Lana Oconnell
The non-medical use of prescription stimulants by university students to improve academic performance is a growing phenomenon. While the prevalence of this practice has been well-documented in the US, it is less so in other countries. Studies have shown that students who engage in non-medical prescription stimulant use do not show any increase in their GPAs and gain no advantage over their peers. Despite this, the potential harms of stimulant use, such as nerve, heart, and stomach problems, as well as addiction and psychosis, mean that further research is needed to understand the prevalence of this practice and to develop effective prevention and intervention strategies.
| Characteristics | Values |
|---|---|
| Prevalence of non-medical stimulant use by university students | 15.9% of students overall, 22.4% of males, 12.1% of females |
| Reasons for non-medical stimulant use | Improve academic performance, stay awake to study, increase alertness to complete assignments, recreation |
| Effect on academic performance | No increase in GPA, no detectable advantage over peers |
| Other effects | Increased risk of polydrug use, higher levels of other drug use and excessive drinking, lower GPAs, more skipped classes |
| Risks | Nerve, heart and stomach problems, addiction, psychosis |
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What You'll Learn
Prevalence of stimulant use among university students
The prevalence of stimulant use among university students is a well-researched topic, with a focus on prescription stimulant use and misuse. Studies have found that prescription stimulants are commonly misused by university students, with some seeking prescriptions for stimulants by feigning ADHD symptoms. This is supported by a study of Dutch university students, which found that 68% of participants believed there were benefits to taking stimulants without a prescription, and 16% had already done so.
A study of seven colleges/universities in Georgia found that of the 219 students reporting prescription stimulant use, 45.7% did not have prescriptions or ADHD diagnoses. Correlates of use without a prescription included lower parental education, attending private school, and not having depression- or anxiety-related diagnoses.
In the United States, ecstasy use among university students has been monitored since 1989. Between 1994 and 1997, the prevalence of ecstasy use increased from 0.5% to 2.5%, and by 2001, it had rocketed to 9.2%. However, by 2007, the prevalence rate had declined to 2.2%, which researchers attributed to extensive education and raised awareness about the adverse effects of ecstasy.
In Iran, a study of six universities in Tehran during the 2005-2006 academic year found a 0.7% lifetime prevalence of ecstasy use. Another study reported a 7.25% lifetime prevalence of stimulant use among male university students in Rasht city. A 2004 study in Birjand city found a 4.3% lifetime prevalence of ecstasy use among university students.
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Academic performance and stimulant use
The use of stimulants to enhance academic performance is a prevalent issue among university students. Many students believe that stimulants can improve their academic performance and provide benefits such as increased alertness, concentration, and productivity. This belief has led to an increase in the non-medical use of prescription stimulants, with the prevalence of this practice being well-documented in the United States.
While the exact prevalence of prescription stimulant use among Australian university students is unclear, a 2015 survey of 1136 students from three large Australian universities found that 6.5% of respondents had used stimulant medication to improve their academic performance at some point in their lives, with 4.4% reporting use within the past year. This suggests that the use of prescription stimulants for academic enhancement is not as common in Australia as it is in the US.
There is limited evidence to support the belief that stimulants improve academic performance. Some studies have found that students who engage in the non-medical use of prescription stimulants (NPS) do not show increases in their GPAs and gain no detectable advantages over their peers. Additionally, experimental studies have cast doubt on the benefits of NPS, with some research suggesting that stimulants may even lead to a deterioration in performance when neuronal resources are optimally distributed.
Furthermore, the non-medical use of stimulants can have negative consequences, including an increased risk of polydrug use, alcohol and substance abuse, and adverse effects on mental and physical health. University students may also turn to stimulant use as a "`last-ditch" attempt to improve grades after experiencing declines in academic performance due to excessive drinking and skipping classes. This highlights the importance of addressing the underlying causes of academic performance issues rather than relying on stimulants as a solution.
Overall, while the use of stimulants for academic enhancement may be a deliberate and rational choice for students, the evidence does not strongly support the notion that it effectively improves academic performance. More research is needed to fully understand the prevalence and impact of stimulant use among university students.
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Risks of stimulant use
While stimulants are often used by university students to enhance academic performance, the risks associated with their use cannot be overlooked. The non-medical use of prescription stimulants, such as Adderall® or Ritalin®, without a doctor's prescription, carries potential harms that students may not fully comprehend.
Firstly, research suggests that the belief in the academic benefits of non-prescribed stimulant use may be illusory. Studies have shown that stimulant use does not lead to increased GPAs and provides no detectable advantages over peers who abstain. In fact, stimulant use has been linked to lower GPAs, increased class absenteeism, and higher levels of drug use and excessive drinking.
Secondly, the risk of overdose is significantly higher when using illicit stimulants such as cocaine, ice, speed, or prescription stimulants without adhering to recommended dosages. The adverse effects of an overdose can be life-threatening and require immediate medical attention.
