Clinical Review

Misuse of Prescription Stimulant Medication Among College Students: Summary of the Research Literature and Clinical Recommendations

Journal of Clinical Outcomes Management. 2014 December;21(12)

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Finally, the most commonly reported motives for misuse of stimulant medications among college students are academic in nature (eg, to study more, to concentrate better) [16], and many students who misuse for these reasons feel the desired effect is achieved. Colleges and universities may need to improve the identification of students who are in need of academic assistance/supports and offer these interventions earlier in students’ college careers to prevent stimulant medication misuse as a “quick fix.” Such interventions may include teaching students skills such as note-taking and academic goal setting and educating students about the link between sleep deprivation and poor concentration [69].

Summary

Health care providers, particularly those that see adolescent or college-aged individuals, need to be informed about stimulant medication indications, risks, benefits, and side effects and aware and attuned to problems associated with stimulant medication diversion and misuse. Diagnosing ADHD can be invaluable for individuals with the disorder, thus the ability to perform a thorough and accurate assessment is important; equally important is the ability to assess when ADHD is not present. Education and prevention strategies to prevent misuse and diversion should be provided if stimulant medications are indicated. College programs and policies can also utilize prevention strategies, provide education to students, and assist those with academic difficulties. Comorbidities are common and should be explored thoroughly as they may play a role in continued stimulant medication misuse and outcomes. Various treatment techniques and modalities can be explored further with each patient, based on the individual and their particular needs.

Corresponding author: Kate Flory, Univ. of South Carolina, Dept. of Psychology, Barnwell College, Columbia, SC 29208, floryk@mailbox.sc.edu.

Funding/support: Work on this paper was supported by a University of South Carolina Honors College Exploration Scholar Award and a University of South Carolina Magellan Fellowship, both awarded to Kari Benson.

Financial disclosures: None.

Author contributions: conception and design, KF, RAP, KB; drafting of article, KF, RAP, KB; critical revision of the article, KF, RAP, KB; literature search, KB.