Windsor Locks. Alcohol and Drug Use Student Survey Report, 2014

Transcription

1 Windsor Locks Alcohol and Drug Use Student Survey Report, 2014 Survey Conducted By Report Prepared By Sarah Sanborn, M.A. Research Analyst, ERASE Contact Information: 70 Canterbury Street East Hartford, CT Phone: (860) Fax: (860)

2 -Table of Contents- Windsor Locks 2014 Alcohol and Drug Use Student Survey Report Section Heading Page Number Introduction... 3 Key Findings... 6 Section I: Survey Sample Demographics... 9 Section II: Tobacco Use and Perceptions of Use Part 1: Tobacco Use Part 2: Students Perceptions of Tobacco Use Section III: Alcohol Use and Perceptions of Use Part 1: Alcohol Use Part 2: Students Perceptions of Alcohol Use Section IV: Marijuana Use and Perceptions of Use Part 1: Marijuana Use Part 2: Students Perceptions of Marijuana Use Section V: Prescription and Over-the-Counter Drug Abuse and Perceptions of Abuse Part 1: Prescription and Over-the-Counter Drug Abuse Part 2: Students Perceptions of Prescription Drug Abuse Section VI: Other Drug Use and Perceptions of Use Part 1: Other Drug Use Section VII: Families and Substance Use Section VIII: Perceptions of Alcohol Prevention Strategies Section IX: Substance Use Comparisons to State and National Data Section X: Substance Use Comparisons to Regional Data Section XI: Year Trends in Core Measures Summary: Grades Section XII: Core Measures Summary, Grades 6-8, 9-2, and Section XIII: Sexting Section XIV: Student Life and Family Relationships Part 1: Student Life Part 2: Family/Parent Relationships Section XV: Community Perceptions Section XVI: Conflict Resolution and Personal Issues Section XVII: Perceptions Regarding Self Acknowledgements Appendix A: Windsor Locks 2014 Youth Culture Student Survey Tool, Grades

3 Introduction to the 2014 Windsor Locks Alcohol & Drug Use Student Survey Report The following report is a summary of data that was gathered during January and February of 2014 at Windsor Locks Middle School (grades 6-8) and Windsor Locks High School (grades 9-12), all located in the town of Windsor Locks, Connecticut. Data collected from this year s student survey will be used in the planning and development of strategies, policies, and practices in Windsor Locks. This survey was administered to youth in the schools in order to ensure a representative sample and reliable data. Please note that the findings presented in this report are not reflective of the school but are intended to reflect the greater community of Windsor Locks. The Windsor Locks 2014 Alcohol and Drug Use Student Survey fulfills the following objectives: 1. Describes the nature and extent of substance abuse, school environment, and other risky behaviors among Windsor Locks students in grades 6-12 in the year Monitors trends in substance abuse and other risky behaviors over time through comparisons with the 2010 survey reports. 3. Aids in future planning of services and activities for young people in Windsor Locks. Survey Tool Background: The current ERASE Survey tool was adapted from the Governor s Prevention Initiative for Youth (GPIY) Student Survey, a school survey that was distributed throughout the state of Connecticut in The ERASE Survey has been used throughout the ERASE Region to monitor the rates and trends of substance abuse and other risk and protective factors for over 15 years. ERASE, a non profit 501(c)(3) organization, is one of 13 Regional Action Councils established by state legislation to assess substance abuse needs and to fill gaps in services. ERASE serves the following Connecticut towns: Enfield, Somers, Stafford, East Windsor, Ellington, Tolland, South Windsor, Vernon, East Hartford, Manchester, Bolton, Andover, Hebron, Marlborough, and Glastonbury. Survey Consent: The 2014 Windsor Locks Alcohol and Drug Use Student Surveys were administered on January 31, 2014 to students at Windsor Locks Middle School and on February 4, 2014 to students at Windsor Locks High School. Students guardians received letters notifying them of the purpose and content of the survey and were able to return a signed passive consent form to the school if they did not want their children to participate in the school survey. Survey Administration: All surveys were administered online in school computer labs using SurveyMonkey.com website and software. Teachers received a set of instructions to read to the students before administering the surveys. Both verbal and written instructions informed students that participation of the survey was voluntary and anonymous. Any question could be skipped if a student was not comfortable answering a particular question. Students who chose to not participate in the survey were asked to sit quietly until all classmates finished the survey. Data Processing: The student survey data was exported from the SurveyMonkey.com website and imported into SPSS (Statistical Package for the Social Sciences) for data analysis. A total of 18 surveys (2.5% of original sample of 732 surveys) were omitted from the sample pool due to observed discrepancies in the responses (inconsistent/extreme responses). The final sample size after surveys were omitted was 714 surveys for grades

4 Sample Response Rates: Response rates by grade level and school are listed below in Table 1. Response rates are calculated as a proportion of the number of surveys included in the sample to the number of total students enrolled in the school year. Note that total sample counts only contain surveys that were used in the survey report; surveys that were omitted from the sample pool are not included in the following counts. TABLE 1: Sample Count Population Count Response Rate (%) Grade 6 91 students 110 students 82.7% Grade students 128 students 92.2% Grade students 122 students 86.9% Grade 9 99 students 113 students 87.6% Grade students 141 students 82.3% Grade students 127 students 71.7% Grade students 136 students 66.0% Grades students 360 students 88.1% Grades students 517 students 76.8% Grades students 877 students 81.4% Table 2 shows the confidence intervals calculated for grades 6-8, 9-12 and 6-12, using a 95% confidence level. A confidence interval simply means the percentage range you can expect the accurate rates to fall within. Smaller confidence intervals give you more accurate estimates of the actual use rates in the school population (and larger confidence intervals give you less accurate estimates of the actual use rates in the school population). For example, if 25% of your sample reported using alcohol in the past month, a confidence interval of 2.0 means that if you randomly re-sampled your population 100 times, 95 of those times you would find past month alcohol use rates to fall somewhere between 23% (25-2) and 27% (25+2). In contrast, if your confidence level is 5 (and 25% of your sample reported using alcohol in the past month), you would typically find past month use rates ranging between 15% (25-5) and 30% (25+5) if you repeatedly re-sampled students in this population. TABLE 2: Confidence Level Confidence Interval Grades % +/ Grades % +/ Grades % +/ Statistical Analyses: Statistical comparisons by grade levels were conducted separately for grades 6-8 and grades 9-12 using one-way analysis of variance (ANOVA) techniques. Generally, grade level percentage differences are only reported when overall significance is found, with the exception of some key substance use measures (core GPRA measures for alcohol, tobacco, marijuana, and prescription 4

