A Comprehensive Approach to Tobacco Prevention & Cessation: Tools for Rhode Island Schools. Tools

Transcription

1 A Comprehensive Approach to Tobacco Prevention & Cessation: Tools for Rhode Island Schools Tools

2 Rhode Island School District Tobacco Self-Assessment Tool School District: I. Policy Yes Somewhat No 1. Does the school district policy related to tobacco: a. Explain the Intent of the Policy? b. Contain a clear Rationale for the policy, focusing on reducing health and academic risks related to tobacco? c. Specify that it is consistent with state and local laws? d. Prohibit students from possessing or using tobacco: i. in school facilities? ii. on school grounds? iii. in school vehicles? iv. at school functions off school property? e. Prohibit staff from using tobacco: i. in school facilities? ii. on school grounds? iii. in school vehicles? iv. at school functions off school property? f. Prohibit visitors, including contractors, from using tobacco: i. in school facilities? ii. on school grounds? iii. in school vehicles? iv. at school functions off school property? g. State that this prohibition applies 24 hours a day, 365 days a year? h. Include provisions for swift, consistent and equitable enforcement? i. Clearly identify consequences for violation for students, staff and visitors. j. Emphasize helpful consequences (i.e., education, counseling, community service, or referral to cessation services) rather than solely punitive consequences? k. Identify roles and responsibilities of those who will be involved in enforcement? l. Prohibit tobacco advertising and promotional items (e.g., on signs, T-shirts, sponsorship of school events) in school buildings, at functions, or in school publications? m. Include a rejection of funding from the tobacco industry for any school-related operations, programs or events? n. Require that all students receive comprehensive, standards-based instruction in avoiding tobacco use? o. Contain clear procedures for communicating policy to those affected by it including students, staff, parents and visitors? p. Provide access to cessation programs for students using tobacco? q. Provide access to cessation programs for staff using tobacco? r. Address family and community involvement in tobacco prevention? s. Address coordination with community and media tobacco prevention programs? t. Address staff preparation and professional development in order to Rhode Island School District Tobacco Self-Assessment Tool

3 implement all aspects of the policy? u. State when and how the policy will be evaluated and revised? Comments: II. Policy Implementation Yes Somewhat No 2. Is there someone at the district level in charge of monitoring & enforcing the tobacco policy? Name or position 3. Is there someone at the school level in charge of monitoring & enforcing the tobacco policy, in each school in the district? 4. Are your tobacco-related policies effectively communicated to students, staff, parents and visitors through a variety of means such as signs posted in visible places, written statements in student and faculty handbooks, pamphlets, and staff announcements? 5. Is the school tobacco-free policy consistently and equitably enforced: a. With students? b. With staff? c. With visitors? 6. Do consistently comply with the school tobacco-free policy? a. Students? b. Staff? c. Visitors? 7. Are students in violation of the tobacco use policy consistently offered help (i.e., education, counseling, or referral to cessation) rather than solely punitive consequences? 8. Are out-of-school suspensions avoided or used only as a last resort? 9. How many suspensions were there in the district during the last school year? a. Out-of-school b. In-school c. Alternate placements Comments: Rhode Island School District Tobacco Self-Assessment Tool

4 III. Curriculum Yes Somewhat No 10. Does the tobacco prevention education curriculum? a. Align fully with Health Literacy for All: The Rhode Island Health Education Framework? b. Introduce tobacco prevention messages in elementary school, intensify them in middle/junior high school, and reinforce them in high school? c. Use age- and developmentally-appropriate material? d. Include evidence-based tobacco prevention curricula, such as those identified by the Substance Abuse and Mental Health Services Administration (SAMHSA), at the middle school level? e. Teach about the short- and long-term physiological, legal, social, economic, and cosmetic consequences of tobacco use? f. Decrease the acceptability of tobacco use? g. Address the reasons why people might or might not use tobacco? h. Counteract student overestimates of how many of their peers use tobacco? i. Instruct how to find valid information and services related to tobacco? j. Teaches how to recognize and respond appropriately to social influences on tobacco use, including media, family, peers, and culture? k. Develops skills related to not using tobacco (e.g., communication, assertiveness, goal-setting, problem-solving, and decision-making skills)? l. Cover addiction and brain chemistry? m. Focus on secondhand smoke and the importance of a tobacco-free environment, as well as skills to cope with tobacco use by parents and other family members? n. Specifically cover smokeless tobacco? o. Cover other important issues, such as strategies tobacco manufacturers use to influence young people, substances in tobacco products, effects on athletic performance, effects on fetal development, laws and policies governing the sale and use of tobacco? p. Teach skills for supporting others who abstain from or want to quit using tobacco? q. Include school and community action to support a tobacco-free environment? Comments: Rhode Island School District Tobacco Self-Assessment Tool

