STUDENTS LEARN ABOUT DRUG HEALTH ISSUES

If a teen learns how an illegal drug makes its way through the brain,
then it could make a difference on who decides to use drugs. And the
information could start as early as middle school.

That's what a dozen students in the peer leadership class at Danbury
High School said about the idea of learning in science class about
the physiological effects of drugs and alcohol.

The students, who are chosen for the class because of their
leadership in the school, teach ninth-graders on a variety of topics
including substance abuse. They said their class taught them that
older students have a strong impact on younger students so drug
education should include discussions among the grade levels.

Samantha Zarrini, 17, definitely thought the course work would be
useful and didn't worry that studying neurons and synapses would be
too advanced."It would us teach the unabridged affects of drugs," Zarrini said.

In her class on the human body, health and disease, she learned how
sexually transmitted diseases affect the body. She also saw a video
showing cholesterol move to the heart to cause a heart attack.

The students said they'd want the lessons brought to life.

"You can't just teach the material without showing results. If you
teach it and show the results, it would change your mind," about
using, said Emmanuel Omokaro, 17. Class work must be reinforced by
results, as he recalled the somber effect of a reckless driving video
his school showed before the prom last year.

Kaitlyn Profeta, 17, remembered using drunk goggles in ninth grade.

"It simulates being drunk. I remember it was odd to see what it did,"
she said. "It made you aware of how alcohol affects you while we were
sober enough to understand."

"Personally, I think it could help" teach the physiological effects
of drugs, said Alysha Rashid, 17. "But as a peer leader, I have to
teach freshmen and they say they are sick of hearing about drugs and alcohol."

She said it would have to be creative.

Senior Gessika Alhayek still carries the DARE card she earned in fifth grade.

"Since kindergarten I was told don't do drugs but not told how it all
hurts me,"' Alhayek said. "If they put it into biology class and
start off early in middle school and follow through it would be good."

Peer leadership teacher Lisa Frese said the challenge is to put the
information in context with good decision-making skills.

"They have access to so much information," Frese said. "You have to
help them learn to make good decisions. They need to learn to deal
with peer pressure."