5 drug use), all of which will be reported by grade level regardless of significance level. Any grade differences not reported should be assumed to not be significantly different, p >.05. When overall significance was found (p <.05), post-hoc analyses using either the Bonferroni (equal group variances assumed) or Games-Howell (unequal variances assumed) were conducted to determine which grade levels were significantly different from each other. Both post-hoc procedures protect against Type I error, which occurs when a significant result is actually due to error rather than actual group differences. Throughout the survey report, the type of post-hoc procedure used will be specified in a superscript located in parentheses, with a (B) indicating that the Bonferroni procedure was used, and a (GH) indicating that the Games-Howell Procedure was used. Statistical comparisons by gender were conducted for grades 6-8 and grades 9-12 separately using an independent-samples t-test. Gender differences for grades 6-8 and 9-12 are only reported when a significance value (p) of less than.05 is found. Any gender differences not reported should be assumed to not be significantly different, p >.05. Year Trends: When showing year trends in substance use (comparing 2010 to 2014 data), both percentage difference and percentage change scores are calculated. Percentage difference is simply the number of percentage points that have changed positively or negatively in the substance use rate between 2010 and Percentage change is the percentage difference divided by the original 2010 substance use rate. For example, the past month alcohol use rate for students in grades 6-12 was 20.5% in 2010 and 10.2% in The percentage difference score is -10.3% (10.2%- 20.5%) and the percentage change score is -50.2% (-10.3%/20.5%). Statistical Comparisons by Race: In order to prevent unfair identification or stereotyping a small handful of students as using or abusing drugs, statistical analyses by race were conducted across grades 6-12 rather than by school, and race groups comprising less than 5% of the full sample (Native American) were combined into one already existing category referred to as other (which contained other races not listed as a choice for that question that students could write in). Statistical comparisons by race were conducted for grades 6-12 using one-way analysis of variance (ANOVA) techniques. Post-hoc analyses were conducted similarly as they were for grade differences, described above. Due to low sample sizes by race sub-group, race differences will only be reported if significant differences are found for the core drugs of interest: tobacco, alcohol (and binge drinking), marijuana, and prescription drugs concerning use rates and perception related questions. For information regarding race differences in substance use, refer to the national survey reports, such as the National Survey on Drug Use and Health ( or the Monitoring the Future Survey ( Differences in Timing and Method of Survey Administration between 2010 and 2014: When assessing year trends in drug and alcohol use, it is important to keep in mind the different ways in which the survey was administered, as these factors may affect the results. In 2010, the student survey was administered in paper format to Windsor Locks students in the month of June. In 2014, the student survey was administered in computer format to Windsor Locks students in the month of February. The survey administration date was scheduled to occur earlier in the year in order to satisfy current grant requirements; the changed survey date was approved by school administration. 5

6 Key Findings of the 2014 Windsor Locks Student Survey Report Below are some important findings that were gathered from this year s student survey. Sections 1-6: Substance Use 25.0% % 1 5.0% Alcohol Past Month Use of Core Drugs Binge Drinking Cigarettes Other Tobacco Marijuana Rx Drugs Grades % 0.6% 2.2% 4.1% Grades % 8.3% 6.5% 5.5% 10.3% 4.3% Among students in 9-12, the highest past month use rates were for alcohol, followed by marijuana and cigarettes. Among students in grades 6-8, past month use rates were very low across drugs, highest for prescription drugs, followed by marijuana and alcohol. Past Month Use Rates: Year Trends of Core Drugs, Grades 6-8 & Alcohol Binge Drinking DUI Alcohol Tobacco Marijuana Rx Drugs 2010: Grades % 2.7% 5.9% 5.3% 2.5% 2014: Grades % 0.6% 2.2% 4.1% 2010: Grades % 25.3% 4.2% 28.9% 25.3% 8.1% 2014: Grades % 8.3% 2.8% 9.1% 10.3% 4.3% Among students in grades 6-8 and 9-12, past month use rates for most drugs have decreased since 2010, with the exception of prescription drug abuse for grades 6-8 which have increased since Perceived Risk of Core Drugs Grades 6-8 Grades 9-12 Alcohol 69.6% 65.9% Cigarettes 81.5% 80.1% Marijuana 70.2% 42.8% Rx Drugs 78.5% 78.0% For grades 6-8, perceived risk of use was highest for cigarettes and lowest for alcohol. For grades 9-12, perceived risk of use was highest for cigarettes and lowest for marijuana. 6

7 Perceived Friend Disapproval Grades 6-8 Grades 9-12 Alcohol 83.8% 54.4% Cigarettes 85.9% 58.3% Marijuana 84.8% 45.3% Rx Drugs 86.4% 69.5% For grades 6-8, students perceived the highest levels of friend disapproval for prescription drug abuse and the lowest levels for alcohol use. For grades 9-12, students perceived the highest levels of friend disapproval for prescription drug abuse and the lowest levels for marijuana use. Perceived Parent Disapproval Grades 6-8 Grades 9-12 Alcohol 90.4% 84.4% Cigarettes 93.9% 89.8% Marijuana 92.9% 83.0% Rx Drugs 94.9% 91.5% For grades 6-8, students perceived the highest levels of parent disapproval for prescription drug abuse and the lowest levels for alcohol use. For grades 9-12, students perceived the highest levels of parent disapproval for prescription drug abuse and the lowest levels for marijuana use Ease of Accessing Drugs or Alcohol Grades 6-8 Grades 9-12 Alcohol 38.2% 65.0% Tobacco 25.4% 57.5% Marijuana 18.3% 56.5% Rx Drugs 21.3% 32.7% Illegal Drugs 12.1% 21.5% For grades 6-8 and 9-12, the type of drug that was perceived as being the easiest to obtain was alcohol followed by tobacco; illegal drugs (like cocaine, heroin, LSD, or amphetamines) were perceived as the hardest to obtain. 7

