About the Indicator:

Students were asked specifically how much they thought people risked harming themselves physically or in other ways if they have 5 or more drinks of alcohol once or twice per week. "N/A" indicates that the data are unavailable or were not collected. "*" indicates the data are unreliable as a result of small sample sizes or other reasons.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Students were asked specifically how much they thought people risked harming themselves physically or in other ways if they have 5 or more drinks of alcohol once or twice per week.

"N/A" indicates that the data are unavailable or were not collected. "*" indicates the data are unreliable as a result of small sample sizes or other reasons.

Data Source: Minnesota Student Survey (MSS)

About the Indicator: The Minnesota Student Survey question about parent disapproval changed considerably in 2013. In prior years, students were asked about the extent their parents would approve or disapprove of them drinking alcohol. In 2013, students were asked how wrong their parents would feel it would be for them to have one or two drinks nearly every day. Therefore, 9th grade trend data are available only for 2013 and 2016.

"N/A" indicates that the data are unavailable or were not collected. "*" indicates the data are unreliable as a result of small sample sizes or other reasons.

Data Source: Minnesota Student Survey (MSS)

About the Indicator: The Minnesota Student Survey question about parent disapproval changed considerably in 2013. In prior years, students were asked about the extent their parents would approve or disapprove of them drinking alcohol. In 2013, students were asked how wrong their parents would feel it would be for them to have one or two drinks nearly every day. Therefore, 9th grade trend data are available only for 2013 and 2016.

"N/A" indicates that the data are unavailable or were not collected. "*" indicates the data are unreliable as a result of small sample sizes or other reasons.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Students were asked specifically how much they thought people risked harming themselves physically or in other ways if they smoked cigarettes.  Low perceived risk of harm increases the likelihood of use.

"N/A" indicates that the data are unavailable or were not collected. "*" indicates the data are unreliable as a result of small sample sizes or other reasons.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Students were asked specifically how much they thought people risked harming themselves physically or in other ways if they smoked cigarettes.  Low perceived risk of harm increases the likelihood of use.
"N/A" indicates that the data are unavailable or were not collected. "*" indicates the data are unreliable as a result of small sample sizes or other reasons.

Data Source: Minnesota Student Survey (MSS)

About the Indicator: The Minnesota Student Survey question about parent disapproval changed considerably in 2013. In prior years, students were asked about the extent their parents would approve or disapprove of them smoking cigarettes. In 2013, students were asked how wrong their parents would feel it would be for them to smoke cigarettes. Therefore, 9th grade trend data are available only for 2013 and 2016.

"N/A" indicates that the data are unavailable or were not collected. "*" indicates the data are unreliable as a result of small sample sizes or other reasons.

Data Source: Minnesota Student Survey (MSS)

About the Indicator: The Minnesota Student Survey question about parent disapproval changed considerably in 2013. In prior years, students were asked about the extent their parents would approve or disapprove of them drinking alcohol. In 2013, students were asked how wrong their parents would feel it would be for them to have one or two drinks nearly every day. Therefore, 9th grade trend data are available only for 2013 and 2016.

"N/A" indicates that the data are unavailable or were not collected. "*" indicates the data are unreliable as a result of small sample sizes or other reasons.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Students were asked specifically how much they thought people risked harming themselves physically or in other ways if they smoked marijuana once or twice per week. "N/A" indicates that the data are unavailable or were not collected. "*" indicates the data are unreliable as a result of small sample sizes or other reasons.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Students were asked specifically how much they thought people risked harming themselves physically or in other ways if they smoked marijuana once or twice per week. "N/A" indicates that the data are unavailable or were not collected. "*" indicates the data are unreliable as a result of small sample sizes or other reasons.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

The Minnesota Student Survey added a question about the perceived harm of misusing prescription drugs 2013. 

"N/A" indicates that the data are unavailable or were not collected. "*" indicates the data are unreliable as a result of small sample sizes or other reasons.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

The Minnesota Student Survey added a question about the perceived harm of misusing prescription drugs 2013. 

"N/A" indicates that the data are unavailable or were not collected. "*" indicates the data are unreliable as a result of small sample sizes or other reasons.

Data Source: Minnesota Student Survey (MSS)

About the Indicator: The Minnesota Student Survey question about parent disapproval changed considerably in 2013. In prior years, students were asked about the extent their parents would approve or disapprove of them smoking marijuana. In 2013, students were asked how wrong their parents would feel it would be for them to smoke marijuana. Therefore, 9th grade trend data are available only for 2013 and 2016.

"N/A" indicates that the data are unavailable or were not collected. "*" indicates the data are unreliable as a result of small sample sizes or other reasons.

Data Source: Minnesota Student Survey (MSS)

About the Indicator: The Minnesota Student Survey question about parent disapproval changed considerably in 2013. In prior years, students were asked about the extent their parents would approve or disapprove of them smoking marijuana. In 2013, students were asked how wrong their parents would feel it would be for them to smoke marijuana. Therefore, 9th grade trend data are available only for 2013 and 2016.

