{"id":4121,"date":"2026-05-11T13:16:55","date_gmt":"2026-05-11T13:16:55","guid":{"rendered":"https:\/\/siliconvalleymovingpost.com\/?p=4121"},"modified":"2026-05-11T13:16:55","modified_gmt":"2026-05-11T13:16:55","slug":"schools-often-dont-have-any-standardized-drug-education-relying-on-patchwork-programs-2","status":"publish","type":"post","link":"https:\/\/siliconvalleymovingpost.com\/?p=4121","title":{"rendered":"Schools often don\u2019t have any standardized drug education, relying on patchwork programs"},"content":{"rendered":"
\n

At 5280 Recovery High School in Denver, students gather on so-called \u201cWinning Wednesdays\u201d to celebrate each other\u2019s achievements \u2014 but not academic ones. Rather, they are sobriety milestones that mark how long they\u2019ve abstained from using drugs or alcohol.<\/p>\n

Read more How teens are teaching each other about drugs<\/a><\/p>\n

Billed as the nation\u2019s largest recovery high school, 5280 Recovery serves about 100 teenagers who deal with substance abuse and addiction. The school uses strategies such as coaching and group meetings to help kids get sober \u2014 and stay sober \u2014 one day at a time, said Keith Hayes, who served as the school\u2019s director of recovery from 2020 to 2026. Many of the staff are also recovering addicts with their own past troubles and life lessons to share.<\/p>\n

On one \u201cWinning Wednesday\u201d last May, Hayes stood in front of bleachers full of students and handed out chips to those marking monthly milestones of continuous sobriety. It was the last Wednesday of the 2024-25 academic year and one well worth celebrating. That year, the student body boasted an average of 440 days sober from drugs and alcohol, the highest average since the high school\u2019s opening in 2018.<\/p>\n

\u201cThere is no chaser with anything that we do here at 5280. It is raw, it is uncut and it is real,\u201d Hayes said in an interview. \u201cThe ability to be vulnerable with each other without judgment, without shame, is a beautiful thing. And I think the only way that real recovery works is that we can have difficult conversations about difficult things.\u201d<\/p>\n

After the presentation, recovery coach Brittany Kitchens then led a group discussion to talk about the challenges of staying sober during the summer without the structure and accountability of school weeks. She asked the teenagers in the room how they would fill their free time and who they would surround themselves with in the absence of their classmates.<\/p>\n

5280 Recovery High School is unabashed in its approach. And while the cohort of kids it serves is unique, many of its methods reflect how other Colorado schools are seeking to intervene in adolescent drug use. Instead of relying exclusively on abstinence-only models, these schools are trying to help students by investing in their mental health and connecting them with services outside of school, such as food banks or specialty health professionals.<\/p>\n

Educators say it\u2019s critical to build trusting relationships between students and adults, and to entrust student leaders to help shape the culture in their communities. For some, this also means working closely with students who get into trouble as well, and instituting deeper forms of development than simple discipline or punishment.<\/p>\n

But approaches remain a patchwork across Colorado since the state\u2019s \u201clocal control\u201d form of governance leaves it up to individual school districts to determine curriculum content. When it comes to drugs, state law only requires that some type of prevention education must be taught, though it lacks specifics about what that should look like.<\/p>\n

\n<\/div>\n

That means the breadth and depth of information covered varies \u201cdramatically\u201d between districts, said James Hurley, comprehensive health and physical education content specialist at the Colorado Department of Education.<\/p>\n

This is the second story in The Denver Post\u2019s three-part series examining how drug education has evolved alongside changing cultural attitudes towards substances like cannabis and psychedelics, both of which are now legal in Colorado.<\/p>\n

The Post spoke with five districts, both urban and rural, about their approaches; we also attended classes, virtually and in-person, at two. Prevention and intervention efforts within these districts are fairly new. Denver Public Schools, the state\u2019s largest district, developed its programming in 2015 in response to marijuana legalization. Comparatively, the small Gunnison Watershed School District in southwestern Colorado hired its first student wellness coordinator in 2024 to oversee health programming and partnerships.<\/p>\n

Normalizing sobriety<\/h4>\n

Educators said nicotine, cannabis and alcohol are the most common intoxicants they see and hear about among school-age kids, though awareness about opioids and psychedelics is growing.<\/p>\n

\n<\/div>\n

In 2023, 20.5% of high school students reported they currently drink alcohol, according to the latest data available from the Healthy Kids Colorado Survey, issued every two years by the Colorado Department of Public Health and Environment. The survey found 12.8% of high schoolers use marijuana, 8.7% vape nicotine and 3.1% smoke cigarettes.<\/p>\n

Additionally, 3.5% of respondents said they take prescription pain medicine not prescribed to them or differently than prescribed. (The 2025 Healthy Kids Colorado survey results are expected to be published in June.)<\/p>\n

