Youth Activities, Substance Use, and Family Income

Based on SAMHSA’s 2005 National Survey on Drug Use and Health, 92.4% of youths aged 12 to 17 participated in one or more school-based, community-based, church or faith-based, or other such activities during the past year: 27.1% participated in one to three activities, 31.4% participated in four to six activities, and 33.9% participated in seven or more activities in the past year.

Youth in families of lower income were more likely not to participate in any school-based, community-based, church or faith-based or related activities; however, regardless of family income those youth who did participate had lower rates of cigarette, alcohol, or illicit drug use than those who did not participate in such activities.

The greater the number of activities, the lower the rates of past year use of cigarettes, alcohol, or illicit drugs among youth. For example, the rates of illicit drug use were 18.3% for youth who participated in no such activities, 11.9% for those with 1-3 activities, 9.4% for 4-6 activities, and 6.8% for 7 or more youth activities in the past year.

Source: Substance Abuse & Mental Health Services Administration

School Engagement and Youth Who Run Away from Care: The Need for Cross-System Collaboration
Source: Chapin Hall Working Papers (University of Chicago)

In an effort to better understand individual and system factors that may impact the educational experiences and choices of youth in care, this paper presents the voices of a group of youth who ran away from their foster placements and the perspectives of adults who care for or work with these youth. Qualitative data from two earlier studies were re-analyzed in an effort to better understand the complex set of factors or systems–including individual, biological family and foster family experiences, and experiences within the larger child welfare and public education systems–that influence school engagement for youth in care, particularly youth who run away from their placements. Findings reveal missed opportunities in helping support the educational aspirations of a vulnerable group of youth–missed opportunities for foster parents and professionals, for the child welfare and education systems, and most importantly for the youth themselves. The adults need to overcome institutional impediments and secure appropriate support services and educational opportunities for the youth with whom they work. These supports and opportunities, coupled with highly motivated and committed adults, are key factors in increasing the likelihood that foster youth will have positive academic experiences and outcomes.

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