"N/A" indicates that the data are unavailable or were not collected. "*" indicates the data are unreliable as a result of small sample sizes or other reasons.

Data Source: Minnesota Student Survey (MSS)

About the Indicator: The Minnesota Student Survey question about parent disapproval changed in 2013. In prior years, students were asked about the extent their parents would approve or disapprove of them using other illegal drugs (other than marijuana). In 2013, this question was dropped and students were instead asked how wrong their parents would feel it would be for them to use prescription drugs not prescribed for them. Therefore, 9th grade trend data are available only for 2013 and 2016.

"N/A" indicates that the data are unavailable or were not collected. "*" indicates the data are unreliable as a result of small sample sizes or other reasons.

Data Source: Minnesota Student Survey (MSS)

About the Indicator: The Minnesota Student Survey question about parent disapproval changed in 2013. In prior years, students were asked about the extent their parents would approve or disapprove of them using other illegal drugs (other than marijuana). In 2013, this question was dropped and students were instead asked how wrong their parents would feel it would be for them to use prescription drugs not prescribed for them. Therefore, 9th grade trend data are available only for 2013 and 2016.

"N/A" indicates that the data are unavailable or were not collected. "*" indicates the data are unreliable as a result of small sample sizes or other reasons.

Data Source: Minnesota Student Survey (MSS)

About the Indicator: The Minnesota Student Survey question about peer disapproval changed in 2013. In prior years, students were asked about the extent to which their close friends would approve or disapprove of them using illegal drugs (other than marijuana). In 2013, this question was dropped and students were instead asked how wrong their friends would feel it would be for them to use prescription drugs not prescribed for them. Therefore, 9th grade trend data are available only for 2013 and 2016.

"N/A" indicates that the data are unavailable or were not collected. "*" indicates the data are unreliable as a result of small sample sizes or other reasons.

Data Source: Minnesota Student Survey (MSS)

About the Indicator: The Minnesota Student Survey question about peer disapproval changed in 2013. In prior years, students were asked about the extent to which their close friends would approve or disapprove of them using illegal drugs (other than marijuana). In 2013, this question was dropped and students were instead asked how wrong their friends would feel it would be for them to use prescription drugs not prescribed for them. Therefore, 9th grade trend data are available only for 2013 and 2016.

"N/A" indicates that the data are unavailable or were not collected. "*" indicates the data are unreliable as a result of small sample sizes or other reasons.

Data Source: Minnesota Student Survey (MSS)

About the Indicator: The Minnesota Student Survey question about peer disapproval changed in 2013. In prior years, students were asked about the extent to which their close friends would approve or disapprove of them smoking marijuana once or twice a week. In 2013, this question was dropped and students were instead asked how wrong their friends would feel it would be for them to smoke marijuana. Therefore, 9th grade trend data are available only for 2013 and 2016.

"N/A" indicates that the data are unavailable or were not collected. "*" indicates the data are unreliable as a result of small sample sizes or other reasons.

Data Source: Minnesota Student Survey (MSS)

About the Indicator: The Minnesota Student Survey question about peer disapproval changed in 2013. In prior years, students were asked about the extent to which their close friends would approve or disapprove of them smoking marijuana once or twice a week. In 2013, this question was dropped and students were instead asked how wrong their friends would feel it would be for them to smoke marijuana. Therefore, 9th grade trend data are available only for 2013 and 2016.

"N/A" indicates that the data are unavailable or were not collected. "*" indicates the data are unreliable as a result of small sample sizes or other reasons.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

This indicator includes students responding "about once a week," "several times a week," or "every day" to any or all of the following Minnesota Student Survey questions:

During the last 30 days, how often have other students at school...?

• Pushed, shoved, slapped, hit or kicked you when they weren't kidding around
• Threatened to beat you up
• Spread mean rumors or lies about you
• Made sexual jokes, comments, or gestures toward you
• Excluded you from friends, other students, or activities

In 2016, past 30-day alcohol use was reported by 9.1% of students who said they were not bullied or harassed in the past month, 18.4% of students who were bullied or harassed at least once in the past month, 24.3% of students who were bullied or harassed weekly or more often, and 28.1% of students who reported being bullied or harassed every day.

Further, compared to 8^th, 9^th, and 11^th graders who reported NO past-month bullying victimization, bullied students were 1.8 times more likely to report alcohol use; 1.9 times more likely to report tobacco use; 1.7 times more likely to report marijuana use; and 2.5 times more likely to report prescription drug misuse.

See the 2017 Bullying and Substance Use SUMN Fact Sheet.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Adverse Childhood Experiences (ACEs) are stressful or traumatic experiences, including abuse, neglect and a range of household dysfunction. ACEs put individuals at risk for a number of negative outcomes across the lifespan, including: alcohol, tobacco and other drug use; anxiety; hopelessness; depression; and suicidal ideation and attempts.

