Early substance use and the school environment: A multilevel latent class analysis

Area of Science:

• Adolescent Health
• Substance Use Research
• Educational Psychology

Background:

• Early substance use, particularly polysubstance use, heightens risks for mental health and substance use disorders.
• Adolescent transition from elementary to secondary school marks a critical period for increased substance use initiation.

Purpose of the Study:

• To identify distinct classes of student substance use patterns.
• To classify schools based on identified student substance use classes.
• To explore the relationship between student substance use classes and factors like mental health, school climate, belonging, safety, and extracurricular activities.

Main Methods:

• A cross-sectional, multilevel latent class analysis and regression was employed.
• The study analyzed data from 19,130 students in grades 6-8 across 180 elementary schools in Ontario, Canada.
• Correlates examined included mental health symptoms, school climate, sense of belonging, safety perceptions, and extracurricular involvement.

Main Results:

• Two student and two school classes of substance use were identified.
• 4.1% of students were categorized in a high probability class for early polysubstance use.
• Depressive and externalizing symptoms were associated with higher odds of early polysubstance use. Positive school climate, belonging, and safety were linked to lower odds of early polysubstance use.
• 19% of schools exhibited higher proportions of students engaging in polysubstance use.

Conclusions:

• Identified student and school substance use classes can inform targeted prevention and early intervention strategies.
• School-based interventions focusing on improving school climate, fostering a sense of belonging, and enhancing safety are supported by the findings.