5 IV. Instruction Yes Somewhat No 11. Are a wide variety of instructional methods including direct instruction, modeling, and rehearsal used to help students develop tobacco specific knowledge, attitudes and skills? 12. Is the tobacco instruction integrated as part of comprehensive health instruction within the broader school health program? 13. Are tobacco-use prevention concepts integrated into the instruction of the other subject areas? 14. Are trained peer educators/leaders assisting with the classroom instruction? 15. Does your school regularly involve community agency staff as guest speakers? 16. Does tobacco prevention instruction engage family members as partner s in students education and promote discussions at home? 17. Is tobacco prevention instruction coordinated with the Great American Smokeout, Kick Butts Day, or other events? 18. Is tobacco-use prevention coordinated with tobacco programs or education in the community? Comments: V. Staff Preparation Yes Somewhat No 19. Are funds allocated and/or release time provided to support professional development for teachers of health on tobacco education, curricula, programs, cessation, and policies? 20. Does your district provide training or other staff development for all teachers and other school staff who provide tobacco instruction which a. Helps them understand the theory and model underlying the specific curriculum? b. Includes a review of the entire program or curriculum and rationale for including each part? c. Models and helps staff practice instructional activities? 21. Do all students who teach other students about tobacco (peer educators) participate in training specific to curriculum or program? 22. Are all school staff provided information and training on enforcement of the district tobacco policy? 23. Are all school staff provided information and training on the district tobacco policy and their responsibilities pertaining to it? Comments: Rhode Island School District Tobacco Self-Assessment Tool

6 VI. Family & Community Involvement Yes Somewhat No 24. Were parents or families involved in developing school tobacco programs, policies, and procedures? 25. Were youth involved in developing school tobacco programs, policies and procedures? 26. Are families encouraged to reinforce anti-tobacco messages at home and to maintain tobacco free homes and vehicles? 27. Does your school provide parent education on tobacco use prevention, smoking cessation resources, and parent/child communication? Comments: VII. Tobacco Cessation* Yes Somewhat No 28. Does your school offer tobacco-use cessation services at school for students? 29. Does your school refer students to tobacco-use cessation services in the broader community? 30. Does your school offer tobacco-use cessation services at school for school staff or refer to services in the broader community? Comments: VIII. Tobacco Prevention Programs Yes Somewhat No 31. Do schools in your district conduct activities to promote a tobacco free lifestyle such as activities around Kick Butts Day or the Great American Smoke Out? 32. Are there any active groups or clubs run by students with tobacco use prevention & reduction as one of their main goals? (e.g. TATU - Teens Against Tobacco Use)? 33. Is the school district working with the local Substance Abuse Task Force on tobacco prevention activities? 34. Are you working with any other organizations on tobacco prevention activities (e.g. Rhode Island Student Assistance Services, American Cancer Society, American Lung Association, Asthma Coalition, local law enforcement)? Comments: Rhode Island School District Tobacco Self-Assessment Tool

7 IX. Evaluation Yes Somewhat No 35. Does your school regularly and systematically assess the effectiveness of its tobacco-related policies? 36. Does your school regularly and systematically assess the effectiveness of its tobacco curriculum and instruction? 37. Does your school regularly and systematically assess the effectiveness of the tobacco use prevention staff development trainings? 38. Does your school regularly and systematically assess the effectiveness of its referrals for tobacco use cessation programs for students? Comments: Parts of this self-assessment tool were adapted from: o Utah Tobacco Prevention & Control Program. A School s Guide to Comprehensive Tobacco Control. o North Carolina Tobacco Free Schools. Assessment Tool for Becoming a Tobacco Free School. o Centers for Disease Control & Prevention. Guidelines for School Health Programs to Prevent Tobacco Use. o National Association of State Boards of Education. Fit, Healthy & Ready to Learn. Rhode Island School District Tobacco Self-Assessment Tool

