S. Camille Broadway, MAMC¹, Rebecca J. W. Cline, PhD², Robert M. Weiler, PhD³, and Melissa C. Morris, MPH³. (1) College of Journalism and Communications, University of Florida, P.O. Box 118400, Graduate Division (G040 Weimer Hall), Gainesville, FL 32611-8400, 352-271-8766, broadway@alumni.ufl.edu, (2) Communication and Behavioral Oncology, Barbara Ann Karmanos Cancer Institute/Wayne State University, 4100 John R, Hudson Webber Cancer Research Center, Rm. 540, Detroit, MI 48201, (3) Department of Health Education and Behavior, University of Florida, P.O. Box 118210, 5 FLG, Gainesville, FL 32611-8210

Purpose: We investigated prescription drug-related learning objectives and content in comprehensive school health education curricula. Significance: Prescription drugs are the third most frequently abused substance by young people (following alcohol and marijuana); nearly one-third of drug-related emergency visits are attributed to prescription drug abuse. Schools are the most common setting for students to formally learn about drug abuse. However, what is learned is affected by the chosen curriculum. Methods: We analyzed the universe (n = 9) of commercially available and self-contained comprehensive health curricula designed for middle schools. The unit of analysis was a reference, or potential reference, to prescription drugs. Statements identified as objectives and statements identified as content were coded by topic and context. The coding systems consisted of 126 topics organized into 14 categories, and two context dimensions: use versus abuse and explicit versus implicit. Results: Curricula contained 63 objectives associated with 22 topics; 50 of those objectives centered on 14 drug abuse topics. All objectives were presented in an Abuse-Implicit context. Curricular content addressed 53 topics (30 use-related topics, 21 abuse-related topics, 2 “drugs in general” topics). Most abuse-related topics were presented solely in an Abuse-Implicit context (17 of 21 topics); most use-related topics were presented solely in a Use-Explicit context (25 of 30 topics). Conclusions: While the nine curricula included many prescription drug use topics, they more consistently addressed abuse-related topics. However, most of that content failed to identify prescription drugs explicitly. Thus, students may fail to grasp potential risks associated with prescription drug abuse.

Learning Objectives:

At the conclusion of this session the participant will be able to identify and understand the implications of (
• the range and limitations of prescription drug-related objectives addressed by comprehensive health education curricula, (
• the range and limitations of prescription drug-related content addressed by comprehensive health education curricula, (
• the contexts in which prescription drug-related objectives and content are presented in comprehensive health education curricula.

Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.