ABSTRACT
Drug-impacted children would clearly benefit from programs designed to address their specific developmental challenges. Policies must be developed to address the risk factors that also impact their educational experiences, which means not only targeting their specific behavioral and learning problems but also addressing the psychosocial risk factors that are common with children from drug-impacted backgrounds. Such interventions will have to be approached from a multidisciplinary perspective and designed to begin before these children enroll in school. This means bridging the gaps among education, public health, human services, and addiction treatment programs focused on pregnant women and mothers with very young children.
