Fletcher Adam, Bonell Chris, Sorhaindo Annik, Strange Vicki
The Centre for Research on Drugs and Health Behaviour, Department of Public Health and Policy, London School of Hygiene and Tropical Medicine, London, United Kingdom.
J Adolesc Health. 2009 Aug;45(2):126-32. doi: 10.1016/j.jadohealth.2008.12.021. Epub 2009 Mar 24.
To explore young people's experiences of school and drug use, generate hypotheses regarding the pathways through which schools may influence students' drug use, and examine how these may vary according to students' sociodemographic characteristics.
Qualitative data were collected through semistructured interviews with 30 students (aged 14-15) and 10 teachers in two case-study schools. Students were purposively sampled to encompass variations in socioeconomic status, gender, ethnicity, and school engagement. Techniques associated with thematic content analysis and grounded theory were used to analyze the data and generate hypotheses.
Three potential pathways via which school effects on drug use may occur were identified: (1) peer-group sorting and drug use as a source of identity and bonding among students who are disconnected from the main institutional markers of status; (2) students' desire to "fit in" at schools perceived to be unsafe and drug use facilitating this; and/or (3) drug use as a strategy to manage anxieties about school work and escape unhappiness at schools lacking effective social support systems.
Various pathways may plausibly underlie school effects on drug use. These support the idea of "whole-school" interventions to reduce drug use through: recognizing students' varied achievements and promoting a sense of belonging, reducing bullying and aggression, and providing additional social support for students. Such interventions should be piloted and evaluated in a range of settings to examine effects on students' drug use. Broader policies relating to secondary school targets, curricula, assessment, and streaming may also influence rates of adolescent drug use.
探讨年轻人在学校的经历与吸毒情况，提出关于学校可能影响学生吸毒途径的假设，并研究这些途径如何因学生的社会人口学特征而异。
通过对两所案例研究学校的30名学生（年龄在14 - 15岁）和10名教师进行半结构化访谈收集定性数据。有目的地抽取学生样本，以涵盖社会经济地位、性别、种族和学校参与度方面的差异。运用与主题内容分析和扎根理论相关的技术对数据进行分析并提出假设。
确定了学校影响吸毒可能出现的三种潜在途径：（1）同伴群体分类以及吸毒成为与主要地位制度标志脱节的学生之间身份认同和联系的来源；（2）学生希望在被认为不安全的学校“融入”，而吸毒有助于实现这一点；和/或（3）吸毒作为一种应对学业焦虑以及逃避在缺乏有效社会支持系统的学校中不快乐的策略。
学校对吸毒的影响可能有多种途径。这些支持了通过以下方式进行“全校性”干预以减少吸毒的观点：认可学生的不同成就并促进归属感，减少欺凌和攻击行为，以及为学生提供额外的社会支持。此类干预应在一系列环境中进行试点和评估，以检验对学生吸毒的影响。与中学目标、课程、评估和分流相关的更广泛政策也可能影响青少年吸毒率。
