and Drug-Free Schools promotes princi- tion strategies negative emotions.60 One researcher reflected obtaining prescription ples of effectiveness for prevention programs, than those using on the “seemingly unending capacity of phar- drugs through online as codified in the No Child Left Behind Act of the drugs for social macological experts and amateurs to discover pharmacies, dubbed 2001. A subset of the principles of effective- reasons or simply to new substances with abuse potential that can “pharmers’ markets” ness most applicable to institutions of higher get “high.” alter mood and consciousness and of young by one critic.67 As education can be summarized as follows: Once the prob- people to discover the abuse potential of existing nearly all college lem analysis has • Design programs based on a thorough products.”61 students use the been completed, needs assessment of objective data. Another aspect of the normative environment Internet, they now the institution can • Establish a set of measurable goals and that elevates risk for drug problems is the fre- have access to a 24- establish long-term objectives linked to identified needs. quent acceptance of experimentation with drugs hour, private, and goals and objectives • Implement prevention activities that as a rite of passage. A widely held viewpoint convenient means and then develop and research or evaluation have shown to be considers the college years to be a time-out, of purchasing implement a strategic effective in preventing illicit drug use. a socially sanctioned break from otherwise drugs.68 The year 72 Importantly, • Use evaluation results to refine, plan. enforceable rules of living.62 2006 saw a 70 the U.S. Department of and strengthen the program and improve, refine The particular campus environment may percent increase Education’s principles of goals and objectives as appropriate. also encourage drug use. For instance, the in the number effectiveness underscore temptation to experiment with substance use of Web sites that that the strategic plan may be especially seductive in the context of advertise or sell prescrip- should include an evalu- unstructured time and the absence of healthier tion drugs; 84 percent of these sites did not require a ation component to assess progress and inform options and activities. Campus policies that prescription in order to obtain the drug.69 midcourse improvements. (Continued on page 5)