8 Evaluation Tool 1-6: Tobacco Policy Sample Spot Check Recording Sheet Purpose: to assess adherence to and enforcement of the new policy Timing: after new tobacco policy has been implemented Name of School Spot Check Location Date: Time when observation was started: Time when observation ended: Is tobacco-free signage posted near the spot check location? yes no Describe the signage? Write a for each person you see smoking or using chew tobacco at the spot check location: Adult Smoker Youth Smoker Adult Chewer Youth Chewer Describe actions taken by school personnel as a result of policy violations: Did you see any cigarette butts at the spot check location? yes no If yes, how many? less than 5 between 6 & 10 between 11 and 25 more than 26 Did you see any students wearing tobacco gear? yes no If yes, tally the number of students: Describe type of gear: Other observations: Comments: From: Utah Tobacco Prevention & Control Program. A School's Guide to Comprehensive Tobacco Control.

9 National Center for Chronic Disease Prevention and Health Promotion School Health Index (SHI) Introduction Why Use SHI? Promoting healthy and safe behaviors among students is an important part of the fundamental mission of schools, which is to provide young people with the knowledge and skills they need to become healthy and productive adults. Improving student health and safety can Increase students capacity to learn, Reduce absenteeism, and Improve physical fitness and mental alertness. The School Health Index (SHI) Self-Assessment & Planning Guide was developed by CDC in partnership with school administrators and staff, school health experts, parents, and national nongovernmental health and education agencies for the purpose of Enabling schools to identify strengths and weaknesses of health and safety policies and programs, Enabling schools to develop an action plan for improving student health, which can be incorporated into the School Improvement Plan, and Engaging teachers, parents, students, and the community in promoting health-enhancing behaviors and better health. There is growing recognition of the relationship between health and academic performance, and your school s results from using the SHI can help you include health promotion activities in your overall School Improvement Plan. The SHI has two activities that are to be completed by teams from your school: the eight self-assessment modules and a planning for improvement process. The self-assessment process involves members of your school community coming together to discuss what your school is already doing to promote good health and to identify your strengths and weaknesses. The SHI allows you to assess the extent to which your school implements the types of policies and practices recommended by CDC in its research-based guidelines for school health and safety policies and programs. After you complete the self-assessment process, you will be asked to identify recommended actions your school can take to improve its performance in areas that received low scores. You will then be guided through a simple process for prioritizing the various recommendations. This step will help you to decide on a handful of actions to be implemented this year. Finally, you will complete the School Health Improvement Plan to list your steps in planning the implementation of your recommended actions. Completing the SHI is an important first step toward improving your school s health promotion policies and practices. Your school can then act to implement the School Health Improvement Plan and develop an ongoing process for monitoring progress and reviewing your recommendations for change. It is important to know what the SHI is and what it is not.

10 The SHI is a... Self-assessment and planning tool Community-organizing and educational process Focused, reasonable, and user-friendly experience Process that identifies no-cost or low-cost changes Process that provides justification for funding requests and not a... Research or evaluation tool Tool for auditing or punishing school staff Long, bureaucratic, painful process Process that requires expensive changes Process that identifies unfunded mandates SHI Modules The items in the SHI are based on CDC's research-based guidelines for school health programs, which identify the policies and practices most likely to be effective in improving youth health risk behaviors. The SHI is structured around CDC's eight-component model of a coordinated school health program (CSHP). This model highlights the importance of involving all eight components, which can have a powerful impact on student health behaviors. The eight modules in the SHI correspond to the eight components of a coordinated school health program. The eight modules are: 1. School Health and Safety Policies and Environment 2. Health Education 3. Physical Education and Other Physical Activity Programs 4. Nutrition Services 5. Health Services 6. Counseling, Psychological, and Social Services 7. Health Promotion for Staff 8. Family and Community Involvement Resources The SHI is available at no cost, and the assessment process can be completed in as little as five hours. Many of the improvements you will want to make after completing the SHI can be done with existing staff and with few or no new resources. A small investment of time can pay big dividends in students improved health, safety, and readiness to learn. Some states and counties have provided financial support to cover school costs in implementing the SHI (e.g., refreshments for meetings and staff stipends) and to help schools implement actions recommended in the School Health Improvement Plan. For those priority actions that do require new resources, your SHI results can help provide information needed to stimulate school board and community support for school health and safety, and can provide data and justification to support funding requests. Health Topics The current edition of the SHI covers the following five health topics. Additional health topics will be added in future editions.

