Prevention of Neuro-Enhancement Substances (NES) or Performance and Appearance Enhancement Substances (PAES) in Academic and School settings

The term Neuro-Enhancement Substances (NES) refers to the use of substances with the aim of increasing attention levels, mood approaching the study, prosocial behaviours, alertness and times of learning. Literature (Maier & Schaub 2015) has divided these substances into three classes: prescription substances (e.g., Methylphendate), substances of abuse (e.g., alcohol) and over-the-counter substances or drugs (e.g., caffeine, supplements). Scientific research suggests that the use of NES by students is an increasingly common phenomenon in several countries around the world (USA, Canada, Australia, Brazil, Europe). Despite its spreading, the increase in cognitive functioning can be attributed, according to several scholars, to a mere placebo effect. At the same time, the use of NES can provoke several side effects, such as migraine, tachycardia. Given these potential health risks, authorities have become increasingly interested in the phenomenon and have published guidelines on their control and regulation (Greely, 2008). An effort to control the use of such substances requires a comprehensive understanding of the determinants and the reasons that drive students to take NES. The decision to use NES, in academic contexts, is considered in the literature a targeted and intentional behaviour (Zelli et al., 2015). Moreover, research focused on belief systems has shown that students who use prescription drugs without a diagnosis have stronger opinions about the approval of significant others and demonstrated weaker perceived behavioural control than students with a specific diagnosis.

The study of the determinants related to the use of NES is very valuable as it can help identifying potentially modifiable targets for interventions, and to minimize the risks and negative consequences related to their use. A potential field of research is the application of motivation-related and socio-cognitive theories, that may allow to identify the determinants and processes underlying abusive behaviour.

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