8 Section 7: Families and Substance Use 13.4% of students in grades 6-8 and 17.7% of students in grades 9-12 reported that someone in their family used alcohol so that it created problems at home, at work, or with friends. SJ note this matches federal average of 15% of all people in US are somehow impacted by someone else s substance use (family/close relationship, etc.) Section 8: Perceptions of Alcohol Prevention Strategies Alcohol prevention strategies seen as most effective for grades 6-8 and 9-12 were for having one s driver s license suspended, checking ID s in stores or bar, and being fined $200 for drinking. Alcohol prevention strategies seen as least effective for grades 6-8 and 9-12 were for setting a high price, alcohol education in school, and school rules. Section 9-12: Comparisons of Windsor Locks 2014 data to Regional, State, National, & Past Year Data Refer to these sections directly in the survey report, pages Section 13: Sexting 3.2% of students in grades 6-8 and 17.7% of students in grades 9-12 have electronically sent (e.g., text, , or social network) a sexually explicit photo of their self. 19.0% of students in grades 6-8 and 39.4% of students in grades 9-12 have electronically received (e.g., text , or social network) a sexually explicit photo from someone else. Section 14: Student Life and Family Relationships 90.9% of students in grades 6-8 and 85.1% of students in grades 9-12 reported that when they go out, their parents know where they are and whom they are out with. 52.8% of students in grades 6-8 and 42.3% of students in grades 9-12 reported that their parent/guardian participates in activities at their school, including attendance at school events. 87.8% of students in grades 6-8 and 84.4% of students in grades 9-12 feel that teachers and staff at their school encourage and support them to do their best. Section 15: Community Perceptions 30.7% of students in grades 6-8 and 74.9% of students in grades 9-12 feel that a lot of kids in my community are into using marijuana and other drugs. 30.4% of students in grades 6-8 and 65.2% of students in grades 9-12 feel that a lot of drugs are sold in their community. Section 16: Conflict Resolution and Personal Issues Students in grades 6-8 and 9-12 were most likely to talk to their friend and least likely to talk to school personnel or teachers, advisors, counselors or school staff when they had a problem that bothered them. 14.4% of students in grades 6-12 have hurt themselves on purpose before. 12.4% of students in grades 6-12 have seriously considered attempting suicide within the past year. Section 17: Perceptions Regarding Self 44.2% of students in grades 6-8 and 50.1% of students in grades 9-12 have trouble concentrating. 84.9% of students in grades 6-8 and 83.6% of students in grades 9-12 feel their life is going in a positive direction. 9 of students in grades 6-8 and 90.3% of students in grades 9-12 treat people with respect. 8

9 Section I: Survey Sample Demographics The student survey sample consisted of a total of 714 students (328 females, 380 males, 6 not specified). 317 students represented Windsor Locks Middle School (156 females, 161 males, 0 not specified) and 397 students represented Windsor Locks High School (172 females, 219 male, 6 not specified). Refer to Figure 1.0 to see the count of students surveyed in each grade level and gender breakdowns by grade level. Refer to Figure 1.1 for the breakdown of the sample by race, as included in the survey. Refer to Figure 1.2 for the race grouping used to assess mean differences for statistical significance (as it combines race groups that are less than 5% of the full 6-12 sample). 6 th grade 7 th grade 8 th grade 9 th grade 10 th grade 11 th grade 12 th grade n = 91 n = 118 n = 106 n = 99 n = 116 n = 91 n = 90 males: 46 males: 58 males: 57 males: 63 males: 60 males: 52 males: 44 females: 45 females: 60 females: 49 females: 33 females: 54 females: 39 females: 45 unknown: 0 unknown: 0 unknown: 0 unknown: 3 unknown: 2 unknown: 0 unknown: 1 Figure 1.0 Student sample size and gender breakdown for each grade level White or Caucasian Black or African American Asian or Pacific Islander Hispanic or Latino Native American Other Grades 6-8 n = 206 (65.2%) n = 28 (8.9%) n = 23 (7.3%) n = 26 (8.2%) n = 6 (1.9%) n = 27 (8.5%) Grades 9-12 n = 263 (67.3%) n = 42 (10.7%) n = 24 (6.1%) n =34 (8.7%) n = 5 (1.3%) n = 23 (5.9%) Grades 6-12 n = 469 (66.3%) n = 70 (9.9%) n = 47 (6.6%) n =60 (8.5%) n = 11 (1.6%) n = 50 (7.1%) Figure 1.1 Student sample breakdown by race White or Caucasian Black or African American Hispanic or Latino Asian or Pacific Islander Other (Native American, and Other ) Grades 6-12 n = 469 (66.3%) n = 70 (9.9%) n =60 (8.5%) n = 47 (6.6%) n = 61 (8.6%) 9

10 Figure 1.2 This figure shows which races were combined into a single group for statistical analyses. Part 1: Tobacco Use Section II: Tobacco Use and Perceptions of Use Students were asked to report how frequently in the past month they had used cigarettes. In a separate question, students were asked to report how frequently in the past month they had used other tobacco products (not including cigarettes), such as chewing or pipe tobacco, cigars, snuff, or Snus. To facilitate comparisons to regional and national data, and to allow for comparisons to past year Windsor Locks survey reports, we have merged students answers to these two separate questions into a general tobacco products use variable, in addition to reporting student usage rates for cigarettes and other tobacco products. Note that students could have reported using either or both types of tobacco products (the two questions were not mutually exclusive). Note also that e-cigarettes are NOT included in the general tobacco products use variable. Tobacco Use Rates for % of students in grades 6-12 reported using any type of tobacco product (cigarettes, chewing tobacco, pipe tobacco, cigars, snuff, Snus, etc.) at least once in the past month. Refer to Figure 2.0 for tobacco use rates among students in grades 6-12, 6-8, and Figure Tobacco Use Rates Grades 6-12 (n=714) Grades 6-8 (n=317) Grades 9-12 (n=397) All Tobacco Products 1 : Lifetime Use (used at least once before) 10.4% 1.9% 17.1% All Tobacco Products: Past Month Use (used in past 30 days) 5.0% 9.1% All Tobacco Products: Frequent/Daily Use (6+ days in past month) 2.7% 4.8% Cigarettes: Lifetime Use (used at least once before) 8.7% 1.9% 14.2% Cigarettes: Past Month Use (used in past 30 days) 3.6% 6.5% Cigarettes: Frequent/Daily Use (6+ days in past month) 2.1% 3.9% Other Tobacco Products: Lifetime Use (used at least once before) 7.6% 1.0% 13.1% Other Tobacco Products: Past Month Use (used in past 30 days) 3.0% 5.5% Other Tobacco Products: Frequent/Daily Use (6+ days in past month) 1.3% 2.4% E-Cigarettes: Lifetime Use (used at least once before) 6.9% 3.5% 9.7% 1 E-cigarettes are NOT included in this all tobacco products variable. Percentage rates for e-cigarettes are shown separately in Figure