11 Safety Physical activity Nutrition Tobacco use Asthma These topics were chosen because these health behaviors can play a critical role in preventing the leading causes of death, disability, hospitalizations, illness, and school absence. CDC has developed guidelines or strategies for schools to address each of them. Physical inactivity, poor eating habits, and tobacco use are primary causes of the chronic diseases such as heart disease, cancer, stroke, and diabetes that are the leading causes of death in our nation. These risk behaviors are typically established during childhood and adolescence, and the physiological processes that lead to chronic diseases can also start in youth. Unfortunately, more children and adolescents are overweight than ever before, and more than one in three high school students currently uses some kind of tobacco product. Unintentional injuries and violence are the leading causes of death and disability among children, adolescents, and young adults. Major causes of unintentional injuries include motor-vehicle crashes, drowning, poisoning, fires and burns, falls, sports- and recreation-related injuries, firearm-related injuries, choking, suffocation, and animal bites. Types of violence are homicide, suicide, assault, sexual violence, rape, child maltreatment, dating and domestic violence, and self-inflicted injuries. Children and adolescents engage in many behaviors that increase their risk of injury. These include not using seat belts, driving after drinking alcohol, carrying weapons, and engaging in physical fights. Safety-related behaviors are those that can help prevent unintentional injuries and violence. Asthma is the third leading cause of hospitalizations and a leading cause of school absences. On average, in a classroom of 30 children, about three are likely to have asthma. The impact of illness and deaths due to asthma is disproportionately higher among low-income populations, minorities, and children in inner cities than in the general population. Additional information on physical activity, nutrition, tobacco use, asthma, unintentional injury, and violence among young people can be found in the Health Topics section of the Web Site for CDC's Division of Adolescent and School Health, Healthy Youth. More detailed information on the relationship between health and academic performance can be found in the CD-ROM, Making the Connection: Health and Student Achievement, produced by the Society of State Directors of Health, Physical Education and Recreation and the Association of State and Territorial Health Officers (see Resources for school health and safety). Scorecards Module scorecards display your score for the module, and the overall scorecard displays your scores at a glance for all the modules. The scores assigned to your responses enable you to identify your strengths and weaknesses. You will use the module and overall scorecards as the basis for completing the Planning Questions section below the module scorecard and the School Health Improvement Plan.

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16 Rhode Island Model Tobacco-Free Schools Policy Language Developed by the Rhode Island School Tobacco Prevention Coalition RIEAP, Inc., Student Assistance Services American Cancer Society, Southern New England Region Rhode Island Department of Education Rhode Island Department of Health American Lung Association of Rhode Island January 2007 The Model Tobacco-Free Schools Policy Language is intended to provide a template and sample language for policymakers in Rhode Island school districts. Districts may choose to use various sections of this document as written or adapt the language to make it appropriate for local needs and circumstances. While it is not necessarily intended for adoption in its entirety by districts, all of the components of this document meet with national recommendations and guidelines. Together, these policy components would support a healthy, tobacco-free learning and work environment and the prevention of tobacco use by students, families, and school staff. Acknowledgements: Parts of this model policy language have been adopted from the Center for Disease Prevention and Control s Guidelines for School Health Programs to Prevent Tobacco Use and Addiction; the National Association of State Boards of Education s Fit, Healthy, and Ready to Learn: A School Health Policy Guide; the Carolina Tobacco Prevention and Control Branch & North Carolina Department of Public Instruction s A Model 100% Tobacco-Free School Policy for North Carolina School Districts ; and the Utah Tobacco Prevention & Control Program s A School s Guide to Comprehensive Tobacco Control.

