Census for National Associations Dedicated to Advancing School-Based Recovery Support Services in the United States.
We encourage you to complete your census before our November 1, 2019 reporting date.
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Census Description, School-Based Recovery Support Services
The rapid expansion of recovery support services and resources in educational settings over the past 5-10 years can certainly be viewed in the context of the broader addiction and opioid epidemic taking hold in the U.S. As governmental agencies, public health professionals, and community-based organizations race to identify and promote access to effective behavioral health and substance use treatment options for 20.8 million Americans, another 23.5 million Americans are either initiating or maintaining an often-challenging life in recovery (Facing Addiction in America 2016; Partnership for Drug-Free Kids 2010). This is most challenging for young adults who have limited time and experience with aftercare and recovery maintenance and are facing enormous obstacles to reclaiming educational goals and aspirations.
The ability to distinguish among a variety of recovery support services and resources, in both secondary and higher education, has emerged as an important activity when it comes to supporting students who are in recovery and attending educational institutions. Community leaders, educators, parents, and, in particular, students themselves need a way to recognize and access a variety of services and resources that can assist within the continuum of care—from prevention to identification, to treatment, to recovery support.
Equally important, program administrators and professionals need to be able to view the national landscape for support and care and see the critically important points of entry for young adults looking to obtain desired educational degrees and join a legion of people in stable and rewarding recovery. All of this requires the adoption of common terminology and a clear understanding of the distinguishing characteristics among a variety of recovery support options present or emerging at educational institutions.
Census Data for Evaluation and Research Purposes
Census data is used to describe the landscape for recovery support programs and services in secondary and higher education in the United States. Program census data specific to recovery high schools and collegiate recovery programs is published to the Capacitype resource database to assist students and their families looking for recovery support services and programs in educational setting.
Reporting datasets are also made available to participating associations who are undertaking specific activities for national accreditation and program or service evaluations.
Should you have any questions concerning census reporting, or are a researcher interested in receiving census data reports, please contact: firstname.lastname@example.org.
Studies and Publications from Past Census Activities
2017 Census and Definitions for Recovery Support in Higher Education. Transforming Youth Recovery (2018)
The 2017 Collegiate Recovery Census publication from Transforming Youth Recovery (TYR) included a set of definitions intended to describe the recovery support services and resources believed to be currently available for students at institutions of higher education. These preliminary definitions were derived from a review of informational and programmatic materials made available to those seeking such support services and resources. The census survey, completed by 118 unique institutions, asked respondents to select a best-fit definition for available services and resources and comment, if appropriate, on the definitional framework.
The resulting analysis of survey reporting data and respondent comments aimed to strengthen the preliminary definitional framework and devise a system for better classifying recovery support services and resources at institution of higher education. This framework, in combination with the secondary education framework and census activities for further reporting on operating characteristics of programs and services, provides an opportunity to centralize reporting practices across the educational spectrum.
The State of Recovery High Schools, 2016 Biennial Report. Association of Recovery Schools (2016)
For students with substance use or co-occurring disorders, secondary schools offer a variety of programs to assist with the continuum of care, from prevention to identification, treatment and recovery support. In most cases, programs are embedded within the overall school program and are essentially adjunct to the academic curriculum. In the case of recovery schools, recovery support is an essential component of the educational experience and students are typically expected to work programs of recovery.
The 2016 Biennial Report from the Association of Recovery Schools (ARS) offers definitional work on operating characteristics meant to directly contribute to the establishment of standards for recovery schools to ensure consistency of education, care and support throughout the system and guide efforts for an accreditation process that exists as a requisite for educational advocacy and funding. Further, definitional work for recovery support services in secondary education offers a framework for broad resource classification and reporting purposes. This framework, and the underlying activities aimed at reporting operating characteristics for programs and services, provides an opportunity to standardize reporting practices for the benefit of field practitioners, researchers, and prospective students.