TeacherMatters - Classroom Management and Discipline - Drug Abuse

Written by Administrator
Tuesday, 14 October 2008 23:36 - Last Updated Saturday, 15 August 2009 23:45

Case Study - Drug Abuse

Introduction

The case study approach of this module has been designed to create an awareness of the
general classroom behavioral problems that may be encountered on a day to day basis. The
examples here are generalised and may be applied to situations other than the ones given here.

Description of the problem

After the lunch recess, Mrs Andrews began a science lesson. As she was presenting the
lesson, she noticed that Nathan was being very inattentive. He seemed to be drowsy and had
trouble keeping his attention focused on the presentation. When she asked him a question, he
simply shrugged and said he didn't know the answer. Mrs Andrews also noticed that Nathan's
eyes were red. This is the third time Nathan has acted strangely and Mrs Andrews is afraid that
he might be experimenting with drugs.

Causes

Nathan may, indeed be experimenting with drugs. His behavior suggests that he may have
gotten 'high' on marijuana during lunch. However, the teacher cannot jump to this conclusion.
Nathan's behavior and physical appearance could also indicate an allergic reaction, a reaction
to medication, a reaction to something he ate, or any number of other factors. It isn't possible to
determine whether a student is experimenting with drugs based only on the behaviors that the
student exhibits.

If the student is using drugs, there are many possible reasons why this may be so; some
reasons might be peer pressure, feelings of insecurity, problems at home, curiosity, tension,
and many other factors. It's beyond the scope of this section to explore the myriad reasons a
student might experiment with drugs. Rather, this section suggests a way that the teacher may
determine whether the student does have a drug problem and, if do, how to proceed in getting
the student professional assistance.

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TeacherMatters - Classroom Management and Discipline - Drug Abuse

Written by Administrator
Tuesday, 14 October 2008 23:36 - Last Updated Saturday, 15 August 2009 23:45

Note:
This section is for your information and is not intended to serve as a guide for telling students
about drug abuse. If you plan to present a unit on drug abuse to your students, contact a drug
information centre or your state health centre for assistance in planning and gathering materials.
If you suspect one of your students is using drugs, contact your principal immediately for
assistance in handling the situation.

Goal

The teacher will be able to recognize the behaviors and physical symptoms exhibited by a
student under the influence of the most common drugs. When a student is suspected of using
drugs, the teacher will follow a sequence of steps designed to give the student support and
professional guidance.

The Plan:

Step 1:
Be able to recognize the behaviors a student exhibits when he or she is under the influence of
various drugs. Below is a list of drugs that school children are most likely to use. The behaviors
and signs often associated with the use of each drug are also given.

Cigarettes: The student's breath is the best indication

Alcohol: The student may demonstrate a lack of co

Marijuana: The student's breath may smell like mariju

Inhalants: The student may have trouble keeping his

Amphetamines: The student may seem very energetic an

If a student is having trouble functioning, have the student go to the school nurse (if available).
The nurse can then make judgments about what should be done. If a nurse is not available,
have the student lie down (in a suitable place), and if the symptoms become worse, call a

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TeacherMatters - Classroom Management and Discipline - Drug Abuse

Written by Administrator
Tuesday, 14 October 2008 23:36 - Last Updated Saturday, 15 August 2009 23:45

physician immediately. Do not assume from the student's behavior that he or she is on drugs.
The student's symptoms could be a dangerous allergic reaction of some kind. If you are
uncertain about whether a student's symptoms may be the sign of a serious illness or a serious
drug reaction, follow your school's procedures for handling a medical emergency.

Step 2:
If the student's behavior does not appear to be symptomatic of anything serious, but is different
from the way the student usually functions, talk to the student. In private, ask the student if there
is anything bothering him or her. It may be that the student is simply upset about something or
is tired.

Step 3:
If, after talking with the student, you suspect that the student is using drugs, inform the principal
and talk to the student's parents. In talking with the parents, do not say the student is using
drugs. Simply tell them specifically what you have observed in the student's behavior Ask if they
have noticed any of the same behaviors at home. Together, explore different options about
dealing with the student's behavior One option is to have the student get a physical examination
to determine if there is anything physically wrong. Another option is to have the parents talk to
the student. After other options have been explored, ask the parents if they think it is possible
that the student may be using drugs. If they consider it a possibility, ask if they would be willing
to work with you in learning more about drug abuse and what might be done to help their child.
If they are, contact the relevant authority and request assistance in educating yourself and the
student's parents on what might be done.

Step 4:
Whether the parents are interested in pursuing information or not, begin to explore other
resources. If there is a school counselor, discuss the problem and possible procedures with that
person. Some communities have a drug information centre with counselors available.

Step 5:
In addition to all steps described above, begin to work on improving the student's self-image. If
the student is experimenting with drugs, he or she may need all of the image-building you can
provide. Show the student that he or she is an important and valuable member of the class.
Give the student's work your recognition. Praise the student for his or her good efforts during
periods when the student is behaving normally. In addition to having his or her self-image
improved, the student may also benefit from learning relaxation skills.

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