California survey links school support and discipline with student substance use

Objectives. To investigate how social and emotional learning (SEL) support and disciplinary harshness in school relate to substance use among Asian, Black, and Latinx youths, and whether school connectedness mediates these associations. Methods. We analyzed cross-sectional data from 79 224 students in 302 California secondary schools (2022-2023). Exposures were validated measures of SEL support and disciplinary harshness. Outcomes were frequency of marijuana and alcohol use at school. We employed multilevel ordinal logistic regression models and generalized structural equation models. Results. Across populations (but especially Asian youths), higher SEL support was associated with lower odds of substance use at school and exhibited a dose‒response relationship. Disciplinary harshness was associated with more substance use. School connectedness mediated 22% to 55% of exposure‒outcome associations. Conclusions. SEL support may function as a prosocial resource while disciplinary harshness may generate strain that pressures minority youths toward substance use. Interventions that strengthen school connectedness may bolster SEL support and buffer against harsh discipline. Public Health Implications. SEL support and disciplinary harshness appear to be key health equity levers for mitigating youth substance use disparities and related health inequities. (Am J Public Health. Published online ahead of print October 29, 2026:e1-e9. https://doi.org/10.2105/AJPH.2026.308716).