4 INFOFACTS The Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention u http://www.higheredcenter.org

Education is the cornerstone for a compre- approach have focused primarily on prevent- development and community service, and hensive prevention effort. Students need basic ing alcohol abuse, many of its component studies show that these institutions have facts about drugs to counter widespread myths strategies can also be applied to reduce the lower rates of drug abuse.78 about their effects. Especially important is attractiveness and availability of other drugs. information about newer drugs of abuse, which The environmental management approach in- 2. Create a social, academic, and residential students may not have heard before. Students volves five strategies, each focused on an aspect environment that supports health-promoting also need to know about federal, state, and local of typical campus community environments. norms. laws and the penalties for various violations. Each strategy encompasses several promising Communications to students from colleges Access to treatment is also vital. Faculty and program and policy options for administrators and universities should make clear the staff should be alert to signs of distress in stu- to consider as part of a comprehensive strategic institution’s expectations that students will dents and then be prepared either to approach a plan for preventing illicit drug use. not abuse drugs. From recruitment informa- student to get help or to contact the appropriate tion to letters from the president and other campus office to express their concerns. College 1. Offer and promote social, recreational, administrators, these expectations should be and university officials should also make treat- extracurricular, and public service options clearly articulated; messages from faculty ment for drug addiction readily available or be that do not include alcohol and other drugs. and staff should reinforce these policies. able to refer students if treatment resources are Students at residential colleges may have Specific tactics to help convey the institution’s unavailable on campus. comparatively few concrete responsibilities expectations that students will focus on aca- These education and treatment interventions, and considerable unstructured time, with lim- demics instead of recreational drugs include directed at individual students, are essential ited social and recreational options. To help expanding the number of early morning and but insufficient. Research suggests that the ensure that drug use is not the more appeal- Friday classes and increasing contact between multifaceted problem of drug abuse is best ing choice, campus administrators can invest faculty and students. approached through a comprehensive approach resources to initiate and promote alcohol- and Students generally overestimate the that includes environmental change strategies.73 drug-free events and activities and offer finan- percentage of their peers who use marijuana cial support to student clubs and organiza- or other drugs, which can in turn lead them Environmental Management tions that are alcohol- and other drug-free. In to feel pressured into drug use themselves.79 Prevention Strategies addition, they can open or expand a student College officials can conduct a survey to deter- A prevention approach called environmental center, gym, or other alcohol- and drug-free mine the actual prevalence of specific drugs management offers a comprehensive frame- settings and make them available late into the on campus. Survey results can be used in a work for an adaptable and effective prevention evening and on weekends. social norms campaign that communicates program.74 The focus of this approach is to Considering the problems related to ecstasy accurate information about the number of structure the campus and community environ- and other club drugs, campus prevention students who actually use other drugs, thereby ment in ways that decrease the supply and professionals can create alternative events that reducing the perceived pressure to fit in. demand for both alcohol and other drugs. simulate the club and rave atmospheres that Many colleges and universities now offer a Seminal reports prepared by the National appeal to some students, featuring high-energy residence hall where all drug use is pro- Institute on Alcohol Abuse and Alcoholism75 music, dancing, and extended hours. These hibited. Another option is to employ older, and the National Academies76 strongly endorsed events should be widely advertised as alcohol- salaried resident assistants who can enforce environmentally focused efforts to combat and drug-free. Adequate supervision and the college’s rules with greater authority than student alcohol abuse. Subsequent research has security measures should be in place to ensure can undergraduate resident advisers. confirmed the value of this approach. For ex- that alcohol and other drugs are not used. ample, an evaluation of the A Matter of Degree Moreover, because involvement in commu- 3. Limit the availability of other drugs both initiative showed that campus and community nity service has been identified as a protective on and off campus. coalitions can work effectively to implement factor against drug abuse, campuses can Research has demonstrated a close link multiple environmental management strategies sponsor and publicize opportunities for vol- between the widespread availability of drugs and thus bring about reductions in heavy drink- unteer activities or service learning. Faculty and both drug abuse and addiction.80 A ing, driving after drinking, and other alcohol- can be enlisted to mentor students in these 77 campus and community coalition, with related problems. activities. Historically black colleges and active participation from law enforcement While most campus administrators who universities (HBCUs) are exemplary from this agencies, can help identify where and how have applied the environmental management perspective; most focus strongly on character (Continued on page 6)