One ACE measured by the Minnesota Student Survey is household drug use. Students were asked if they lived with anyone who uses illegal drugs or abuses prescription drugs. Compared to students who do not live with someone who abuses drugs, those who do are more likely to report past month use of marijuana (40.6% vs 8.2%), alcohol (45.7% vs 15.0%), and tobacco (36.6% vs 9.6%). For more information on ACEs, see the 2017 ACEs and Substance Use SUMN Fact Sheet.

NOTE: 5th graders were asked this question in 2013, but were not asked in 2016.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Adverse Childhood Experiences (ACEs) are stressful or traumatic experiences, including abuse, neglect and a range of household dysfunction. ACEs put individuals at risk for a number of negative outcomes across the lifespan, including: alcohol, tobacco and other drug use; anxiety; hopelessness; depression; and suicidal ideation and attempts.

One ACE measured by the Minnesota Student Survey is household drug use. Students were asked if they lived with anyone who uses illegal drugs or abuses prescription drugs. Compared to students who do not live with someone who abuses drugs, those who do are more likely to report past month use of marijuana (40.6% vs 8.2%), alcohol (45.7% vs 15.0%), and tobacco (36.6% vs 9.6%). For more information on ACEs, see the 2017 ACEs and Substance Use SUMN Fact Sheet.

NOTE: 5th graders were asked this question in 2013, but were not asked in 2016.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Note: 5th graders were asked this question in 2013, but not in 2016.

Adverse Childhood Experiences (ACEs) are stressful or traumatic experiences, including abuse, neglect and a range of household dysfunction. ACEs put individuals at risk for a number of negative outcomes across the lifespan, including: alcohol, tobacco and other drug use; anxiety; hopelessness; depression; and suicidal ideation and attempts.

One ACE measured by the Minnesota Student Survey is parent or household adult verbal abuse. Students were asked if a parent or another adult in the home regularly swears at them, insults them, or puts them down. Compared to students who do not report being verbally abused, those who do are more likely to report past month use of marijuana (19.8% vs 8.4%), alcohol (31.0% vs 14.4%), and tobacco (22.6% vs 9.3%).

For more information on ACEs, see the 2017 ACEs and Substance Use SUMN Fact Sheet.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Note: 5th graders were asked this question in 2013, but not in 2016.

Adverse Childhood Experiences (ACEs) are stressful or traumatic experiences, including abuse, neglect and a range of household dysfunction. ACEs put individuals at risk for a number of negative outcomes across the lifespan, including: alcohol, tobacco and other drug use; anxiety; hopelessness; depression; and suicidal ideation and attempts.

One ACE measured by the Minnesota Student Survey is parent or household adult verbal abuse. Students were asked if a parent or another adult in the home regularly swears at them, insults them, or puts them down. Compared to students who do not report being verbally abused, those who do are more likely to report past month use of marijuana (19.8% vs 8.4%), alcohol (31.0% vs 14.4%), and tobacco (22.6% vs 9.3%).

For more information on ACEs, see the 2017 ACEs and Substance Use SUMN Fact Sheet.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Note: 5th graders were asked this question in 2013, but not in 2016.

Adverse Childhood Experiences (ACEs) are stressful or traumatic experiences, including abuse, neglect and a range of household dysfunction. ACEs put individuals at risk for a number of negative outcomes across the lifespan, including: alcohol, tobacco and other drug use; anxiety; hopelessness; depression; and suicidal ideation and attempts.

One ACE measured by the Minnesota Student Survey is household alcohol problems. Students were asked if they live with someone who drinks too much alcohol. Compared to students who do not live with someone who drinks too much alcohol, those who do are more likely to report past month use of marijuana (23.4% vs 8.5%), alcohol (35.8% vs 14.5%), and tobacco (25.9% vs 9.5%).

For more information on ACEs, see the 2017 ACEs and Substance Use SUMN Fact Sheet.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Note: 5th graders were asked this question in 2013, but not 2016.

Adverse Childhood Experiences (ACEs) are stressful or traumatic experiences, including abuse, neglect and a range of household dysfunction. ACEs put individuals at risk for a number of negative outcomes across the lifespan, including: alcohol, tobacco and other drug use; anxiety; hopelessness; depression; and suicidal ideation and attempts.

One ACE measured by the Minnesota Student Survey is household alcohol problems. Students were asked if they live with someone who drinks too much alcohol. Compared to students who do not live with someone who drinks too much alcohol, those who do are more likely to report past month use of marijuana (23.4% vs 8.5%), alcohol (35.8% vs 14.5%), and tobacco (25.9% vs 9.5%).

For more information on ACEs, see the 2017 ACEs and Substance Use SUMN Fact Sheet.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Adverse Childhood Experiences (ACEs) are stressful or traumatic experiences, including abuse, neglect and a range of household dysfunction. ACEs put individuals at risk for a number of negative outcomes across the lifespan, including: alcohol, tobacco and other drug use; anxiety; hopelessness; depression; and suicidal ideation and attempts.