Thirdly, stimulant use can lead to the development of tolerance, where larger doses are required to achieve the same effect. This can result in dependence, particularly with regular use of stimulants like cocaine, ice, speed, and nicotine. Mixing certain stimulants with other drugs can have unpredictable and harmful consequences, including elevated blood pressure, irregular heartbeat, heart failure, and stroke.
Lastly, the long-term adverse effects of stimulant use can include increased risks of strokes and myocardial infarctions due to their impact on cardiovascular health. Stimulants are contraindicated for individuals with specific medical conditions, including advanced arteriosclerosis, severe hypertension, untreated hyperthyroidism, glaucoma, and recent stroke.
The risks outlined above highlight the dangers associated with stimulant use among university students. While students may believe they are enhancing their academic performance, the potential harms can far outweigh any perceived benefits. It is crucial for students to be educated about these risks and for universities to implement preventive measures and interventions to address this issue effectively.
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Student attitudes toward stimulants
Student attitudes towards stimulants for academic performance vary, with some believing that they provide academic benefits, while others recognise the potential harms. The use of stimulants without a medical prescription with the goal of improving academic performance has been well documented in the US, but less so in other countries.
A 2015 internet survey of 1136 Australian students found that 6.5% had used stimulants to improve their academic performance at some point in their lives, with 4.4% reporting use in the past year. This suggests a relatively low prevalence of prescription stimulant use among Australian students, especially when compared to their use of coffee and energy drinks.
However, the use of stimulants for cognitive enhancement appears to be a deliberate and rational choice rather than an emotional or unplanned decision. Positive attitudes toward stimulant use for cognitive enhancement are strongest when related to students' intention to take stimulants for increasing their academic performance, followed by the influence of parents. The more students identify with the prototype of a student who uses stimulants for cognitive enhancement, the more likely they are to be willing to misuse stimulants. Additionally, the influence of peers is inevitable, and some studies have suggested that parental pressure to meet unrealistic academic standards may also increase the likelihood of stimulant misuse.
While some students believe that stimulants provide academic benefits, studies have shown that students who engage in non-medical use of prescription stimulants (NPS) show no increases in their GPAs and gain no detectable advantages over their peers. In fact, some research suggests that when neuronal resources are optimally distributed, stimulants might result in deterioration in performance. Furthermore, several cross-sectional studies have observed that students who engage in NPS have lower grade point averages (GPAs), skip more classes, and have higher levels of other drug use and excessive drinking than non-users.
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Stimulant use and gender
While there is a well-documented prevalence of non-medical prescription stimulant use among college students in the US, the same cannot be said for other countries. An internet survey of 1136 Australian students was conducted in 2015 to understand the use of stimulants to enhance academic performance. The survey defined prescription stimulants as "the non-medical use of prescription stimulants (such as Ritalin, Adderall, and modafinil) without a prescription from a doctor to enhance alertness, concentration, motivation, or overall productivity". The results showed a 6.5% lifetime self-reported use of stimulant medication to improve academic performance, with 4.4% reporting use in the past year.
There are gender differences in the use of stimulants, with studies showing that women are more likely to use prescription stimulants, whereas men are more likely to use illegal stimulants. For example, past-year medical stimulant use was higher for women (4.9%–7.9%) compared with men (4.1%–6.4%). However, illegal stimulant use was nearly threefold higher among men than women (3.2% vs 1.5%). Gay men also reported higher past-year nonmedical stimulant use than gay/lesbian women (5.4% vs 3.3%), whereas there were no gender differences among heterosexuals or bisexuals.
It is important to note that the route to treatment for substance use disorders differs between men and women. Men are more likely to be referred to treatment as part of a court decision, while women are more likely to receive a referral from healthcare providers or government agencies. The stigma surrounding addiction, lower pay, and income disparities may also contribute to the lower number of women seeking treatment. Furthermore, women with substance use disorders are more likely to have co-occurring mental health disorders, requiring additional treatment for anxiety, depression, post-traumatic stress, or other issues.
While the existing research suggests that LGB individuals are at a higher risk for prescription stimulant use than heterosexuals, it is important to acknowledge the limitations of these studies. Many studies focus on specific LGB subpopulations, such as methamphetamine use among gay men, and do not include other sexual identities. Additionally, most studies combine all forms of prescription drug use, obscuring important patterns and differences between specific types of stimulants.
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Frequently asked questions
There is no evidence to support the claim that stimulants increase academic performance in university students. In fact, studies have shown that students who engage in non-medical use of prescription stimulants (NPS) show no increase in their GPAs and gain no advantage over their peers.
University students take stimulants with the goal of improving their academic performance. The use of stimulants is particularly common among students who are experiencing declines in academic performance, hoping that it will help them improve their grades.
The non-medical use of stimulants poses risks to students' health, including problems with nerves, heart, and stomach, as well as possible addiction and psychosis. Additionally, students who engage in NPS have been found to have higher levels of other drug use and excessive drinking than non-users.
Prescription stimulants such as Adderall and Ritalin are beneficial for the treatment of Attention-deficit/hyperactivity disorder (ADHD). Clinical trials have shown improvements in attention and decreased hyperactivity symptoms.
