Alameda Unified School
District Healthy Kids
Chelsea A. Quann
California Healthy Kids Survey
Assessing health-risk behaviors and
promoting youth wellness and school
The CHKS is an integral part of
efforts to improve student academic
performance, enhance youth assets,
and promote positive youth
Alameda CHKS cont.
Data collected and compared from
surveys taken in 2005 and 2007
Primary level: 5th grade students
2005: 61% participation (463
2007: 66% participation (500
Table 2. Fifth Grade Results for SDFSCA/TUPE Performance
Indicators Recommended by CDE, Two-Year Comparison
Spring 2005 Spring 2007
The percentage of students that report high levels of caring
relationships with a teacher or other adult at their school 61% 56%
The percentage of students that report high levels of high
expectations from a teacher or other adult at their school 57% 59%
The percentage of students that report high levels of school
connectedness at their school (Total School Assets) 47% 50%
What is the Wellness policy?
The district’s Wellness Policy was adopted to foster wellness
among students and staff in the Alameda Unified School
District and provide a coordinated school health program.
The Wellness Policy is federally mandated and is comprised
of 9 different elements, Comprehensive Health
Education; Physical Education, Physical Activity and
Athletics; Health Service; Nutrition Services; Mental
Health and Social Services; Healthy School
Environment; Health Promotion for Staff; Family,
School and Community Partnerships; Implementation
and Evaluation (BP 5030). The Wellness Policy was written
and developed by community members, teachers, staff,
parents, and students. The policy was adopted by the Board
of Education in June of 2006 and complies with both federal
and state mandates, including the California Department of
Education Health Framework.
Which Areas Need
SUBSTANCES: Use & Perceptions
Lack of prevention & intervention
Comparisondata between 2005 and
2007 survey years
Lookingat criteria that had a change
of 5% or more
Alcohol Use among 5th Graders
Ever used alcohol?
7% INCREASE over 2 years
Perceived Harm of Alcohol
Belief that alcohol is very bad for one’s
9% decrease over two years
Perceived Harm of Marijuana
Belief that marijuana is very bad for one’s
6% decrease over two years
*Excludes students who answered ―I don’t know what marijuana is.‖
What are the risks?
Those who experiment with substances
(even once) at such a young age are at
risk for later involvement. Students who
begin using alcohol/cigarettes/marijuana
in elementary school are 5x more likely as
their peers to use in middle school.
(Wilson et al., 2002)
Perceptions of high harm/risk associated
with lower rates of use over time
Substance use in youth & adolescence associated
– Declining grades
– School absenteeism
– Cognitive and behavioral problems experienced by
youth/adolescents using substances may affect
– Developmental Problems—use may negatively impact
formation of a strong self-identity, emotional and
intellectual growth, establishment of a career, and the
development of rewarding personal relationships.
What can we do?
about the potential risks
and harm of alcohol and marijuana
prevention programs at the
Early use of ATOD is associated with
greatly increased odds of later use,
which has important implications for
the timing of drug prevention
interventions… should commence no
later than elementary school. (Wilson et
Prevention Programs cont.
In general, programs focusing on only one potential
influence on adolescent substance use (e.g.,
media influences, resistance skills) have not
proven to be effective. Programs using a broader
life skills training approach have been the most
successful, such as Project Northland (Perry et
al., 1993) and Life Skills Training (Botvin, 1986).
Early intervention and prevention strategies that
address more general social and behavioral
problems in addition to alcohol, tobacco, and
other drug use issues are most appropriate (Hops
et al., 1999). A more comprehensive approach is
encouraged for all prevention efforts, whether at
the individual or community level.
Prevention Programs cont.
Social skills promote healthy social
engagement with both peers and
adults, both of which emerged as
significant protectors against
adolescent substance use (Hops et
al., 1999). Efforts to enhance the
social skills of youth are likely to be
an effective avenue of prevention at
the individual level (Bierman, 1996)
Principles of Effective Primary
Varied Teaching Methods
Principles of Effective Primary
Prevention Programs, cont.
Nation et al., 2003. What works in prevention: Principles of
effective prevention programs. American Psychologist,
Currently in place for tobacco use prevention grades 6-8 and 9-12.
Consider writing grant proposals to get prevention programs in
place at the elementary level where they may be more effective in
promoting later success in school.
Commitment to keeping AUSD
students happy, healthy and
Meschke, L.L. & Patterson, J.M., 2003. Resilience as a theoretical base for
substance abuse prevention. The Journal of Primary Prevention, 23(4),
Wilson, N., Battistich, V., Syme, S.L., & Boyce, W.T., 2002. Does elementary
school alcohol, tobacco and marijuana use increase middle school risk?
Journal of Adolescent Health, 30(6), 442-447.
Nation, M., Crusto, C., Wandersman, A., Kumpfer, K.L., Seybolt, D.,
Morrissey-Kane, E., & Davino, K., 2003. What works in prevention:
Principles of effective prevention programs. American Psychologist,
Summary of Findings from the 1998 National Household Survey on Drug
Abuse. DHHS Publication No. (SMA) 99-3328. Rockville, MD: Office of
Applied Studies, Substance Abuse and Mental Health Services
Center for Substance Abuse Treatment. Treatment of Adolescents With
Substance Abuse Problems. Treatment Improvement Protocol (TIP) Series,
No. 32. DHHS Publication No. (SMA) 99-3283. Rockville, MD: Substance
Abuse and Mental Health Services Administration, 1999.
California Healthy Kids Survey, California Department of Education (Safe and
Healthy Kids Program Office) and WestEd (Health and Human