Curricula, competition and conventional bonds: the educational role in drug control

Abstract

Evaluations of school curricular drug control efforts show they are only modestly successful because they are based on an inaccurate theory of drug taking. Social control theory is suggested as a better model of drug taking and drug resistance. Building strong bonds to school acts to decrease the likelihood of interaction with delinquent peers and thereby decrease delinquency and drug use. Yet schools are sites of stratification and competition, and strong bonds may be related to one's place in the school hierarchy. If schools are unable to produce sufficient positions in the hierarchy, those with low levels of academic success or commitment may turn to the drug subculture to find status and rewards. A number of future research questions are suggested.