17 Model Tobacco-Free Schools Policy Language [NAME OF SCHOOL DISTRICT] [Name of Town(s), RI] TOBACCO-FREE SCHOOLS Intent: The [Name of School District] is committed to protecting the health and welfare of students, employees and visitors from the known hazards of tobacco use and exposure to environmental tobacco smoke (ETS). The [Name of School District] feels very strongly that it must promote and model healthy behaviors for the youth of [Name of Town(s)] and promote a healthy learning and working environment. To these ends, district leaders shall develop and implement a comprehensive tobacco prevention plan that includes: Tobacco prevention education; Establishment and enforcement of tobacco-free school environments; Clear communication about rules and consequences regarding tobacco; Appropriate counseling, cessation services and/or referrals; Prohibition of tobacco advertising and promotional items; Rejection of tobacco industry funding; Staff preparation; Coordination with community efforts to prevent tobacco use; Strategies to educate and involve family members in tobacco-use prevention program development and implementation; and Program evaluation. Rationale: Research has shown that: Smoking is the leading cause of preventable death and disease in the United States; Environmental tobacco smoke is classified as a Group A (known human) carcinogen by U.S. Environmental Protection Agency (EPA). Exposure to ETS presents a serious and substantial public health risk; Nicotine is highly addictive; Tobacco use usually begins during adolescence; The younger a person is when they start using tobacco, the more likely s/he is to become a heavy user as an adult; Tobacco use is often a gateway to use of alcohol and other drugs; and Tobacco use interferes with students attendance and learning. In addition, the School Committee has a legal authority and obligation to try to prevent tobacco use, pursuant to: Rhode Island General Laws Chapter Smoking Restrictions in Schools Act ( and RIGL Chapter Public Health and Workplace Safety Act (

18 Tobacco prevention education: All students shall receive tobacco-use prevention education, as part of a comprehensive, sequential, culturally appropriate K-12 health education curriculum, aligned with the Rhode Island Health Education Framework. The tobacco-use prevention education shall: Be introduced in elementary school, intensified in middle/junior high school and reinforced in high school; Use evidence-based curricula and/or be based on theories and methods that have been shown to be effective; Teach about the short- and long-term physiologic, legal, social, economic and cosmetic consequences of tobacco use; Decrease the acceptability of tobacco use; Address the reasons why people might or might not use tobacco; Counteract student overestimates of how many of their peers use tobacco; Instruct how to find valid information and services related to tobacco; Teaches how to recognize and respond appropriately to social influences on tobacco use, including media, family, peers, and culture; Develop skills related to not using tobacco (e.g., communication, assertiveness, goalsetting, problem-solving, and decision-making skills); Cover other important issues, such as addiction, secondhand smoke, smokeless tobacco, substances in tobacco products, effects on athletic performance, effects on fetal development; Explain how students can support others who abstain from or want to quit using tobacco; Include school and community action to support a tobacco-free environment; Engage family members as partner s in students education and promote discussions at home; Integrate tobacco-use prevention concepts into the instruction of the other subject areas, to the greatest extent possible; Be coordinated with the Great American Smokeout, Kick Butts Day or other events; Be closely coordinated with the other components of the school health program; and Be coordinated, to the extent possible, tobacco use prevention education in the community. Tobacco use prohibited: The smoking or use of any substance or item which contains tobacco including but not limited to cigarettes, cigars, pipes, or other smoking tobacco, or the use of snuff or smokeless tobacco or having in one s possession a lighted cigarette, cigar, pipe, or other substance or item containing tobacco is prohibited: 24 hours a day, 365 days a year; By any person or persons, including but not limited to students, administrators, school employees and faculty, contract or other workers on school property, and school visitors; On all school properties and school grounds, including but not limited to classroom buildings, administration buildings, other buildings regulated by the school district,