One ACE measured by the Minnesota Student Survey is parent or household adult physical abuse. Students were asked if a parent or another adult in the home has ever hit, beat, kicked or physically hurt them in any way. Compared to students who do not report being physically abused, those who do are more likely to report past month use of marijuana (20.7% vs 8.6%), alcohol (31.0% vs 14.8%), and tobacco (23.2% vs 9.5%).

Note: The question changed in 2013 from, "Has any adult in your household hit you so hard or so often that you had marks or were afraid of that person?" to "Has a parent or other adult in your household ever hit, beat, kicked or physically hurt you in any way?"

In 2016, 5th graders were not asked this question.

For more information on ACEs, see the 2017 ACEs and Substance Use SUMN Fact Sheet.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Adverse Childhood Experiences (ACEs) are stressful or traumatic experiences, including abuse, neglect and a range of household dysfunction. ACEs put individuals at risk for a number of negative outcomes across the lifespan, including: alcohol, tobacco and other drug use; anxiety; hopelessness; depression; and suicidal ideation and attempts.

One ACE measured by the Minnesota Student Survey is parent or household adult physical abuse. Students were asked if a parent or another adult in the home has ever hit, beat, kicked or physically hurt them in any way. Compared to students who do not report being physically abused, those who do are more likely to report past month use of marijuana (20.7% vs 8.6%), alcohol (31.0% vs 14.8%), and tobacco (23.2% vs 9.5%).

Note: The question changed in 2013 from, "Has any adult in your household hit you so hard or so often that you had marks or were afraid of that person?" to "Has a parent or other adult in your household ever hit, beat, kicked or physically hurt you in any way?"

Additionally, 5th graders were not asked this question in 2016.

For more information on ACEs, see the 2014 ACEs and Behavioral Health SUMN Fact Sheet.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

School safety is a factor associated with both substance use and mental health disorders. According to 2019 MSS data, students who “strongly agree” or “agree” they feel safe at school are 1.8 times less likely to report past month alcohol use, 1.8 times less likely to report past month tobacco use, 1.9 times less likely to report past month marijuana use, and 2.7 times less likely to report any past month prescription drug misuse as compared to those who “disagree” or “strongly disagree.” N/A indicates that the data are unavailable or were not collected.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

School safety is a factor associated with both substance use and mental health disorders. According to 2019 MSS data, students who “strongly agree” or “agree” they feel safe at school are 1.8 times less likely to report past month alcohol use, 1.8 times less likely to report past month tobacco use, 1.9 times less likely to report past month marijuana use, and 2.7 times less likely to report any past month prescription drug misuse as compared to those who “disagree” or “strongly disagree.” N/A indicates that the data are unavailable or were not collected.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Being able to talk to someone about problems you are having is a protective factor for both substance abuse and mental health disorders. Response options to the question “Can you talk to your mother about problems you are having?” include: “Yes, most of the time,” “Yes, some of the time,” “No, not very often,” “No, not at all,” and “My mother is not around.”

According to 2016 MSS data, students who said they could talk to their mother some or most of the time about problems they are having are 1.9 times less likely to report past-month alcohol use, 2.1 times less likely to report past-month tobacco use, 2.4 times less likely to report past-month marijuana use, and 2.6 times less likely to report any past-month prescription drug misuse as compared to those who can't talk to their mothers.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Being able to talk to someone about problems you are having is a protective factor for both substance abuse and mental health disorders. Response options to the question “Can you talk to your mother about problems you are having?” include: “Yes, most of the time,” “Yes, some of the time,” “No, not very often,” “No, not at all,” and “My mother is not around.”

According to 2016 MSS data, students who said they could talk to their mother some or most of the time about problems they are having are 1.9 times less likely to report past-month alcohol use, 2.1 times less likely to report past-month tobacco use, 2.4 times less likely to report past-month marijuana use, and 2.6 times less likely to report any past-month prescription drug misuse as compared to those who can't talk to their mothers.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Being able to talk to someone about problems you are having is a protective factor for both substance abuse and mental health disorders. Response options to the question “Can you talk to your father about problems you are having?” include: “Yes, most of the time,” “Yes, some of the time,” “No, not very often,” “No, not at all,” and “My father is not around.”

According to 2016 MSS data, students who said they could talk to their father some or most of the time about problems they are having are 1.8 times less likely to report past-month alcohol use, 1.9 times less likely to report past-month tobacco use, 2.2 times less likely to report past-month marijuana use, and 2.3 times less likely to report any past-month prescription drug misuse as compared to those who can't talk to their fathers.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Being able to talk to someone about problems you are having is a protective factor for both substance abuse and mental health disorders. Response options to the question “Can you talk to your father about problems you are having?” include: “Yes, most of the time,” “Yes, some of the time,” “No, not very often,” “No, not at all,” and “My father is not around.”

According to 2016 MSS data, students who said they could talk to their father some or most of the time about problems they are having are 1.8 times less likely to report past-month alcohol use, 1.9 times less likely to report past-month tobacco use, 2.2 times less likely to report past-month marijuana use, and 2.3 times less likely to report any past-month prescription drug misuse as compared to those who can't talk to their fathers.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

For the first time in 2013, the Minnesota Student Survey (MSS) included modified items from Child Trends Flourishing Children Project. Educational engagement comprises the following MSS questions:

• How often do you care about doing well in school?

