Introduction
The longitudinal relationship between binge drinking and academic
engagement, performance, and future aspirations and expectations was examined among
a cohort of secondary school students..
Methods
In separate multinomial generalized estimating equations models, linked data
from Year 1 (Y1: 2012-2013), Year 2 (Y2: 2013-2014), and Year 3 (Y3: 2014-2015) of the
COMPASS study (N = 27 112) were used to test the relative likelihood of responses to
seven academic indices when binge drinking was initiated in varying frequencies,
adjusting for gender, grade, race/ethnicity, tobacco use, and the individual mean of the
predictor and all time-varying covariates.
Results
Among students who had never engaged in binge drinking at baseline, those
who reported regular binge drinking at follow-up were relatively less likely to complete
their homework, attend class, and value and achieve high grades, with more frequent
binge drinking at follow-up generally resulting in larger relative risk ratios. Interestingly,
shifting from “never” to “rare/sporadic” binge drinking one to two years later resulted
in an increased relative risk of wanting to pursue all levels of postsecondary education.
Beginning binge drinking on a “monthly” basis also increased the likelihood of college/
trade or bachelor degree ambitions, relative to high school, but not graduate/professional
pathways; while degree aspirations were not associated with initiating weekly
binge drinking.
Conclusion
Results suggest students who initiate binge drinking have poor school
performance and engagement, which may interfere with achieving their future academic
goals. This study reinforces the reasons substance use prevention should be considered
an academic priority, as such efforts may also prove beneficial for educational
achievement.
Evaluation and follow-up study of a summer science and mathematics program for talented secondary school students