19 playgrounds, athletic facilities, athletic grounds, locker rooms, buses, other school vehicles, parking lots, and any other outside areas within twenty-five (25) feet of any school building; and At any school-sponsored event that takes place off campus. In addition, any tobacco product found in the possession of a minor shall be confiscated and discarded. Notice/Signage: The superintendent/principal/other shall notify students, families, education personnel, and school visitors of the tobacco-free policy in handbooks, newsletters, and by other efficient means. As stated in RIGL Chapter all school areas where tobacco product usage is prohibited shall be clearly marked with nonsmoking area signs with bold block lettering at least three inches (3") high stating Tobacco-Free School Tobacco Use Prohibited. There shall be at least one nonsmoking area sign, in conformance with the above, at every building entrance and in other areas as designated by the governing body. (Signs as detailed above are provided, without charge, by the department of health.) Signs shall also be posted in every school bus, in every school vehicle, and on school grounds. Enforcement and consequences: It is the responsibility of all students, employees, and visitors to enforce this policy through verbal admonition. Students: Violation of this policy will result in any or all of the following disciplinary actions: First offense Parental/Guardian notification within two days of violation by Principal (or designee) to be conducted by telephone or in person. Referral to Student Assistance Counselor, guidance counselor, school nurse, or other appropriate personnel for health information, counseling and referral. Second offense Parental/Guardian conference within five days of violation by Principal (or designee) to be conducted in person. Referral to Student Assistance Counselor, guidance counselor, school nurse, or other appropriate personnel for health information, counseling and referral. Loss of privileges, such as parking or participation in athletic, social or other extracurricular activities. Referral to voluntary tobacco cessation program. Third offense Parental/Guardian conference within five days of violation by Principal (or designee) to be conducted in person. Referral to Student Assistance Counselor, guidance counselor, school nurse, or other appropriate personnel for health information, counseling and referral. Loss of privileges, such as parking or participation in athletic, social and other extracurricular activities. In-school suspension, alternative to suspension

20 program with a tobacco education component, or enrollment in tobacco cessation program. Additional violations should result in escalating consequences, with an emphasis on helping consequences that are appropriate to the violation and the individual student. Other possible disciplinary actions include required community service, substantial fines (for those students who can afford them), and referral to the police or juvenile hearing board. Employees: The School District/Superintendent is directed to develop procedures to provide uniform and consistent application of disciplinary action for staff who violate this policy, in accordance with District personnel disciplinary regulations or guidelines. Staff will be provided information about and/or access to tobacco cessation services. Visitors: Visitors who are observed smoking or using tobacco products will be informed about the Tobacco-Free Schools Policy and will be asked by anyone in the school to refrain from smoking or using tobacco products. If the individual fails to comply with the request, his or her violation of policy shall be referred to the administrator for the area in which the violation occurred. The administrator will make a decision on further action, which may include a directive to leave the school property. In extreme cases of resistance or non-compliance, assistance may be sought from the police department. Repeated violations may result in a recommendation to the Superintendent of Schools to prohibit the individual from entering the school building or other school property for a specified period of time. School District: The School District acknowledges that it may be liable for civil penalties for violations of the Smoking Restrictions in Schools Act and the Public Health and Workplace Safety Act, as outlined in RIGL and Cessation programs: Information and resources relating to tobacco cessation shall be made available to students and staff in each building in the school district. The school nurse and counseling/psychological/social service providers shall identify and refer students with problems related to tobacco use. Tobacco cessation programs will be offered to students on a voluntary basis. Tobacco cessation programs will be offered to staff on a voluntary basis, directly, through an employee assistance program, or through the district s health insurance plan.

21 Tobacco advertising & promotion: Tobacco promotional items, including clothing, bags, lighters, and other personal articles, are not permitted on school grounds, in school vehicles, or at school-sponsored events. Tobacco advertising is prohibited on school grounds, in all schoolsponsored publications and at all school-sponsored events. Tobacco industry funding: Endorsement, sponsorship, funding or goods will not be accepted from any tobacco company or tobacco industry-affiliated foundation for any school-related operations, programs or events. Staff preparation: All staff will be informed about the policy and of their responsibilities pertaining to it. Staff responsible for tobacco-use prevention education shall be offered professional development opportunities that cover content knowledge, curriculum, instructional strategies, assessment, policy, data, and cessation. Staff responsible for counseling, cessation, referral and/or other school-based tobacco prevention programs will also receive necessary training to be able to deliver these services effectively. In addition, any student peer leaders who deliver or assist with tobacco-use prevention education programs will be trained well. Community and family involvement: Students, parents, families, and community members will be involved in developing and implementing school tobacco programs and policies. Programs and policies will be coordinated with media and community tobacco prevention efforts, to the greatest extent possible. In addition, student tobacco prevention education will engage family members. Families will also be provided with information about tobacco use prevention, community tobacco cessation resources, parent/child communication, and other relevant topics and tobacco-free homes and vehicles will be promoted. Program evaluation: The tobacco prevention program shall be assessed at regular intervals to determine whether policies, policy enforcement, communication, education, staff training, cessation programs, and family involvement efforts are effective. Policies and programs shall be updated and revised, accordingly. Implementation The policy will go into effect on [Date policy will go into effect].