• How often do you pay attention in class?

• How often do you go to class unprepared?

• If something interests me, I try to learn more about it.

• I think the things I learn at school are useful.

• Being a student is one of the most important parts of who I am.

Response options for each of the last three items above are: strongly agree (coded as 4), agree (coded as 3), disagree (coded as 2), and strongly disagree (coded as 1). Response options for the first three questions were: all of the time, most of the time, some of the time, and none of the time--these were coded as 1 through 4, with the most positive response scoring 4 and the least positive response scoring 1. An educational engagement score can be created by summing the values for each question, obtaining a range from 6 to 24. Higher levels of educational engagement are measured as students reporting an overall score of 18 or higher; this corresponds to an average score of 3 or higher per question.

In 2019, compared to 8^th, 9^th, and 11^th graders who reported lower levels of educational engagement, more engaged students were 2.4 times less likely to report past-month alcohol use; 2.4 times less likely to report tobacco use; 3.2 less likely to report past-month marijuana use; and 3.0 times less likely to report past-month prescription drug misuse.

For more, see the Educational Engagement and Substance Use 2018 SUMN Fact Sheet.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

For the first time in 2013, the Minnesota Student Survey (MSS) included modified items from Child Trends Flourishing Children Project. Educational engagement comprises the following MSS questions:

• How often do you care about doing well in school?
• How often do you pay attention in class?
• How often do you go to class unprepared?
• If something interests me, I try to learn more about it.
• I think the things I learn at school are useful.
• Being a student is one of the most important parts of who I am.

Response options for each of the last three items above are: strongly agree (coded as 4), agree (coded as 3), disagree (coded as 2), and strongly disagree (coded as 1). Response options for the first three questions were: all of the time, most of the time, some of the time, and none of the time--these were coded as 1 through 4, with the most positive response scoring 4 and the least positive response scoring 1. An educational engagement score can be created by summing the values for each question, obtaining a range from 6 to 24. Higher levels of educational engagement are measured as students reporting an overall score of 18 or higher; this corresponds to an average score of 3 or higher per question.

In 2019, compared to 8^th, 9^th, and 11^th graders who reported lower levels of educational engagement, more engaged students were 2.4 times less likely to report past-month alcohol use; 2.4 times less likely to report tobacco use; 3.2 less likely to report past-month marijuana use; and 3.0 times less likely to report past-month prescription drug misuse.

For more, see the Educational Engagement and Substance Use 2018 SUMN Fact Sheet.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Feeling cared about by people in their lives is a factor associated with protection against both substance use and mental health disorders. According to 2019 MSS data, students who think the adults in their communities care about them “quite a bit” or “very much” are 1.9 times less likely to report past month alcohol use, 1.9 times less likely to report past month tobacco use, 2.3 times less likely to report past month marijuana use, and 2.4 times less likely to report any past month prescription drug misuse as compared to those who think the adults in their communities only care “some,” “a little,” or “not at all.” N/A indicates that the data are unavailable or were not collected.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Feeling cared about by people in their lives is a factor associated with protection against both substance use and mental health disorders. According to 2019 MSS data, students who think the adults in their communities care about them “quite a bit” or “very much” are 1.9 times less likely to report past month alcohol use, 1.9 times less likely to report past month tobacco use, 2.3 times less likely to report past month marijuana use, and 2.4 times less likely to report any past month prescription drug misuse as compared to those who think the adults in their communities only care “some,” “a little,” or “not at all.” N/A indicates that the data are unavailable or were not collected.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Feeling cared about by people in their lives is a factor associated with protection against both substance use and mental health disorders. According to 2019 MSS data, students who think their parents care about them “quite a bit” or “very much” are 2.4 times less likely to report past month alcohol use, 2.3 times less likely to report past month tobacco use, 2.9 times less likely to report past month marijuana use, and 4.3 times less likely to report any past month prescription drug misuse as compared to those who think their parents only care “some,” “a little,” or “not at all.” N/A indicates that the data are unavailable or were not collected.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Feeling cared about by people in their lives is a factor associated with protection against both substance use and mental health disorders. According to 2019 MSS data, students who think their parents care about them “quite a bit” or “very much” are 2.4 times less likely to report past month alcohol use, 2.3 times less likely to report past month tobacco use, 2.9 times less likely to report past month marijuana use, and 4.3 times less likely to report any past month prescription drug misuse as compared to those who think their parents only care “some,” “a little,” or “not at all.” N/A indicates that the data are unavailable or were not collected.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Feeling cared about by people in their lives is a factor associated with protection against both substance use and mental health disorders. According to 2019 MSS data, students who think their friends care about them “quite a bit” or “very much” are 1.5 times less likely to report past month alcohol use, 1.5 times less likely to report past month tobacco use, 1.7 times less likely to report past month marijuana use, and 2.3 times less likely to report any past month prescription drug misuse as compared to those who think their friends only care “some,” “a little,” or “not at all.” N/A indicates that the data are unavailable or were not collected.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Feeling cared about by people in their lives is a factor associated with protection against both substance use and mental health disorders. According to 2019 MSS data, students who think their friends care about them “quite a bit” or “very much” are 1.5 times less likely to report past month alcohol use, 1.5 times less likely to report past month tobacco use, 1.7 times less likely to report past month marijuana use, and 2.3 times less likely to report any past month prescription drug misuse as compared to those who think their friends only care “some,” “a little,” or “not at all.” N/A indicates that the data are unavailable or were not collected.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Students were asked a series of questions about their relationships with teachers and other adults at their schools. The students represented in this indicator reported whether they agreed with the following statements:

• Overall, adults at my school treat students fairly

• Adults at my school listen to the students

• The school rules are fair

• At my school, teachers care about students

• Most teachers at my school are interested in me as a person

Response options for each of the five items are: strongly agree (coded as 4), agree (coded as 3), disagree (coded as 2), and strongly disagree (coded as 1). A teacher-student relationship score can be created by summing the values for each question, obtaining a range from 5 to 20.  Better teacher-student relationships are measured as students reporting an overall score of 15 or higher; this corresponds to an average of 3 or higher per question.

According to 2013 MSS data, compared to 8^th, 9^th, and 11^th graders who reported better teacher-student relationships, those who reported worse teacher-student relationships were 2.4 times more likely to report alcohol use; 2.8 times more likely to report tobacco use; 2.9 times more likely to report marijuana use; and 3.3 times more likely to report prescription drug misuse.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Students were asked a series of questions about their relationships with teachers and other adults at their schools. The students represented in this indicator reported whether they agreed with the following statements:

• Overall, adults at my school treat students fairly

• Adults at my school listen to the students

• The school rules are fair

• At my school, teachers care about students

• Most teachers at my school are interested in me as a person

Response options for each of the five items are: strongly agree (coded as 4), agree (coded as 3), disagree (coded as 2), and strongly disagree (coded as 1). A teacher-student relationship score can be created by summing the values for each question, obtaining a range from 5 to 20.  Better teacher-student relationships are measured as students reporting an overall score of 15 or higher; this corresponds to an average of 3 or higher per question.

According to 2013 MSS data, compared to 8^th, 9^th, and 11^th graders who reported better teacher-student relationships, those who reported worse teacher-student relationships were 2.4 times more likely to report alcohol use; 2.8 times more likely to report tobacco use; 2.9 times more likely to report marijuana use; and 3.3 times more likely to report prescription drug misuse.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Students were asked a series of questions about their weekly participation in activities outside of school. The students represented in this indicator reported whether they participated in the following community activities:

• Sports teams, such as park and rec teams, school teams, in-house teams, or traveling teams

• School sponsored activities or clubs that are not sports, such as drama, music, chess, or science club

• Tutoring, homework help, or academic programs

• Leadership activities, such as student government, youth councils, or committees

• Artistic lessons, such as music or dance

• Physical activity lessons, such as tennis or karate

• Other community clubs and programs such as 4-H, Scouts, Y-clubs, or community ed

• Religious activities such as religious services, education, or youth group

Response options for each of the 8 items are: 0 days; 1 day; 2 days; 3 to 4 days; and 5 or more days. A positive response, presented here, is participation in any combination of these activities, between 1 and 5 times a week.

According to 2019 MSS data, 8^th, 9^th, and 11^th graders who reported participation in 1-5 activities were 1.3 times less likely to report alcohol use; 1.4 times less likely to report tobacco use; 1.9 times less likely to report marijuana use; and 1.6 times less likely to report prescription drug misuse. Use is compared to students who don't participate at all, or who are involved in activities more than 5 times a week.

PLEASE NOTE: The reporting of this indicator changed in 2019, and prior year data were analyzed with the new method. Previously, SUMN.org reported ANY weekly participation ONLY in the following activities:

• Club or community sports teams, such as park and rec teams
• Other community clubs and programs such as 4-H, Scouts, Y-clubs, or community ed
• Religious activities such as religious services, education, or youth group

To access data analyzed with the previous method, or for more clarification, please email info@sumn.org.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

The Developmental Assets framework was devised by the Search Institute* to identify skills and behaviors that contribute to positive adolescent development. Survey questions were generated and grouped to compose a series of scales to assess such development. For the 2013 Minnesota Student Survey (MSS), questions were added to facilitate analysis of the following scales: Social Competency, Positive Identity, and Empowerment (please visit SUMN.org for additional fact sheets).

The modified Empowerment Scale comprises 3 subsets of a question included on the Minnesota Student Survey as follows:

In general, how does each of the following statements describe you?