11 E-Cigarettes: Past Month Use (used in past 30 days) 1.4% 0.6% 2.1% E-Cigarettes: Frequent/Daily Use (6+ days in past month) 0.4% 0.8% Tobacco Use Trends by Year: Trends indicate a decline in past month and lifetime tobacco use since 2010 among students in grades 6-8 and students in grades Refer to Figures 2.1, 2.2 and 2.3. Figure 2.1 Tobacco Use: Year Trends % Difference Since 2010 % Change Since 2010 Grades 6-8 Lifetime Use 12.5% 1.9% -10.6% -84.8% Past Month Use 5.9% -5.9% -10 Grades 9-12 Lifetime Use 43.0% 17.1% -25.9% -60.2% Past Month Use 28.9% 9.1% -19.8% -68.5% Grades 6-12 Lifetime Use 28.9% 10.4% -18.5% -64.0% Past Month Use 18.3% 5.0% -13.3% -72.7% Figure 2.2 Trends in Past Month Tobacco Use Rates by Grade 6 th 7 th 8 th 9 th 10 th 11 th 12 th % 9.5% 5.9% 18.4% 27.6% 28.9% 42.2% % 6.9% 12.1% 12.2% % Difference Since % -9.5% -5.9% -12.3% -20.7% -16.8% -3 % Change Since % -75.0% -58.1% -71.1% Figure 2.3 Trends in Lifetime Tobacco Use Rates by Grade 6 th 7 th 8 th 9 th 10 th 11 th 12 th % 17.9% 16.8% 29.1% 41.4% 44.3% 58.9% % 1.7% 1.9% 11.1% 17.2% 20.9% 2 % Difference Since % -16.2% -14.9% -18.0% -24.2% -23.4% -38.9% % Change Since % -90.5% -88.7% -61.9% -58.5% -52.8% -66.0% 2014 Tobacco Use Comparisons by Grade Level: 11

12 There were no significant differences between grades 6-8 or grades 9-12 for lifetime or past month general tobacco use, cigarette use, other tobacco use, or e-cigarette use, p >.05. Refer to Figure 2.4 and 2.5 for grade differences. 35% Figure Lifetime Tobacco Use by Grade Level 30% 25% 20% 15% 10% 5% 0% All Tobacco 2.2% 1.7% 1.9% 11.1% 17.2% 20.9% 2 Cigarettes 2.2% 1.7% 1.9% 11.3% 17.9% 14.8% 12.4% Other Tobacco 2.2% 0.8% 7.4% 14.4% 15.9% 14.9% E-Cigarettes 2.2% 2.5% 5.9% 9.5% 11.6% 7.0% 10.2% Figure Past Month Tobacco Use by Grade Level 25.0% % 1 5.0% All Tobacco 6.1% 6.9% 12.1% 12.2% Cigarettes 6.2% 5.4% 8.0% 6.7% Other Tobacco 2.1% 4.5% 6.8% 9.2% E-Cigarettes 1.7% 1.1% 2.7% 1.2% 3.4% 2014 Tobacco Use Comparisons by Gender: There were significant gender differences among students in grades 9-12 for past month noncigarette tobacco use rates, t(366.89) = 2.12, p <.05. Significantly more males (7.8%) than females (2.9%) reported past month non-cigarette tobacco use Tobacco Use Comparisons by Race: There were no significant race differences among students in grades 6-8 or grades 9-12, p >.05. Age of Onset for Tobacco Use: Students that reported using tobacco products at least once before were asked how old they were when they tried tobacco products (like cigarettes, snuff, chewing tobacco, dip, smoking tobacco from a pipe) for the first time. Figure 2.6 Year Trends for Age of Onset of Tobacco Use Grades yrs (n=217, SD = 2.3) 13.4 yrs (n=6, SD = 2.0) 12

13 Grades yrs (n=58, SD = 1.9) 12.7 yrs (n=44, SD = 1.8) Grades yrs (n=159, SD = 2.4) 13.5 yrs (n=62, SD = 2.0) Influence to Try Tobacco Products for the First Time: Students who reported using tobacco products at least once before in their lifetime were asked what influenced them the most to try tobacco products. Curiosity was the largest influence (39%) to first try tobacco products, followed by stress/to feel better and friends/peer pressure. See Figure 2.7. Figure Influence to Try Tobacco Products for the First Time Friends/Peer Pressure 18.2% Boredom 9.1% Curiosity 39.4% Advertisments/Media 1.5% Family Angry/Upset with Someone 6.1% 6.1% Stress/To Feel Better 19.7% 5.0% % % % % Accessibility of Tobacco Of the students that have used tobacco products at least once before (n=74), most reported getting tobacco products from their friends (42.3% sometimes, 26.8% often). There was not enough variability in the middle school sample (n = 6) to compare sources of tobacco products between middle and high school students. Refer to Figure Figure Students' Sources of Tobacco Products (Grades 6-12) Friends Parents With Permission Parents Without Permission Siblings Store Machines Often 26.8% 5.8% 21.4% 8.7% 20.6% 4.3% Sometimes 42.3% 7.2% 22.9% 18.8% 14.7% 1.4% Part 2: Students Perceptions of Tobacco Use All students, including those who reported never using tobacco products before, answered the following questions regarding students perceptions of tobacco use, particularly regarding the risks of use, parental and friend disapproval, perceived frequency of tobacco use amongst peers, and perceived ease of obtaining any type of tobacco products. Risks of Smoking Cigarettes: 13