Some of those statistics mark a notable decrease from the prior survey issued in 2021, when 23.6% of high school-aged kids reported drinking alcohol, and 16.1% reported vaping. The percentage of students who reported abusing pain medication also dropped, from 5.9% in 2021. Marijuana and cigarette use remained flat.<\/p>\n

Despite concerns that underage marijuana use would skyrocket after legalization in 2014, rates largely remained stable before decreasing significantly in recent years. In 2019, the use rate among high schoolers was 20.6%,compared to 21.2% in 2015, according to the survey.<\/p>\n

The 2023 survey added a new question asking high school-aged kids if they had ever used psychedelics, and 3.8% reported that they had.<\/p>\n

The data underscores that most local teenagers are not using drugs and alcohol \u2014 even though they often overestimate the number of their peers who are. For example, 42.8% said they thought a majority of their peers binge drank \u2014 defined as four or more alcoholic drinks in one night \u2014 compared to just 12.1% who reported having done so in the previous 30 days, according to the 2023 survey.<\/p>\n

\u201cWe need to normalize sobriety,\u201d Hayes said. \u201cWe need to normalize that it\u2019s OK to be comfortable in my own skin, I don\u2019t need a social lubricant.\u201d<\/p>\n

A focus on trust and transparency<\/h4>\n

When talking to students about drugs, Colorado educators said transparency and trust are key to making an impact, especially for a generation with the world\u2019s information at its fingertips.<\/span><\/h4>\n

During his tenure at 5280 Recovery High School, Hayes sought to create a judgment-free zone so kids felt comfortable being honest with their recovery coaches.<\/p>\n

\u201cLet\u2019s stop telling people drugs and alcohol are bad because that\u2019s not true. Because if they were so bad, would anybody be out here doing them?\u201d Hayes said. \u201cSo we tell kids, \u2018We love drugs, we know they\u2019re phenomenal. We love alcohol. But if I truly work in an active program of recovery, that can be even more phenomenal.\u2019 And that\u2019s the messaging. Kids dig that.\u201d<\/p>\n

In more traditional high school settings, the tone is typically more tempered. But educators still aim to create an environment where trust and honesty are reciprocal with their students. Having trusted adults to confide in is one critical factor that ultimately supports youth emotional and physical well-being, experts said, and well-being is inextricably linked to substance use and abuse.<\/p>\n

At Ridgway Secondary School, where enrollment in grades six through 12 totals just 150 pupils, Shawnn Row has a unique opportunity to build a rapport with students and their families. In addition to being a health teacher, Row serves as the athletic director, an English teacher and outdoor education coordinator, so he sees the same kids in numerous capacities for many years.<\/p>\n

As the ninth graders filed into health class on a chilly February morning last year, it was clear they were immediately engaged. For one, Row was speaking their language. The first slide on the day\u2019s presentation about marijuana featured a meme with a picture of a young boy smiling, his head flanked by text. \u201c4\/20? Puff puff pass? I\u2019d rather pass today\u2019s math quiz, thanks.\u201d<\/p>\n

As the kids repeated the punchline and giggled, Row stood at the front of the room with a welcoming smile. \u201cToday we\u2019re gonna talk about weed,\u201d he said.<\/p>\n

Health is a year-round class here, though the subject matter varies with the semester. Students receive sex education in the fall and drug education in the spring. Row began creating all the lessons himself several years ago after finding that out-of-the-box curricula didn\u2019t resonate. His presentations combine scientific information about the adolescent brain, the known benefits and risks of various substances, and personal anecdotes from his own life.<\/p>\n

Row appreciates that his school leaders believe drug education should be a continuous conversation, instead of something that\u2019s relegated to a specific timeframe or initiative. That also gives him the flexibility to address what specifically interests students.<\/p>\n

\u201cUsually at the beginning of eighth grade (and) ninth grade health, I say, \u2018Hey, write down topics you\u2019re curious about or you\u2019ve seen somewhere or you\u2019ve heard about,\u2019 and I\u2019ll try to integrate them into the lessons I have planned already,\u201d Row said.<\/p>\n

Read more 5 tips for how to talk to kids about drugs<\/a><\/p>\n

Row\u2019s lecture about cannabis didn\u2019t sugarcoat the fact that it is widely available in Ridgway, a town of about 1,200 residents and three recreational dispensaries near downtown. The students were well aware of that, of course. You can smell it \u201cwalking around on any given Tuesday,\u201d one said during class.<\/p>\n

Row broke down the differences between cannabidiol and tetrahydrocannabinol, explaining the psychoactive effects and how those distinguish the CBD products in grocery stores from the THC products in pot shops. He also shared a study tracking youth use and later life outcomes, and a story about how Kansas police once pulled him over and searched his car because of his Colorado license plate.<\/p>\n