• I feel valued and appreciated by others
• I am included in family tasks and decisions
• I am given useful roles and responsibilities

The response options to these statements were, “Not at all or rarely,” “Somewhat or sometimes,” “Very or often,” and “Extremely or almost always.” These responses were assigned a numerical score of 1, 2, 3, and 4, respectively. Students with a total of 9 or more (an average of 3 or higher for the 3 questions) are considered by this scale to possess more, or a higher level of, empowerment.

A new method of analysis was introduced in 2019, to create consistency across agencies. Prior year data has been changed. For more information about the change, or for help in comparing your community's data, please email info@sumn.org.

* Note: The Search Institute's Empowerment Scale uses 6 indicators, rather than the 3 used by the MSS.
Items used and adapted with permission from Search Institute (2004). The Developmental Assets Profile. Minneapolis: Author. Copyright © 2004 by Search Institute (www.search-institute.org). All rights reserved.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

The Developmental Assets framework was devised by the Search Institute* to identify skills and behaviors that contribute to positive adolescent development. Survey questions were generated and grouped to compose a series of scales to assess such development. For the 2013 Minnesota Student Survey (MSS), questions were added to facilitate analysis of the following scales: Social Competency, Positive Identity, and Empowerment (please visit SUMN.org for additional fact sheets).

The modified Empowerment Scale comprises 3 subsets of a question included on the Minnesota Student Survey as follows:

In general, how does each of the following statements describe you?

• I feel valued and appreciated by others
• I am included in family tasks and decisions
• I am given useful roles and responsibilities

The response options to these statements were, “Not at all or rarely,” “Somewhat or sometimes,” “Very or often,” and “Extremely or almost always.” These responses were assigned a numerical score of 1, 2, 3, and 4, respectively. Students with a total of 9 or more (an average of 3 or higher for the 3 questions) are considered by this scale to possess more, or a higher level of, empowerment.

A new method of analysis was introduced in 2019, to create consistency across agencies. Prior year data has been changed. For more information about the change, or for help in comparing your community's data, please email info@sumn.org.

* Note: The Search Institute's Empowerment Scale uses 6 indicators, rather than the 3 used by the MSS.
Items used and adapted with permission from Search Institute (2004). The Developmental Assets Profile. Minneapolis: Author. Copyright © 2004 by Search Institute (www.search-institute.org). All rights reserved.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

The Developmental Assets framework was devised by the Search Institute* to identify skills and behaviors that contribute to positive adolescent development. Survey questions were generated and grouped to compose a series of scales to assess such development. For the Minnesota Student Survey (MSS), questions were added to facilitate analysis of the following scales: Social Competency, Positive Identity, and Empowerment (please visit SUMN.org for additional fact sheets).

The Social Competency Scale comprises 8 subsets of a question included on the Minnesota Student Survey, as follows:

In general, how does each of the following statements describe you?

• I say no to things that are dangerous or unhealthy
• I build friendships with other people
• I express my feelings in proper ways
• I plan ahead and make good choices
• I stay away from bad influences
• I resolve conflicts without anyone getting hurt
• I accept people who are different from me
• I am sensitive to the needs and feelings of others

The response options to these statements were, “Not at all or rarely,” “Somewhat or sometimes,” “Very or often,” and “Extremely or almost always.” These responses were assigned a numerical score of 1, 2, 3, and 4, respectively. Students with a total score of 24 or more (an average of 3 or higher for the 8 questions) are considered by this scale to have higher levels of social competency.

A new method of analysis was introduced in 2019, to create consistency across agencies. Prior year data has been changed. For more information about the change, or for help in comparing your community's data, please email info@sumn.org.

*Items used and adapted with permission from Search Institute (2004). The Developmental Assets Profile. Minneapolis: Author. Copyright © 2004 by Search Institute (www.search-institute.org). All rights reserved.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

The Developmental Assets framework was devised by the Search Institute* to identify skills and behaviors that contribute to positive adolescent development. Survey questions were generated and grouped to compose a series of scales to assess such development. For the Minnesota Student Survey (MSS), questions were added to facilitate analysis of the following scales: Social Competency, Positive Identity, and Empowerment (please visit SUMN.org for additional fact sheets).

The Positive Identity Scale comprises 6 subsets of a question included on the Minnesota Student Survey as follows:

In general, how does each of the following statements describe you?

• I feel in control of my life and future
• I feel good about myself
• I feel good about my future
• I deal with disappointment without getting too upset
• I find ways to deal with the things that are hard in my life
• I am thinking about what my purpose is in life

Modifications to the Search Institute scale were made for 5^th graders on the first and last questions on the MSS. They were written as:

• I can shape and influence what happens in my life and future
• I think about what I want to do with my life when I grow up

The response options to these statements were, “Not at all or rarely,” “Somewhat or sometimes,” “Very or often,” and “Extremely or almost always.” These responses were assigned a numerical score of 1, 2, 3, and 4, respectively. Students with a total score of 18 or more (an average of 3 or higher for the 6 questions) are considered by this scale to have a high level of positive identity.

A new method of analysis was introduced in 2019, to create consistency across agencies. Prior year data has been changed. For more information about the change, or for help in comparing your community's data, please email info@sumn.org.

