Scottsdale Unified School District Report February 8, 2017 Arizona Youth Survey 2016 Scottsdale Unified School District Report February 8, 2017

What is AYS? Survey taken by 8th, 10th and 12th grade students designed to: Assesses school safety, adolescent substance use and, Antisocial behavior and the risk and protective factors that predict these adolescent problem behaviors. **Survey administered in April 2016

2016 SUSD AYS Data What % of SUSD 12th grade students report using _________ once or more in the past 30 days? Alcohol 26% 54% 41% 32% 8% Marijuana 18% 11% 4% 26% 41% Rx Opiods 2% 1% 9% 16% 7%

2016 SUSD AYS Data What % of SUSD 12th grade students report having belonged to a gang? 14% 8% 4% 6% 2% What % of SUSD 12th grade students report driving a car after drinking alcohol in the past 30 days? 11% 3% 24% 15%

The Risk and Protective Model of Prevention The Risk and Protective Factor Model of Prevention is based on the premise that to prevent a problem from happening we need to identify the factors that increase the risk and then find ways to reduce the risk.

Lifetime and 30 Day ATOD Grade 8 Grade 10 Grade 12 Overall, decline in 2016   Grade 10 Percentage of 10th graders reporting alcohol use over lifetime and 30 day is still extremely high; above State average Grade 12 Overall, decline in 2016 except marijuana use has increased specific to 30 day use Percentage of 12th graders reporting alcohol and marijuana use over lifetime and 30 day is still extremely high; above State average

Substance Use in the Last 30 Days

SUSD ATOD Comparison

Lifetime Substance Use

Substance Use in Last 30 Days (12th Grade)

2016 Impaired Driving (12th Grade)

Source of Alcohol- 12th Grade

Bullying 38% of 8th graders report being bullied

Adverse Childhood Experiences (ACES) ACEs are experiences in childhood that are unhappy, unpleasant, hurtful. Sometimes referred to as toxic stress or childhood trauma

Impact of Trauma on School Performance Trauma can impair the acquisition of developmental competencies in cognitive functioning emotional regulation Interpersonal relationships Brain is activated (alarm state); children feel vulnerable and unsafe. High levels of stress hormones adrenaline and cortisol can suspend higher-order skills needed for learning, getting along with others, succeeding in school

Specific Classroom Challenges Have difficulty connecting cause and effect Overreact to comments made by teachers and peers (hurt feelings /withdrawal, anger / conflict, etc.) Children who have experienced trauma may: Misread context Fail to understand directions Be easily overstimulated

Increasing Protective Factors Using Trauma Informed Practices Supportive and sustaining relationships can protect children and adolescents from many of the consequences of traumatic stress. “When interpersonal support is available and when stressors are predictable, escapable, or controllable, children and adolescents can become highly resilient in the face of stress.” Complex Trauma in Children and Adolescents 2007 “Schools play a crucial and unique role in mitigating the effects of adversity, stress and trauma on students.” Principal’s Research Review Nov 2013

SUSD Substance Check Protocol Student is brought to health center accompanied by security and or administrator The substance abuse evaluation is completed  and/or First responders are contacted in emergency situations If student is not transported by first responders, student to be escorted to administration with copy of the Substance Abuse Evaluation Form

Thoughts/Questions?

Contact Information: Dr. Milissa Sackos msackos@susd.org 480-484-6239 Shannon Cronn scronn@susd.org 480-484-5094