Recovery school theory of change: sober peer connectedness and social capital support recovery and academic achievement¶

Theory · All theories
Evidence · 2 claims (2 mixed) · 1 study (1 quant-synthesis), q2 · 1 of 1 report an effect size · 2 claims rest on one study

Description¶

The review describes a theory of change in which recovery schools build on social connectedness within the educational environment. It states that "The recovery school model draws heavily on the notion of social capital, or the social support, connections, and access to resources available through social networks, as one of the strongest factors influencing educational and recovery outcomes." RHSs operationalize this by building peer and family connection and accountability, minimizing contact with negative peers, providing opportunities to practice treatment skills, responding quickly to problematic behaviors, requiring after‐school support group participation, and supporting graduation via an accredited curriculum.

Design Implications¶

Context¶

Requirements¶

• A sober peer environment, since peer substance use is highly predictive of one's own substance use, per the review

Constraints¶

• RHS youth must remain sober for continued enrollment, and continued use without motivation to change leads to referral to another school setting; CRC participants may discontinue activities yet remain enrolled

Target Learners¶

• adolescents in recovery from substance use disorders completing high school
• college students in recovery from substance use disorders

Target Learning Objectives¶

• maintaining abstinence and preventing relapse
• academic achievement and school completion

Claims¶

• Rhs Improves Absenteeism Abstinence Drug Use Single Qed [~M]
• Recovery high schools were no better or worse than comparison high schools on grade point average, truancy, or alcohol use in the single included study [~W]

Related Theories¶

• Developmental rationale: caring school communities meeting needs for autonomy, belonging, and competence

Examples¶

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Key Sources¶

• Hennessy E. A., Tanner‐Smith E. E., Finch A. J., Sathe N. A., Kugley S. A. (2018). Recovery schools for improving behavioral and academic outcomes among students in recovery from substance use disorders: a systematic review. Campbell Systematic Reviews. https://doi.org/10.4073/csr.2018.9