14 80.7% of students in grades 6-12 perceived regular smoking (defined as smoking one or more pack of cigarettes per day) as a moderate or great risk. Refer to Figure 2.9. Figure 2.9 Moderate Risk Great Risk Moderate Risk or Great Risk Grades 6-12 (n=705) 21.1% 59.6% 80.7% Grades 6-8 (n=313) 23.6% 57.8% 81.5% Grades 9-12 (n=392) 19.1% 61.0% 80.1% There were significant differences between grades 6-8 in the perception of regular smoking being risky to one s health, F(2, ) = 3.36, p <.05. Post-hoc analyses (GH) show marginally significant differences between grades 7 and 8, p =.05. Refer to Figure Figure "How much do you think people risk harming themselves physically or in other ways when they smoke cigarettes, 1+ packs a day?" 100% 80% 60% 40% 20% 0% % Moderate Risk 25.8% 17.9% 27.6% 22.4% 21.4% 13.2% 18.9% % Great Risk 51.7% 66.7% 53.3% 59.2% 54.5% 67.0% 65.6% Parent/Guardian Disapproval of Smoking Cigarettes: 91.6% of all students in grades 6-12 thought their parents/guardians felt it would be moderately wrong or greatly wrong if they smoked cigarettes. Refer to Figure Figure 2.11 Moderately Wrong Greatly Wrong Moderately Wrong or Greatly Wrong Grades 6-12 (n=705) 14.8% 76.9% 91.6% Grades 6-8 (n=314) 9.9% 84.1% 93.9% Grades 9-12 (n=391) 18.7% 71.1% 89.8% There were significant differences in perceived parent disapproval of smoking between grades 6-8, F(2, ) = 3.80, p <.05. Post-hoc analyses (GH) showed significant differences between grades 6 and 7, p <.05. Refer to Figure

15 Figure "How wrong do your parents/guardians feel it would be for you to smoke cigarettes?" 100% 80% 60% 40% 20% 0% % Moderately Wrong 9.0% 8.5% 12.4% 17.5% 17.7% 18.9% 21.1% % Greatly Wrong 78.7% 89.8% 81.9% 77.3% 70.8% 72.2% 63.3% Friend Disapproval of Smoking Cigarettes: 68.8% of students in grades 6-12 thought that their friends felt it would be moderately wrong or greatly wrong if they smoked cigarettes. Refer to Figure Figure 2.13 Moderately Wrong Greatly Wrong Moderately Wrong or Greatly Wrong Grades 6-12 (n=688) 19.2% 51.3% 70.5% Grades 6-8 (n=304) 17.8% 68.1% 85.9% Grades 9-12 (n=384) 20.3% 38.0% 58.3% There were significant differences for students perceived friend disapproval of smoking cigarettes between grades 6-8, F(2, ) = 5.23, p <.01. Post-hoc analyses (GH) showed significant differences between grades 7 and 8, p <.01. Refer to Figure Figure "How wrong do your friends feel it would be for you to smoke cigarettes?" 100% 80% 60% 40% 20% 0% % Moderately Wrong 13.6% 15.0% 23.8% % 21.1% 22.7% % Greatly Wrong 71.6% 76.1% 56.4% 38.9% 41.8% 34.4% 36.4% Perceived Frequency of Tobacco Use Amongst Peers 88% of students in grades 6-8 estimated that 25% or less of students in their grade used tobacco products. 62% of students in grades 9-12 estimated that between 25-50% of students in their grade used tobacco products. Refer to Figure 2.15 for percentages by school. 15

16 Figure Perceived Frequency of Tobacco Use Amongst Peers Hardly Any Students (~10% or less) A Few Students (~25%) Half of Students (~50%) Most Students (~75%) Almost All Students (~90% or more) Grades % 26.6% 7.1% 3.5% 1.6% Grades % 30.3% 31.7% 19.8% 6.6% There were significant differences in perceived frequency of peer tobacco use between grades 6-8, F(2, ) = 33.82, p <.001, and between grades 9-12, F(3, 374) = 6.50, p <.001. Post-hoc analyses (GH) showed significant differences between grades 6 and 7, 7 and 8, and 6 and 8, p <.01 and at the high school level, post-hoc analyses (B) showed significant differences between grades 9 and 11 and between grades 9 and 12. Refer to Figure 2.16 for grade level differences for perceived frequency of peer tobacco use and how it compares to actual past month tobacco use rates. Note that as grade level increases, accuracy of perceived peer tobacco use decreases, particularly in the high school grades. For instance, 89.9% of 6 th grade students perceived that less than 10% of their peers used tobacco, and 0% of 6 th grade students reported using tobacco products in the past month. In contrast, majority (69%) of 12 th grade students perceived that % of 12 th grade students used tobacco products, but only 12% reported using tobacco products in the past month. Figure 2.16 Perceived Peer Tobacco Use by Grade and Comparison to Past Month Tobacco Use Rates by Grade 6 th 7 th 8 th 9 th 10 th 11 th 12 th Hardly any students (<10%) 89.9% 66.1% 31.1% 23.2% 8.4% 7.9% 6.9% A few students (~25%) 6.7% 25.4% 44.7% 30.5% 34.6% 30.3% 24.1% Half or more (50-100%) 3.3% 8.4% 24.3% 46.4% 57.0% 61.3% 68.9% Actual Past Month Use Rates 6.1% 6.9% 12.1% 12.2% There were gender differences among students in grades 9-12 for this question, t(370.52) = 3.28, p <.01. Generally, females perceived higher rates of peer tobacco use than males. For example, 17% of females versus 5% of males estimated that less than 10% of their peers used tobacco products and 68% of females versus 50% of males estimated that between % of their peers used tobacco products. Perceived Availability of Tobacco 16

17 42.9% of all students in grades 6-12 felt that tobacco is sort of easy or very easy to obtain. Refer to Figure 2.17 for perceived accessibility of tobacco by grades 6-12, 6-8, and Figure 2.17 Very Easy Sort of Easy Very Easy or Sort of Easy Grades 6-12 (n=674) 24.2% 18.7% 42.9% Grades 6-8 (n=307) 14.0% 11.4% 25.4% Grades 9-12 (n=368) 32.7% 24.8% 57.5% The perception that tobacco is easy to obtain was significantly different between grades 6-8, F(2, ) = 7.28, p <.01, and between grades 9-12, F(3, 362) = 11.38, p <.01. Post-hoc analyses (GH) indicate significant differences in perceived availability of tobacco between grades 6 and 8, 7 and 8, 9 and 10, 9 and 11, 9 and 12, and 10 and 12, p <.05. Refer to Figure Figure "If you wanted to, how easy would it be for you to get any type of tobacco products?" 100% 80% 60% 40% 20% 0% % Sort of Easy 4.8% 9.3% 19.4% 23.7% 27.6% 23.0% 24.7% % Very Easy 13.1% 9.3% 19.4% 15.1% 29.5% 40.2% 49.4% Part 1: Alcohol Use Alcohol Use Rates for 2014 Section III: Alcohol Use and Perceptions of Use 10.2% of students in grades 6-12 reported drinking alcoholic beverages (more than a sip and not including religious activities) in the past month. Refer to Figure 3.0 for specific percentage rates. Figure Alcohol Use Rates Grades 6-12 (n=686) Grades 6-8 (n=310) Grades 9-12 (n=376) Lifetime Use (used at least once before) 26.5% 8.7% 41.2% Past Month Use (used in the past 30 days) 10.2% 1.9% 17.0% Frequent/Daily Use (6+ days in past month) 2.6% 1.0% 4.0% Alcohol Use Trends by Year: Trends indicate a substantial decline in past month and lifetime alcohol use since 2010 among students in grades 6-8 and students in grades Refer to Figures 3.1, 3.2, and

