RANDOM DRUG TESTING POLICY ANALYSIS 2

Random Drug Testing Policy Analysis

Random drug testing policy for students is a response to concerns about widespread use
of drugs by students. Use of drugs such as cocaine has the potential of not only leading to long
term addiction but also negatively impacting their academic work (Levy & Schizer, 2015). The
policy therefore, seeks to help students avoid using such drugs through deterrence. Apart from
the fear of testing positive, a random drug testing policy also gives students reason to say ‘no’ to
friends who may induce them to take drugs (Levy & Schizer, 2015). For those already abusing
drugs the policy seeks to help them drop the habit through offering professional counselling
services (Levy & Schizer, 2015). Thus, random drug testing policy does not seek to punish
students who test positive but help them kick the habit.

Source of authority for the policy

The policy has been passed by the school’s education board. It is based on the
recommendations of various task forces on education. The task forces seek to find ways in which
schools could better serve their students. Among the recommendations of the task forces’ reports
is introduction of random drug testing policy. Apart from acting as a deterrence, the policy also
has effective intervention measures to help students facing drug abuse challenges (Levy &
Schizer, 2015). Moreover, it also helps in ensuring that the tested students as well other students
remain safe while at school. The rationale of this recommendation is that students who abuse
drugs and other substances pose a danger to themselves and to other students as well (Levy &
Schizer, 2015). The policy is, therefore, not entirely the making of the school’s board. It is mere
implementation of recommendations of task forces on education.

RANDOM DRUG TESTING POLICY ANALYSIS 3

People affected by the policy

The policy targets students who represent the school in extracurricular activities that are
school-sponsored. In terms of grades they are from grade seven to grade twelve. That is around
20% of the student population (Levy & Schizer, 2015). This policy adheres to Supreme Court
ruling which bans schools from conducting random drugs tests for all students in a school (Levy
& Schizer, 2015). Thus, this is the group that is most affected by the policy. However, students
are not the only affected party.

Parents and the principal are also affected indirectly. The school seeks services of a
professional counsellor to help students who test positive for drug abuse during the random tests
(Levy & Schizer, 2015). It is the parent of the affected student, not the school, that pays for these
counselling services (Levy & Schizer, 2015). Thus, the effect of the policy on parents is largely
financial if their children test positive. As for the principal, they are tasked with looking for
qualified professional counsellors to help students that test positive. As part of this role, they
organize time and venues for the counselling. Additionally, for parents who cannot afford the
cost of professional counselling services for their children, the principal is required to source for
funds to cater for the services on behalf of such parents (Levy & Schizer, 2015).

Enforcement procedure for the policy

The tests are conducted randomly each month for a year. The students to be tested are
selected by a third party who is also responsible for administering the test. Students have the
option of refusing to partake in the tests if they are not comfortable with them. The school does
not punish any student who refuses to be tested. However, such students are not allowed to
participate in any school-funded extracurricular activities such as athletics, music performances,

RANDOM DRUG TESTING POLICY ANALYSIS 4
academic club meetings, and drama productions (Levy & Schizer, 2015). For students who test
positive for drugs, the school procures services of a professional counsellor. The counsellor’s
task is to help the student overcome the problem of drug and prescription drug abuse. Once a
student has been tested they still remain in the pool of students to be tested again (Levy &
Schizer, 2015). Thus, since the selection of students is done randomly, a student can theoretically
be tested as many as twelve times in a given year.

Due process in policy implementation

The drug testing involves a urine test. Students produce samples of the urine in a private
restroom and present them to a certified technician of the same gender (Hadland & Levy, 2016).
The process makes sure that the right to privacy of the student is adhered to. The technician is a
member of a third party entity that the school uses its services. The use of a third party ensures
that the process has very high levels of confidentiality. The third party then uses the samples to
test presence of drugs and other substances in the bodies of the students. Before sending the
results to school, the third party vendor sends them to a medical professional. The medical
professional ascertains that the testing followed the right procedures, that the rights of students
were not violated, and that the results are accurate. The doctor then sends the results to the
school.

