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

2. 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

3. 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%

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

5. 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.

6. 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

7. Substance Use in the Last 30 Days

8. SUSD ATOD Comparison

9. Lifetime Substance Use

10. Substance Use in Last 30 Days (12th Grade)

11. 2016 Impaired Driving (12th Grade)

12. Source of Alcohol- 12th Grade

13. Bullying 38% of 8th graders report being bullied

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

16. 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

17. 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

18. 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

19. 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

20. Thoughts/Questions?

21. Contact Information:
Dr. Milissa Sackos
Shannon Cronn