18 Figure 3.1 Alcohol Use: Year Trends % Difference Since 2010 % Change Since 2010 Grades 6-8 Lifetime Use 17.1% 8.7% -8.4% -49.1% Past Month Use 5.9% 1.9% -4.0% -67.8% Grades 9-12 Lifetime Use 55.0% 41.2% -13.8% -25.1% Past Month Use 32.7% 17.0% -15.7% -48.0% Grades 6-12 Lifetime Use 37.7% 26.5% -11.2% -29.7% Past Month Use 20.5% 10.2% -10.3% -50.2% Figure 3.2 Trends in Past Month Alcohol Use Rates by Grade 6 th 7 th 8 th 9 th 10 th 11 th 12 th % 9.5% 8.9% 15.9% 31.0% 38.8% 47.8% % 3.9% 12.6% 16.0% 21.6% 18.6% % Difference Since % -7.8% -5.0% -3.3% -15.0% -17.2% -29.2% % Change Since % -56.2% -20.8% -48.4% -44.3% -61.1% Figure 3.3 Trends in Lifetime Alcohol Use Rates by Grade 6 th 7 th 8 th 9 th 10 th 11 th 12 th % 28.4% 19.8% 38.3% 55.2% 61.2% 67.8% % 7.7% 16.7% 30.5% 35.8% % % Difference Since % -20.7% -3.1% -7.8% -19.4% -11.2% -16.6% % Change Since % -72.9% -15.7% -20.4% -35.1% -18.3% -24.5% 2014 Alcohol Use Comparisons by Grade Level: There were significant differences between grades 6-8 for lifetime alcohol use, F(2, ) = 8.00, p <.001, and for past month alcohol use, F(2, ) = 7.45, p <.01. For both lifetime and past month alcohol use, post-hoc analyses (GH) show significant differences between grades 6 and 7 and between grades 6 and 8, p <.05. Refer to Figure

19 There were also significant differences between grades 9-12 for lifetime alcohol use, F(3, ) = 4.09, p <.01, and for past month alcohol use, F(3,371) = 3.07, p <.05. For lifetime alcohol use, post-hoc analyses (GH) show significant differences between grades 9 and 11, and between grades 9 and 12, p <.05. For past month alcohol use, post-hoc analyses (B) show marginally significant differences between grades 9 and 11, p <.08. Refer to Figure Alcohol Use Comparisons by Gender: Significantly more males (5.8%) than females (3.9%) in grades 6-8 reported drinking alcohol in the past month, t(226.74) = 2.37, p <.05. There were no other gender differences for past month or lifetime alcohol use for grades 6-8 or 9-12, p >.05. Age of Onset for Alcohol Use: Figure Alcohol Use Rates by Grade Level Lifetime Use 1.1% 7.7% 16.7% 30.5% 35.8% % Past Month Use 1.7% 3.9% 12.6% 16.0% 21.6% 18.6% Frequent/Daily Use 0.9% 2.0% 2.1% 6.6% 3.4% 3.5% Students that reported drinking alcohol at least once before (more than just a few sips and not including religious activities) were asked how old they were when they had an alcoholic beverage for the first time. Refer to Figure 3.5. Figure 3.5 Year Trends for Age of Onset of Alcohol Use Grades yrs (n=259, SD = 2.8) 13.6 yrs (n=160, SD = 2.2) Grades yrs (n=55, SD = 2.4) 11.3 yrs (n=22, SD = 1.8) Grades yrs (n=204, SD = 2.8) 13.9 yrs (n=138, SD = 2.1) Influence to Try Alcohol for the First Time: Students who reported drinking alcohol at least once before in their lifetime were asked what influenced them the most to try alcoholic drinks. Curiosity was the largest influence (41.3%), followed by Friends/Peer Pressure (19.2%) and Boredom (13.4%). Refer to Figure

20 Figure Influence to Try Alcohol for the First Time Friends/Peer Pressure 19.2% Boredom 13.4% Curiosity 41.3% Advertisements/Media 0.6% Family Tradition Alcohol Readily Available 6.4% 8.7% Angry/Upset with Someone 1.2% Stress/To Feel Better 9.3% 5.0% % % % % Accessibility of Alcohol Of the students that have drank alcohol at least once before (n=182), most reported getting alcohol from their friends (42.5% sometimes, 12.3% often). Other major sources of alcohol were from parents/guardians without their permission (32.9% sometimes or often) and from other people who buy it for them (32.3% sometimes or often). Refer to Figure Figure Students' Sources of Alcohol (Grades 6-12) Friends Parents W/ Permission Parents No Permission Siblings Other People Store/Bar Restaurant Party w/ Adult Often 12.3% 2.8% 5.0% 4.4% 6.7% 1.1% 0.6% 4.5% Sometimes 42.5% 22.3% 27.9% 17.2% 25.6% 3.9% 5.6% 21.2% A series of independent sample t-tests were conducted to compare students sources of alcohol between middle (n=27) and high school (n=155) students who reported lifetime alcohol use. The following significant differences were found: 23.1% of students in grades 6-8 versus 60.2% of students in grades 9-12 reported sometimes or often getting alcohol from their friends, t(177) = 2.98, p <.01. 0% of students in grades 6-8 versus 5.8% of students in grades 9-12 reported sometimes or often getting alcohol from the store or bar (they buy it), t(153) = 2.91, p <.01. Students who reported getting alcoholic beverages from their friends were asked often their friend(s) got alcoholic beverages from various sources. (Those who responded not applicable because they reported never getting alcohol from their friends were removed from this analysis). Of the students that have drank alcohol at least once before, most reported their friends getting 20