5 INFOFACTS The Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention u http://www.higheredcenter.org

students are getting and using illicit drugs. Then the coalition can work to arrest and The Drug and Alcohol Abuse Prevention Regulations (Edu- prosecute dealers, ensure consequences for cation Department General Administrative Regulations clubs that allow drug use on the premises, [EDGAR], Part 86) state that, as a condition of receiving and take action against local landlords funds or other forms of financial assistance under any federal whose premises are used to sell drugs. Local program, institutions of higher education must employ a ordinances can be amended to prohibit sales sound method for annually notifying every student and staff of drug paraphernalia. member of standards of conduct that prohibit the unlawful Campus health officials can tighten possession, use, or distribution of illicit drugs and alcohol on controls on prescription drugs by routinely college property or as part of any college-related activities. reviewing students’ medical records before 81 writing prescriptions and restricting prescrip- tions they write to a month’s supply. During parent orientation, health services staff can provide helpful information on converting prescriptions to a local or campus phar- macy, so that multi-month supplies ordered “Whatever lasting success is achieved in drug abuse preven- through mail-order pharmacies are not tion comes from comprehensive, multidimensional pro- delivered to a student’s campus address. Ac- grams and from collaboration across campus. This means cess to online pharmacies can be blocked on that everybody with a stake in the issue is involved: student campus-based computers. affairs, health services, faculty, other administrators—as well as public safety.” 4. Restrict marketing and promotion of clubs —Steven Healy, Director of Public Safety and Chief of 82 and raves. Police, Princeton University, and President, International Association of Campus Law Enforcement Administrators Campus officials can prohibit both on- campus advertising of raves and other events at which club drug use may be encouraged or tolerated and the posting of student party the campus community. Consequences for Conclusion announcements that refer to or imply illicit violations should also be spelled out. Today’s college students face a range of drug drug use. Faculty and campus housing staff Campus police, administrators, residence temptations never envisioned by earlier genera- should be encouraged to become aware of hall staff, and other appropriate staff should tions of students. Campus administrators have and report the presence of any on-campus partner with local law enforcement to uphold a responsibility to minimize the temptation and marketing materials that promote illegal campus policies and local, state, and federal opportunity for drug abuse and to help students drugs or parties at which these drugs may laws related to possession or distribution of navigate the new world they inhabit and an be available. Campus policies should also illicit drugs. Advertisements or promotions opportunity to guide them toward options for prohibit sale of pro-drug paraphernalia (e.g., of drug use found on the campus or in the a healthier life. A comprehensive approach pipes, rolling papers, and bongs) on campus community also can be investigated by law grounded in environmental management offers property. A local coalition can implement enforcement. a solution to student drinking and other drug complementary strategies in the surrounding Other tactics include developing and en- abuse, thereby helping protect students’ health, community. forcing new policies to curb off-campus par- safety, and educational future. ties and developing a system whereby local 5. Develop and enforce campus policies and law enforcement agencies report off-campus Virginia Ross, Ph.D., is a freelance writer enforce local, state, and federal laws. drug offenses to campus officials. The college in Acton, Mass. William DeJong, Ph.D., is a Campus officials should regularly review and or university should not be a haven where professor of social and behavioral sciences at revise their alcohol and other drug policies to students think they are immune from the the Boston University School of Public Health respond to specific drugs of abuse, including consequences of their actions, and students and a senior adviser to the Higher Education prescription drugs. These policies should then should be made aware that they will not be Center for Alcohol and Other Drug Abuse and be communicated clearly and frequently to protected from legal liability. Violence Prevention. (Continued on page 7) 6 INFOFACTSRESOURCES The Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention u http://www.higheredcenter.org

References 18. Teter, C. J.; McCabe, S. E.; LaGrange, K; Cranford, J. A.; 38. White, B. P.; Becker-Blease, K. A.; and Brace-Bishop, K. and Boyd, G. J. “Illicit Use of Specific Prescription “Stimulant Medication Use, Misuse, and Abuse in an 1. Task Force of the National Advisory Council on Alcohol Stimulants Among College Students: Prevalence, Mo- Undergraduate and Graduate Student Sample.” Journal Abuse and Alcoholism, National Institute on Alcohol tives, and Routes of Administration.” Pharmacology of American College Health 54: 261–268, 2006. Abuse and Alcoholism. A Call to Action: Changing the 26: 1501–1510, 2006. 39. NIDA. Prescription Medications. Available at http:// 19. Johnston et al., Monitoring the Future: National Culture of Drinking at U.S. Colleges (Washington, www.drugabuse.gov/drugpages/prescription.html. Survey Results on Drug Use, 1975–2006. D.C.: National Institutes of Health, 2002). (Accessed on February 13, 2009.) 20. Ibid. 2. 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The Network Addressing Collegiate Alcohol and Other Drug Issues This publication was funded by the Office of Safe and Drug-Free Schools at the U.S. Department of Education http://www.thenetwork.ws; see Web site for under contract number ED-04-CO-0137 with Education Development Center, Inc. The contracting officer’s telephone contacts by region representatives were Richard Lucey, Jr., and Tara Hill. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education, nor does the mention of trade names, commercial products, or organizations imply endorsement by the U.S. government. This publication also contains hyperlinks and URLs for Office of National Drug Control information created and maintained by private organizations. This information is provided for the reader’s convenience. The Policy (ONDCP) U.S. Department of Education is not responsible for controlling or guaranteeing the accuracy, relevance, timeliness, or com- pleteness of this outside information. Further, the inclusion of information or a hyperlink or URL does not reflect the importance http://www.whitehousedrugpolicy.gov; of the organization, nor is it intended to endorse any views expressed, or products or services offered. 1-800-666–3332

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