For students that test positive, their samples are put to another test. The second test is just
to make sure that there is absolutely no error in the results. If the results are positive again, the
principal sermons their parents and shares the results in the presence of the affected students. The
students may be required to provide an explanation for the test results. For instance, it could be
that they were using prescription drugs. They could also request for another test if they believe

RANDOM DRUG TESTING POLICY ANALYSIS 5
that there is an error in the test results. If it is confirmed beyond any doubt that they indeed used
drugs and their explanations for the use are insufficient, the students are put in a program run by
a professional counsellor to help them stop the habit. Until they complete the program they
remain suspended from all of the school’s extracurricular activities (Levy & Schizer, 2015). They
have a right to appeal their suspension though. Worth noting is that results of a given year are not
carried forward to the following year.

In addition, there are no academic penalties for students who test positive. Their drug test
results have no impact on other aspects of their school life as test results are not included in their
student official records. The school does not also call in law enforcement officers to deal with
students who test positive. However, for students who are found either in possession of banned
drugs or results show that they have used drugs banned by the school, the school’s administration
takes disciplinary measures that are stipulated under school rules (Levy & Schizer, 2015). The
whole process, therefore, strictly adheres to laws that govern random drug testing for students.

Personal perspective of the policy

The random drug testing policy is certainly legal and appropriate measures have been
taken to make sure that students are comfortable with the whole process. It is also a fair one. The
school administration gives student who test positive to present their side of the story before
suspending them from participating in extracurricular activities. The students also have a right to
appeal their suspension. Most importantly, the suspension is only for the duration that they
participate in the counselling program. It is, therefore, clear that the policy is primarily meant to
help students, not punish them.

RANDOM DRUG TESTING POLICY ANALYSIS 6
Be that as it may, I do not think that such a policy is relevant or even necessary. Its ability
to create a drugs-free school environment is at best debatable. Various studies have shown that
random drug testing of students does not deter students from using drugs (Hadland & Levy,
2016). Moreover, suspending students who test positive from participating in extracurricular
activities can be counterproductive. Studies have shown that one of the best methods to keep
students from using drugs or to help those using them kick the habit is through participation in
extracurricular activities (Hadland & Levy, 2016). Thus, by suspending their participation in
such activities the school makes the situation worse. In my view, the random drug testing should
be limited to students who participate in athletics programs. For the rest of the students, only
those who show physical signs of drug use should be subjected to such tests.

Comparison of the policy with the role of education leader

The primary goal of an education leader is help their students succeed. Such a leader not
only understands but also influences and responds to larger cultural, legal, social, economic, and
political contexts (Day, Gu & Summons, 2016). Taken in this context, the random drug test
represents a proactive approach to curb drug abuse which is a major problem not just in schools
but also in society at large. The formulation of the policy also shows a deep understanding of
laws related to drug testing of students. For instance, the law prohibits schools from carrying out
random drug testing for all students. The policy adheres to this law as only a percentage of
students are subjected to the tests. It also follows due process. Affected students have a chance to
give their side of the story, can request for re-tests, and if suspended from extracurricular
activities, can appeal their suspension.

RANDOM DRUG TESTING POLICY ANALYSIS 7
While the policy reflects a school administrator who understands the legal and social
contexts of school policies, it does not show an equal understanding of the economic contexts of
school policies. High quality drug testing procedures that produce 100% accurate results require
a lot of resources that many schools cannot afford without unnecessarily placing extra burdens
on parents (Hadland & Levy, 2016). A cheaper but evidence-based intervention program such as
confidential interviews would have been a better alternative.

As this analysis shows, a good school policy should be solely focused on making students
successful in their academic work and life. As an education leader formulating and implementing
policies such random drug testing that is discussed here, it is important that the policy takes into
consideration legal, social, economic, cultural, and political contexts in which schools operate.
Without taking into consideration such contexts the policy is unlikely to achieve its objectives.

RANDOM DRUG TESTING POLICY ANALYSIS 8

References

Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How
successful school leaders use transformational and instructional strategies to make a
difference. Educational Administration Quarterly, 52(2), 221-258.

Hadland, S. E., & Levy, S. (2016). Objective testing: urine and other drug tests. Child and
Adolescent Psychiatric Clinics, 25(3), 549-565.

Levy, S., Schizer, M., & Committee on Substance Abuse. (2015). Adolescent drug testing
policies in schools. Pediatrics, peds-2015.