22 Questions and Answers Around Tobacco Policy Enforcement in Schools Question: Is suspending students the best option for violations of the tobacco policy? Answer: No. While out-of-school suspensions may be seen as a get-tough consequence for smoking in school, research suggests that it may actually reinforce the behavior, rather than prevent it. Students who are suspended from school are likely to smoke while they are out of school. Moreover, it may discourage them from seeking help. National experts recommend alternatives to suspension. They also encourage emphasizing education, counseling or referral to cessation services in addition to punitive consequences. Question: What other options are there? Answer: Administrators should be choose one or more consequences from a range of options. Consequences should get more severe with each violation, although at least one helpful consequences should always be included. Possibilities include: Parental/Guardian notification; Referral to Student Assistance Counselor, guidance counselor, school nurse, or other appropriate personnel for health information, counseling and referral; Referral to voluntary tobacco cessation program; Written assignments on health effects of tobacco; Requirement to perform community service; Loss of privileges, such as parking or participation in athletic, social or other extracurricular activities; Enrollment in tobacco cessation program; Detention or in-school suspension; Alternative to suspension program with a tobacco education component; Police notification; Substantial fines; Referral to hearing board Question: Are there schools in Rhode Island who are having success in stopping the students from smoking? Answer: Lt. Michael Reilly has been the School Resource Officer in Cumberland for the past seven years. He takes Criminal Health and Safety Law, Chapter 23, Title , Smoking in Schools seriously. According to this law, fines may be assessed if a student is caught smoking. If a child (under 18) is caught smoking, he tells them that they will be charged/arrested. He completes an arrest report and files the paperwork with the detective, who sends out a notice to appear to the hearing board. The child must pay the fine, get two long-term detentions (1:30 to 5:00 p.m.), perform community service, write an essay and meet with the student assistance counselor, who is qualified to run cessation groups. Lt. Reilly had 30 arrests in a year in the beginning; now he has none. He and the assistant principals will go into the bathrooms to check. Some of the kids who smoke now go off campus to smoke. He said that some kids have quit smoking and tell him. A couple of parents have said that they are being tough but the administration supports this effort.

23 Question: Should the school lock bathrooms to prevent students from smoking in them? Answer: No. This solves on one public health problem by creating another. Furthermore, state law requires that students have full access to lavatory facilities in schools. State school standards are as follows: Minimum Lavatory Facilities for Schools o Elementary School Fixtures to pupil ratio 1:30 pupils up to 300 pupils o Secondary School Fixtures to pupil ration 1:40 pupils for all above 300 pupils Minimum Number of Water Closets for Schools o Elementary School Boys 1:40 Girls 1:35 o Secondary School Boys 1:75 urinals 1:30 Girls 1:45 Question: What options are there out there for preventing smoking in the bathroom? Answer: Toll Gate High School in Warwick has had the Stealth System in place since the beginning of 2005 that has been effective in apprehending smokers in the bathroom. It involves hidden devices installed above the ceiling; all someone sees is an air vent. It actually detects the light from the match and not the smoke. The system sends a signal to the Assistant Principal s office, which sends a signal to the pagers on the administrators beepers and flashes the # of the bathroom. Then they can respond. The company that makes the systems is Voiceproducts, Inc. (in Ohio) and their website is The student senate wanted it and they started raising the money through the soda machines profit (probably not an option any more!). At the time of this writing, the system had been broken for two weeks and the administration at Toll Gate was working on getting it fixed. The current principal said that it had been effective in catching smokers, although it had not stopped the smoking problem at the school.