After class, then-freshman Izzy Katz said she learned a lot from the presentation, but still wasn\u2019t sure if she considered marijuana good or bad. Some drugs, like fentanyl and heroin, have very clear harms, she said. Cannabis didn\u2019t seem similarly dangerous, but it also didn\u2019t seem benign like Vitamin C.<\/p>\n

\u201cI feel like marijuana is kind of put in that grey area where people don\u2019t know how to categorize it,\u201d Katz said. Her sentiment exemplifies the challenge of discussing once-demonized drugs that are now being reframed in light of legalization.<\/p>\n

\u201cI really hammer away on (the fact that) the teenage brain is not fully developed, and no matter what substance it is you put in your body, it\u2019s going to have a bigger effect on you than it will on a 25-, 30- or 35-year-old,\u201d Row said in an interview. \u201cThat is kind of the challenge with the legalization of weed and now psychedelics is, if adults don\u2019t see it as harmful, the kids are less likely going to, as well.\u201d<\/p>\n

Row navigated this again when he tackled psychedelics during an April health class. While substances like psilocybin and LSD aren\u2019t as popular as vaping, cannabis or alcohol, Row believes kids have been exposed to them enough through movies, social media and the news to warrant a discussion. And he\u2019s probably right.<\/p>\n

The freshmen were noticeably excited the morning they arrived and saw a presentation titled \u201cpsychedelics\/hallucinogens.\u201d After discussing the role of the brain\u2019s thalamus and how psychedelics suppress its ability to filter all the sensory experiences of the world, one student suggested that this may be a good thing in moderation. After all, The Beatles \u201ctook LSD all the time and they had fire music during that timeframe,\u201d she said. Another said she has read that microdosing \u2018shrooms can help with anxiety.<\/p>\n

Yes, psychedelics could boost creativity in some cases, and yes, research has shown they can be beneficial in therapy, Row responded. But the effects are not all just fractals and rainbows.<\/p>\n

\u201cIf our thalamus wasn\u2019t working, we would be in sensory overload all the time, and when people do acid, do mushrooms, usually once they wear off, they are completely depleted,\u201d Row told the class. It can take a day or more to recover from a single 8- to 12-hour trip, he added.<\/p>\n

Youth leaders cultivate culture<\/h4>\n

Three hundred miles away, substance prevention specialist Leah Raffa is tasked with disseminating drug education to the 89,000-plus Denver Public Schools students. There\u2019s no one-size-fits-all solution here. Instead, Raffa and her colleagues in the Exceptional Student Services sector, which addresses mental health and student well-being, curate a menu of prevention resources and give each school autonomy over the best ways to serve their unique student populations.<\/p>\n

Offerings include curricula that focus specifically on vaping, cannabis, prescription drugs and opioids, as well as programming designed to help students cope with stress and create meaningful connections with peers and adults at their schools. Where intervention is needed, DPS will deploy school social workers and psychologists to work directly with individual kids.<\/p>\n

Perhaps one of the more interesting ways the district seeks to address whole child well-being is through a program called Sources of Strength. The program, which resurfaces throughout elementary, middle and high school, teaches kids to identify and draw upon their personal strengths as a means for creating healthy habits and lifestyles.<\/p>\n

At the high school level, Sources of Strength is an extracurricular activity intended to cultivate a group of peer leaders who effectively act as positive influences in their schools. At Denver South High School, the group includes about 10 students, freshmen through seniors, who work with onsite social workers on initiatives that amplify inspiring stories and build community within the student body.<\/p>\n

While this program doesn\u2019t directly educate kids about drugs, it works as a prevention mechanism by empowering students to shape their school\u2019s culture and build a peer support network for those who might be struggling, Raffa said.<\/p>\n

Rose Negler, who graduated from Denver South last spring, spent several years participating in Sources of Strength and said the most impactful projects were often some of the smallest. For one initiative, students wrote down the name of a positive friend on a slip of paper and then collectively linked them into paper chains that decorated the hallways. The skills she learned also benefited her theater class once when a student went missing. Negler was able to talk to other students who were stressed and help diffuse the situation.<\/p>\n

\u201cA lot of my Sources skills came in handy there because I knew what to do in that kind of crisis and I was able to handle it,\u201d she said.<\/p>\n

At 5280 Recovery High School, the students even sponsor one another. \u201cWe can talk to the kids \u2018til we\u2019re blue in the face about what we did to get sober, but it hits different when it\u2019s a 16-year-old who has your same experiences and got their way out of that hole,\u201d Hayes said.<\/p>\n

Whole child solutions<\/h4>\n

In some districts, the most significant evolution has come in how educators react and intervene when students are caught using. In the Montrose County School District on Colorado\u2019s Western Slope, strategies revolve around identifying environmental or circumstantial factors, such as food insecurity, that may be causing students\u2019 drug use and connecting them with community organizations to help remedy those, said Megan Farley, the district\u2019s manager of student health and safety.<\/p>\n

