Drug – Free Classrooms Presented by: Lindsay Guckian, Betsy McQueen, Amber Ingram, Christine James

This is what we see when it is too late!

This is what they can see before you know it’s a problem.

What You Did Not Know… The 2000 National Household Survey on Drug Abuse (NHSDA) estimated that nearly one out of ten youth has, in their lifetime, purposely sniffed (breathed in through the nose) or huffed the vapors of household products like glue, shoe polish and cleaning fluids to ‘get high’. As result of inhalant use suffocation, “inhaling fluid or vomit into the lungs, and accidents each cause about 15% of deaths linked to inhalant abuse.” The majority of users are young between the ages of 8 and 16. Among students surveyed for the 2005 YRBSS, 12.4% reported using inhalants at least one time during their lifetime. Some States have introduced fines, incarceration, or mandatory treatment for the sale, distribution, use, and/or possession of inhalable chemicals.

Objectives By the end of this session, participates will be able to: Differentiate patterns and behaviors of use that accompany inhalant use. Develop and promote activities/programs involving the whole school. Recognize the short and long term effects of inhalants. Describe how decisions regarding inhalant use could affect a student’s favorite activity, cause serious health problems, or even lead to death. Provide students and parents with a list of resources for outside help. Produce appropriate lessons plans about the dangers of inhalants. Feel confident in discussing inhalants with parents.

What are inhalants? oInhalants are legal, everyday products that can be misused. oInhalant use is the intentional breathing of gases or vapors with the purpose of reaching a high oMore than 1,000 common products can be used as an inhalant. National Inhalant Prevention Coalition

Common Inhalants in the Home and Classroom o Model Airplane Glue oRubber Cement oHousehold glue oSpray Paint oHair Spray oAir Freshener oComputer Keyboard Cleaner oWhite Out oNail Polish Remover oPaint Thinners oWhippets oWhipped Cream oVegetable Cooking Spray oSpot Remover oToxic Markers oDegreaser oHelium oGasoline oChloroform oPropane oDry Cleaning Fluid

Terms to be familiar with Huffing: breathing in fumes or vapor vigorously through mouth Sniffing: Breathing in fumes or vapors through the nose Bagging: huffing substances inside a paper or plastic bag Ballooning: huffing gases from inside a balloon Dusting:????

Signs and Symptoms of Use  paint or stains on body or clothing  spots or sores around the mouth  red or runny eyes or nose  chemical breath odor  drunk, dazed or dizzy appearance  nausea, loss of appetite  anxiety, excitability, irritability

Inhalants and the Body A.Brain B.Cerebral Cortex C.Cerebellum D.Ophthalmic Nerve

Other Body Parts and Functions Affected by Inhalant Use Blood Lungs Heart Liver Kidneys Muscles Bone Marrow Peripheral Nervous System Acoustic Nerve and Muscles

Short- Term Effects Headaches, nausea, vomiting Loss of balance Dizziness Slurred and slow speech Mood changes Hallucinations (audio, visual, tactile) Possible death

Long- Term Effects Loss of concentration/attention deficits Kidney abnormalities Liver damage Diminish non-verbal intelligence Short-term memory loss Hearing loss Permanent Brain Damage Muscle Spasm

Inhalants CAN cause Death  Asphyxia  Suffocation  Choking  Injuries  Suicides  Cardiac arrest

Why do children use inhalants? They are legal Easy to obtain Possessing these chemicals in the home is not unusual Peer Pressure

TIPS FOR TEACHERS Define and discuss the term "toxic"; students can practice reading labels and following instructions Teach about oxygen's importance to life and functioning, with emphasis on body systems and brain functions. Discuss the need for parental supervision, following directions and adequate room ventilation. Be a good role model; let students see you reading labels and following instructions.

TIPS FOR TEACHERS Discuss and discourage "body pollution" and introducing poisons into the body. Discuss negative effects of oxygen deprivation. Teach/reinforce peer resistance skills. Discuss environmental toxins and personal safety issues.

DO Review school policy regarding drug use and referral service Provide training for all school staff as well as parents Start prevention efforts, by age 5, minimum Link inhalants to safety or environmental issues Ascertain current level of knowledge Teach and reinforce appropriate skills

DON’T  Glamorize or promote usage  Rely on scare tactics  Tell too much, too soon  Give details on "how to use" or trendy products being abused  Limit prevention to secondary grade levels  Link inhalants with drugs or a drug unit