*Items used and adapted with permission from Search Institute (2004). The Developmental Assets Profile. Minneapolis: Author. Copyright© 2004 by Search Institute (www.search-institute.org). All rights reserved.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

The Developmental Assets framework was devised by the Search Institute* to identify skills and behaviors that contribute to positive adolescent development. Survey questions were generated and grouped to compose a series of scales to assess such development. For the Minnesota Student Survey (MSS), questions were added to facilitate analysis of the following scales: Social Competency, Positive Identity, and Empowerment (please visit SUMN.org for additional fact sheets).

The Positive Identity Scale comprises 6 subsets of a question included on the Minnesota Student Survey as follows:

In general, how does each of the following statements describe you?

• I feel in control of my life and future
• I feel good about myself
• I feel good about my future
• I deal with disappointment without getting too upset
• I find ways to deal with the things that are hard in my life
• I am thinking about what my purpose is in life

Modifications to the Search Institute scale were made for 5^th graders on the first and last questions on the MSS. They were written as:

• I can shape and influence what happens in my life and future
• I think about what I want to do with my life when I grow up

The response options to these statements were, “Not at all or rarely,” “Somewhat or sometimes,” “Very or often,” and “Extremely or almost always.” These responses were assigned a numerical score of 1, 2, 3, and 4, respectively. Students with a total score of 18 or more (an average of 3 or higher for the 6 questions) are considered by this scale to have a high level of positive identity.

A new method of analysis was introduced in 2019, to create consistency across agencies. Prior year data has been changed. For more information about the change, or for help in comparing your community's data, please email info@sumn.org.

*Items used and adapted with permission from Search Institute (2004). The Developmental Assets Profile. Minneapolis: Author. Copyright© 2004 by Search Institute (www.search-institute.org). All rights reserved.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Feeling cared about by people in their lives is a factor associated with protection against both substance use and mental health disorders. According to 2019 MSS data, students who think their relatives care about them “quite a bit” or “very much” are 2.1 times less likely to report past month alcohol use, 2.0 times less likely to report past month tobacco use, 2.6 times less likely to report past month marijuana use, and 3.5 times less likely to report any past month prescription drug misuse as compared to those who think their relatives only care “some,” “a little,” or “not at all.” N/A indicates that the data are unavailable or were not collected.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Feeling cared about by people in their lives is a factor associated with protection against both substance use and mental health disorders. According to 2019 MSS data, students who think their relatives care about them “quite a bit” or “very much” are 2.1 times less likely to report past month alcohol use, 2.0 times less likely to report past month tobacco use, 2.6 times less likely to report past month marijuana use, and 3.5 times less likely to report any past month prescription drug misuse as compared to those who think their relatives only care “some,” “a little,” or “not at all.” N/A indicates that the data are unavailable or were not collected.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Feeling cared about by people in their lives is a factor associated with protection against both substance use and mental health disorders. According to 2019 MSS data, students who think their teachers and other school adults care about them “quite a bit” or “very much” are 2.1 times less likely to report past month alcohol use, 2.1 times less likely to report past month tobacco use, 2.5 times less likely to report past month marijuana use, and 2.7 times less likely to report any past month prescription drug misuse as compared to those who think their relatives only care “some,” “a little,” or “not at all.” N/A indicates that the data are unavailable or were not collected.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Feeling cared about by people in their lives is a factor associated with protection against both substance use and mental health disorders. According to 2019 MSS data, students who think their teachers and other school adults care about them “quite a bit” or “very much” are 2.1 times less likely to report past month alcohol use, 2.1 times less likely to report past month tobacco use, 2.5 times less likely to report past month marijuana use, and 2.7 times less likely to report any past month prescription drug misuse as compared to those who think their relatives only care “some,” “a little,” or “not at all.” N/A indicates that the data are unavailable or were not collected.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Feeling safe and secure is a factor associated with both substance use and mental health disorders. According to 2019 MSS data, students who “strongly agree” or “agree” they feel safe in their neighborhoods are 1.9 times less likely to report past month alcohol use, 1.8 times less likely to report past month tobacco use, 2.2 times less likely to report past month marijuana use, and 3.4 times less likely to report any past month prescription drug misuse as compared to those who “disagree” or “strongly disagree.” N/A indicates that the data are unavailable or were not collected.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Feeling safe and secure is a factor associated with both substance use and mental health disorders. According to 2019 MSS data, students who “strongly agree” or “agree” they feel safe in their neighborhoods are 1.9 times less likely to report past month alcohol use, 1.8 times less likely to report past month tobacco use, 2.2 times less likely to report past month marijuana use, and 3.4 times less likely to report any past month prescription drug misuse as compared to those who “disagree” or “strongly disagree.” N/A indicates that the data are unavailable or were not collected.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

N/A indicates that the data are unavailable or were not collected.

Data Source: Minnesota Student Survey (MSS)

About the Indicator:

Data Source: Minnesota Student Survey (MSS)