21 alcohol from their friends (70.7% sometimes or often), however, a sizeable percentage reported their friends getting alcohol from other people (62.8% sometimes or often), their parents without their permission (59.8% sometimes or often), or from their siblings (53.0% sometimes or often). Refer to Figure Figure Students' Friends Sources of Alcohol (Grades 6-12) Friends Parents W/ Permission Parents No Permission Siblings Other People Store/Bar Often 28.3% 3.8% 16.1% 15.7% 25.6% 10.1% Sometimes 42.4% 17.7% 43.7% 37.3% 37.2% 15.2% Students who reported getting alcoholic beverages from their siblings were asked often their sibling(s) got alcoholic beverages from various sources. (Those who responded not applicable because they reported never getting alcohol from their siblings or because they have no siblings were removed from this analysis). Of the students that have drank alcohol at least once before, most reported their siblings getting alcohol from their friends (39.5% sometimes or often), from the store or bar (34.1% sometimes or often), or from other people (32.1% sometimes or often). Refer to Figure Figure Students' Siblings Sources of Alcohol (Grades 6-12) Friends Parents W/ Permission Parents No Permission Siblings Other People Store/Bar Often 14.8% 5.3% 6.5% 9.3% 10.3% 13.4% Sometimes 24.7% 18.4% 18.2% 17.3% 21.8% 20.7% Places/Events Where Students Drank Alcohol in the Past Month Students who reported drinking alcoholic beverages at least once before in their lifetime were asked to specify the frequency in which they drank alcohol in a variety of places or events (within the past 30 days). For students in grades 6-8, the most frequent places where students drank alcohol were at their own homes, at parties with (30 or older) present, and at other people s homes. Refer to Figure

22 Figure Places Where Students in Grades 6-8 Drank Alcohol Your home Outdoors Other Homes School Events Party w/ Adult Party w/o Adult Often 3.8% 3.8% 3.8% Sometimes 42.3% 18.5% 26.9% 11.5% 34.6% 15.4% For students in grades 9-12, the most frequent places where students drank alcohol were at other people s homes, followed by their own homes. Refer to Figure Figure Places Where Students in Grades 9-12 Drank Alcohol Your home Outdoors Other Homes For students in grades 9-12, significantly more females (49.3% sometimes or often) than males (31.2% sometimes or often) who reported drinking alcohol before, drank alcohol in their own home in the past month, t(143.27) = 2.21, p <.05. Students Driving While Under the Influence of Alcohol: School Events Party w/ Adult Party w/o Adult Often 7.3% 4.6% 11.9% 0.7% 2.7% 6.6% Sometimes 33.1% 13.8% 39.7% 2.6% 19.5% 28.5% Since the legal driving age in the state of Connecticut is a minimum of 16 years of age, results for driving under the influence of alcohol mainly pertains to students surveyed in grades % of all students in grades 11 and 12 (n=181) reported driving a car, truck, ATV, or motorcycle under the influence of alcohol within the past 30 days. There were no significant differences in DUI rates between grades 11 and 12, p >.05. Refer to Figure 3.12 for percentages by grade and comparisons to 2010 data. 4 Figure Driving Under the Influence of Alcohol: Year Trends Grade 11 Grade 12 Grades % 7.7% 4.2% % 1.1% 2.8% 22

23 Significantly males (5.2%) than females () in grades reported driving a car, truck, ATB, or motorcycle under the influence of alcohol within the past 30 days, t(50) = 2.20, p <.05. Binge Drinking Rates Students were asked if they have had 4 or more drinks during a single occasion. In this survey report, having 4 or more drinks during a single occasion will be referred to as binge drinking. 14.0% of students in grades 6-12 engaged in binge drinking at least once before in their lifetime and 4.9% at least once in the past month. Refer to Figure Figure Binge Drinking Rates Grades 6-12 (n=714) Grades 6-8 (n=317) Grades 9-12 (n=397) Lifetime Rate (at least once before) 14.0% 3.5% 22.4% Past Month Rate (in the past 30 days) 4.9% 0.6% 8.3% Frequent/Daily Rate (6+ days in past month) 1.0% 1.8% Of the students in grades 6-12 who reported drinking alcohol at least once before, 57.8% reported binge drinking at least once before and 20.2% reported past month binge drinking. Of the high school students who reported drinking alcohol at least once before, 60.5% reported binge drinking at least once before and 22.4% reported past month binge drinking. The rates are lower among students in grades 6-8; 42.3% of those who drank alcohol at least once before reported binge drinking at least once before and 7.7% reported binge drinking in the past month. There were no significant differences in past month or lifetime binge drinking by grade, p >.05. Refer to Figure Figure Binge Drinking Rates by Grade Level Past Month 0.8% 0.9% 5.1% 8.6% 12.1% 7.8% Lifetime 2.5% 7.5% 15.2% 20.7% 27.5% 27.8% There were no significant race differences among students in grades 6-12 for lifetime or past month binge drinking, p >.05. There were no significant gender differences among students in grades 6-8 or 9-12 for lifetime or past month binge drinking, p >.05. Binge Drinking Year Trends 23

24 Figure Year Trends in Past Month Binge Drinking Rates Grades 6-12 Grades 6-8 Grades % 2.7% 25.3% % 0.6% 8.3% 6 Figure Year Trends in Lifetime Binge Drinking Rates Grades 6-12 Grades 6-8 Grades % 6.1% 42.9% % 3.5% 22.4% Attending Class While Under the Influence of Alcohol 0.3% of students in grades 6-8 and 1.5% of students in grades 9-12 reported attending class while under the influence of alcohol at least once in the past month. Of those who reported drinking alcohol at least once before, of middle school students and 6.3% of high school students reported attending class while under the influence of alcohol in the past month. Lifetime Rates of Being Drunk or Very High from Alcoholic Beverages Students who reported drinking at least once in their lifetime were asked to specify the number of occasions in their lifetime during which they had been drunk or very high from drinking alcoholic beverages. Refer to Figure 3.17 and note that percentages are only calculated out of the number of students who reported lifetime alcohol use for grades 6-12 (n=180), 6-8 (n=26), and 9-12 (n=147) and do not reflect percentages out of all students in those grade levels. Figure 3.17 Grades 6-12 Grades 6-8 Grades 9-12 Never 32.2% 33.3% 32.0% 1-2 Occasions 27.2% 44.4% 24.2% 3-9 Occasions % 21.6% 24

