Significantly reduce the impact of overload on your ability to make decisions, problem-solve, empathize with others, and accomplish tasks successfully. Gain an understanding of what healthy “control” looks like including its impact on your emotions, thoughts, reactions and ultimately your outcome!  Recognize what you can and can’t control and target your efforts for success.

Presented by Susan Graham, CFLE

Susan Graham Certified Family Life Educator with over 15 years of experience working with families and children at Huron Valley Schools, and 3 years at Oakland Schools ISD. She has 6 years of experience as a Parent Engagement Coordinator at a school-wide Title I Elementary School.  She has over 10 years’ experience developing evidence-based workshops for court-ordered Michigan families working toward reunification. She’s experienced in grant-based parent engagement requirements and increasing stakeholder attendance at events.  Her workshops are designed for successful engagement and inclusive programming for diverse audiences.

A visually appealing booklet for students that explains how drugs change the way the communication centers in the brain work and ultimately cause their effects. This booklet is part of the Mind Matters series focused on easy-to-understand scientific facts.

Our comprehensive youth advocacy training program is geared toward middle and high school students to equip them with skills to create change in their communities and fight for the first tobacco-free generation.

Classroom WISE is a FREE 3-part training package that assists K-12 educators and school staff in supporting the mental health of students in the classroom. Developed by the Mental Health Technology Transfer Center (MHTTC) Network in partnership with the National Center for School Mental Health, this package offers evidence-based strategies and skills to engage and support students experiencing adversity and distress.

In addition to a free online course on mental health literacy for educators and school staff, a video library and resource collection are also available!

Join us for a presentation conducted by coalition leaders across Michigan highlighting the work of youth throughout the state. Topics will include youth engagement strategies, such as a regional Photovoice project and a youth-developed media campaign. Coalition leaders will describe successes, challenges, and will provide opportunities for templates and resource sharing.

Finding the right mix of volunteers for local prevention efforts can be tricky. No one wants to waste valuable time or resources, but we are left with a series of questions as we look to involve the next generation of leaders, including young adults (ages 18-25) throughout the Strategic Prevention Framework (SPF) process. What’s their incentive? Who are their connections? Where is their help most needed? How do we bring them into the fold? During this session we will go beyond wishing, hoping, and dreaming that our strategies are sticky enough to move Gen Z (and others) to join local prevention efforts.

Listen in to discover what MiPHY is, the resources available, what data the survey is collecting and how the data is being utilized. Further understand how Organizations and School Districts are involved when taking the survey.

In 2014, the U.S. Department of Education released Guiding Principles: A Resource Guide for Improving School Climate and Discipline. This resource for schools helps to create positive, safe, and supportive environments that can prevent and change inappropriate behaviors. This guidance also recommends using suspension only as a last resort for serious violations. In fact, school suspension can have long-term impacts. Students who are suspended miss time in the classroom and are at risk for not graduating on time, repeat a grade, drop out, or become involved with the criminal justice system.6 Suspensions also affect a greater proportion of students of color, students receiving special education services, students from low-income families, LGBTQ+ students, and male students. Most young people who vape want to quit. Suspending students who violate a school’s tobacco-free policy is unlikely to help them quit tobacco use, and could alter their academic and future goals. Because young people have been unfairly targeted with marketing tactics, the science of addiction, and long-term consequences of suspension, schools should provide a supportive environment and encouragement to quit using tobacco products, not suspension.

Most people start using tobacco in their pre-teen and teen years, a time during which a youth’s brain is still growing, making it easier to get addicted to the nicotine in tobacco. That’s why it’s important to educate youth about the dangers of tobacco and the fact that they are targeted by the tobacco companies and should say “no” to starting.

Increasing the price of tobacco products and presenting messages that counter the tobacco industry’s marketing are among the ways in which we can help youth never start using tobacco.

Policies that make “tobacco-free” the norm and that protect youth from getting and using these deadly products are also important. 24/7 tobacco-free school policy, prohibiting the sale of flavored tobacco products, and having tobacco-free outdoor parks and beaches are all examples of policies that may help prevent kids from using tobacco.

School policies regulating the use and possession of commercial tobacco products, including electronic delivery devices (e.g., e-cigarettes, vaping devices, JUUL, Suorin), often contain punitive measures for student violations. This publication provides sample language and ideas for evidence-based solutions and information as to why these alternative measures may be more effective than suspension and expulsion at addressing student tobacco use and nicotine addiction as part of a school’s Commercial Tobacco-Free Policy.

Electronic cigarettes (e-cigarettes) is the name given to a group of battery-operated tobacco products that allow users to inhale aerosolized liquid (e-juice) containing nicotine and other substances.

The terms “e-cigarettes” and “e-cigs” are often used for electronic cigarettes, as well as for e-pens, e-pipes, e-hookah, and e-cigars. These products are also sometimes called “JUULs” (after a branded e-cigarette of the same name), “vapes,” and “vape pens.”

Unlike traditional cigarettes, e-cigarettes are made up of a battery-operated heating part — a cartridge (unit) that typically holds nicotine and other chemicals that change into a chemical-filled aerosol when heated.

According to the CDC, there were over 107,000 fatal overdoses in the U.S. in 2021. This figure is staggering. Each number represents a unique life that was lost in the addiction crisis. It also raises an important question: who is being most affected by this epidemic? 

According to SAMHSA, the Substance Abuse and Mental Health Services Administration, the BIPOC community is most at risk for developing addiction. BIPOC stands for Black, Indigenous, and People of Color. 

Stress, trauma, housing discrimination, racism, hate crimes, and systemic pressures drastically increase the risk of developing addiction. 

According to several studies, Black individuals in particular are at risk for addiction. Within the last 5 years, there has been a rise in opioid-related overdoses among Black Americans. During this time period, Black people accounted for 43% of all overdoses. This is especially jarring since Black people only make up approximately 12% of the general population. 

BIPOC individuals also face barriers when trying to access treatment. These barriers can take the form of familial stigma, cultural stigma, limited healthcare access, systemic discrimination, and regulatory barriers.