\u201cWhat we find is (a student) might be using nicotine or something, but that\u2019s the tip of what\u2019s actually happening,\u201d Farley said. \u201cWe go in with a whole person, whole family approach. Like if it\u2019s food that you need from the food bank, we hook you up with deliveries from the food bank.\u201d<\/p>\n

The district began shifting its approach in 2018, in the wake of the Parkland, Florida, mass shooting that killed 17 people at Marjory Stoneman Douglas High School and injured 17 others. A decade ago, Montrose had no school social workers in a district serving roughly 6,000 students. Today, Farley manages a team of up to 20 nurses, therapists, social workers, behavior coaches and school resource officers to support students\u2019 needs.<\/p>\n

The district also maintains partnerships with local organizations, like Hilltop Community Resources, so that young people can be connected to specific groups or specialists they may need for support. All someone within the district has to do is express concern about an individual kid and Farley\u2019s team will jump into action.<\/p>\n

This ethos applies if a student gets in trouble for something other than drugs, too, said district spokesperson Matt Jenkins.\u00a0\u201cA child who is in crisis is not going to go away. We\u2019re not going to expel our way out of that problem. We have to find an intervention and find the solutions in concert with that family to turn the corner.\u201d<\/p>\n

Most of the educators who spoke to The Post said they were reevaluating discipline methods in hopes of finding long-lasting solutions. Instead of pushing kids away with punishments like suspension, these educators want to bring the students closer.<\/p>\n

Here, again, is where trust comes into play, said Hayes. Given that students at 5280 Recovery High School are in recovery, relapse is a real possibility. When that happens \u2014 as it sometimes does \u2014 the staff works to comfort and support the individual, connect them with groups and assure them they are not a moral failure.<\/p>\n

\u201cA lot of us come into recovery with so much guilt and shame for the things that we\u2019ve done. These kids need love \u2014 lots of love and lots of grace and lots of understanding,\u201d Hayes said. \u201cBeing able to be there for them and supporting them and encouraging them to keep going is very important.\u201d<\/p>\n

This series was reported with support of the Ferriss-UC Berkeley Psychedelic Journalism Fellowship.<\/em><\/p>\n

Read more Last resorts in Primm, the former State Line at California-Nevada border, to close permanently<\/a><\/p>\n<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Prevention increasingly aims to support mental health.<\/p>\n","protected":false},"author":1,"featured_media":3732,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[25],"tags":[],"class_list":["post-4121","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education"],"yoast_head":"\nSchools often don\u2019t have any standardized drug education, relying on patchwork programs - Silicon Valley Moving Post<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/siliconvalleymovingpost.com\/?p=4121\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Schools often don\u2019t have any standardized drug education, relying on patchwork programs - Silicon Valley Moving Post\" \/>\n<meta property=\"og:description\" content=\"Prevention increasingly aims to support mental health.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/siliconvalleymovingpost.com\/?p=4121\" \/>\n<meta property=\"og:site_name\" content=\"Silicon Valley Moving Post\" \/>\n<meta property=\"article:published_time\" content=\"2026-05-11T13:16:55+00:00\" \/>\n<meta name=\"author\" content=\"admin\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"admin\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"14 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/siliconvalleymovingpost.com\\\/?p=4121#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/siliconvalleymovingpost.com\\\/?p=4121\"},\"author\":{\"name\":\"admin\",\"@id\":\"https:\\\/\\\/siliconvalleymovingpost.com\\\/#\\\/schema\\\/person\\\/636e2e5a10a21cf87fe6eb5951e8a6b7\"},\"headline\":\"Schools often don\u2019t have any standardized drug education, relying on patchwork programs\",\"datePublished\":\"2026-05-11T13:16:55+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/siliconvalleymovingpost.com\\\/?p=4121\"},\"wordCount\":2897,\"commentCount\":0,\"image\":{\"@id\":\"https:\\\/\\\/siliconvalleymovingpost.com\\\/?p=4121#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/siliconvalleymovingpost.com\\\/wp-content\\\/uploads\\\/2026\\\/05\\\/2adb267473fb013d2ad7d6bc7fd99222.webp\",\"articleSection\":[\"Education\"],\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"CommentAction\",\"name\":\"Comment\",\"target\":[\"https:\\\/\\\/siliconvalleymovingpost.com\\\/?p=4121#respond\"]}]},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/siliconvalleymovingpost.com\\\/?p=4121\",\"url\":\"https:\\\/\\\/siliconvalleymovingpost.com\\\/?p=4121\",\"name\":\"Schools often don\u2019t have any standardized drug education, relying on patchwork programs - 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