25 10+ Occasions 20.6% 11.1% 22.2% Part 2: Students Perceptions of Alcohol Use All students, including those who reported never drinking alcohol before, answered the following questions regarding students perceptions of alcohol use, particularly regarding the risks of use, parental and friend disapproval, perceived frequency of alcohol use amongst peers, and perceived ease of obtaining alcohol. Risks of Drinking Alcohol (5 or More Drinks, Once or Twice a Week) There are two similar questions regarding students perceived risk associated with alcohol use. The following question, How much do you think people risk harming themselves (physically or in other ways) when they drink 5 or more alcoholic beverages once or twice a week should be used when comparing to national and state level data, as it meets current federal grant guidelines. 34.9% of students in grades 6-12 perceived that drinking 5 or more alcoholic beverages (beer, wine, or liquor) once or twice a week to be a moderate or great risk. Refer to Figure Figure 3.18 Moderate Risk Great Risk Moderate Risk or Great Risk Grades 6-12 (n=705) 32.6% 34.9% 67.5% Grades 6-8 (n=312) 36.2% 33.3% 69.6% Grades 9-12 (n=393) 29.8% 36.1% 65.9% There were significant differences between grades 6-8 in the perception of having 5 or more alcoholic drinks once or twice a week being risky to one s health, F(2, 307) = 4.21, p <.05. Figure "How much do you think people risk harming themselves physically or in other ways when they drink 5+ alcoholic beverages 1-2 times a week?" 100% 80% 60% 40% 20% 0% % Moderate Risk 36.0% 37.6% 33.7% 36.7% 27.4% 24.2% 3 % Great Risk 27.0% 38.5% 33.7% 32.7% 34.5% 42.9% 35.6% Post-hoc analyses (B) show differences between grades 6 and 7, p <.05. Refer to Figure More females (69.1%) than males (62.7%) in grades 9-12 perceived drinking 5 or more drinks once or twice a week to be a moderate or great risk, t(385) = 2.18, p <.05. Risks of Drinking Alcohol (1 or 2 Drinks Nearly Every Day) In addition to the question above, which assessed perception of risk associated with drinking 5 or more alcoholic beverages 1-2 times a week, students were also asked to rate how much risk they 25

26 perceived as associated with drinking 1-2 alcoholic beverages nearly every day to ease comparison of perception of risk of alcohol as asked in prior survey years for Windsor Locks (e.g., 2010). 58.9% of students in grades 6-12 perceived that drinking 1 or 2 alcoholic beverages (beer, wine, or liquor) nearly every day to be a moderate or great risk. Refer to Figure Figure 3.20 Moderate Risk Great Risk Moderate Risk or Great Risk Grades 6-12 (n=699) 33.2% 25.8% 58.9% Grades 6-8 (n=309) 35.6% 27.2% 62.8% Grades 9-12 (n=390) 31.3% 24.6% 55.9% There were marginally significant differences between grades 6-8 in the perception that drinking 1 or 2 alcoholic beverages nearly every day to be risky to one s health, F(2, 304) = 3.02, p =.05. Post-hoc analyses (B) show significant differences between grades 6 and 7, p <.05. See Figure Figure "How much do you think people risk harming themselves physically or in other ways when they drink 1 or 2 alcoholic beverages nearly every day?" 100% 80% 60% 40% 20% 0% % Moderate Risk 34.1% 33.9% 39.4% 29.2% 25.9% 44.0% 26.7% % Great Risk 22.7% 34.8% 22.1% 19.8% 27.7% 19.8% 31.1% Among students in grades 9-12, more females (62.0%) than males (50.9%) perceived that drinking 1 or 2 alcoholic beverages nearly every day to be a moderate or great risk, t(383) = 3.37, p <.01. Parent/Guardian Disapproval of Drinking Alcohol: 87.0% of students in grades 6-12 thought that their parents felt it would be moderately or greatly wrong if they drank 1 or 2 alcoholic beverages (beer, wine, or liquor) nearly every day. Refer to Figure Figure 3.22 Moderately Wrong Greatly Wrong Moderately Wrong or Greatly Wrong Grades 6-12 (n=702) 14.4% 72.6% 87.0% Grades 6-8 (n=312) 11.2% 79.2% 90.4% Grades 9-12 (n=390) 16.9% 67.4% 84.4% There were no significant differences in perceived parent disapproval of drinking between grades 6-8 or grades 9-12, p >.05. Refer to Figure

27 Figure "How wrong do your parents/guardians feel it would be for you to drink 1 or 2 alcoholic beverages nearly every day?" 100% % Moderately Wrong % Greatly Wrong 80% 60% 40% 20% 0% 12.5% 11.0% 10.6% 15.6% 15.9% 13.3% 23.3% 72.7% 83.1% 79.8% 70.8% 65.5% 73.3% 6 Among students in grades 6-8, significantly more females (93.4%) than males (87.5%) thought their parents felt it would be moderately or greatly wrong if they drank alcohol nearly every day, t(291.78) = 2.47, p <.05. Friend Disapproval of Drinking Alcohol: 67.4% of students in grades 6-12 thought that their friends felt it would be moderately or greatly wrong if they drank 1 or 2 alcoholic beverages (beer, wine, or liquor) nearly every day. Refer to Figure 3.24 for perceived friend disapproval by grades 6-12, 6-8, and Figure 3.24 Moderately Wrong Greatly Wrong Moderately Wrong or Greatly Wrong Grades 6-12 (n=687) 21.4% 46.0% 67.4% Grades 6-8 (n=303) 18.5% 65.3% 83.8% Grades 9-12 (n=384) 23.7% 30.7% 54.4% There were significant differences in perceived friend disapproval of drinking between grades 6-8, F(2,253.94) = 7.07, p <.01. Post-hoc analyses (GH) show significant differences between grades 6 and 7, and between grades 7 and 8, p <.05. Refer to Figure Figure "How wrong do your friends feel it would be for you to drink 1 or 2 alcoholic beverages nearly every day?" 100% 80% 60% 40% 20% 0% % Moderately Wrong 13.6% 15.0% 27.0% 26.3% 17.3% 26.7% 26.1% % Greatly Wrong 65.9% 77.0% 52.0% 31.6% 33.6% 32.2% 25.0% Disapproval of Peer Alcohol Use 27