def briefing papers
DESCRIPTION
A presentation about six papers produced by the Drug Education Forum for practitioners.TRANSCRIPT
A series of papers produced by the Drug Education Forum, for
schools and others involved in drug education or
informal drug prevention.
March 2012
The principles of good drug education
• Environment: within a whole-school approach• Planning: relevant and age-appropriate, manageable,
informed by the evidence base, supported by evidence
• Practice: interactive, includes a normative component
• Content: using up-to-date information, exploring attitudes, developing skills and strengthening protective factors
• Evaluation: informed by needs assessment, monitoring and evaluation
Principles for supporting school drug education
• Visitors’ responsibilities include: using up-to-date resources and evidence-based approaches, following appropriate guidance
• Schools’ responsibilities include: negotiating content and informing visitors about school policies and practice as well as class needs
• Teachers’ responsibilities include: overseeing the session, reflecting on learning and following it up where necessary
Beyond the lesson planDrug prevention and early intervention
• Prevention: What schools can do outside ‘drug education’ to reduce young people’s drug use
• Early intervention: ensuring young people get the support they need
• What doesn’t work: random drug testing, sniffer dogs
The ‘school effect’• Research suggests ‘better’ schools (lower truancy and
better exam results than expected) have lower drug use• School attachment – protective factors
– relationship with teachers– stable peer group– physical and social environment– belief that education is important and relevant
• Routes to drug use from poor school ethos– disengaging, adopting anti-school identities– establishing a ‘tough’ reputation for self protection– self-medication to deal with problems
What schools can do• Classroom management, for example the Good
Behaviour Game• Pupil participation, e.g. in setting rules• Improving the school environment
– physical – is it pleasant, are there unmonitored spaces?
– social, for example the prevalence of bullying
Early intervention• Schools are responsible for identifying pupils at risk
of drug misuse, and providing where appropriate:– general information and education– targeted prevention– a more detailed assessment of young people’s needs
• Other pupils need support because someone else in their family is misusing drugs. Schools should have a comprehensive policy on meeting the needs of young carers
Random drug testing – a magic bullet?• Commonly used in the US• The evidence that it works is not strong (the
largest study found no effect)• Negative impact on relationship with school• Possible negative consequences – switching to
alcohol• No positive test = no problem...?• Positive test, followed by punishment (deterrent)
and/or treatment = problem solved...? Or made worse?
Engaging parents in drug education in schools and in the community
Protective factors against misuse of drugs include:• young people spending time with their family• parents knowing where they are when they are out (in
particular young people disclosing this to their parents)
• clear rules which include limiting direct access to alcohol
• close family relationships• good family communication (including parents
listening to their children)
Ways of reaching parents• One-off events or workshops• Courses for parents or families• Events with children in school• Community-based events• Homework• Leaflets• Web or phone-based support
What if no one turns up?• What do they want? Ask them• Is a ‘drugs’ event off-putting?• What are the practical barriers, e.g. childcare?• Who’s asking? – the personal connection• School events will be in the context of the
wider parent-school relationship...
Parents and schools• Are schools getting the basics right in
communicating with parents?• Are parents partners with an active voice? • How can problems be solved and parents
supported – does the school have a link worker?• It is generally much easier for primary schools to
build up a good relationship with parents, but it is important for secondary schools as well.
Learning from life skills programmes in drug education
• Good PSHE teaching is all about life skills, and many programmes focus on them.
• In this paper we focus on LST and Unplugged – the two programmes with the strongest evidence base in RCTs.
There are many reasons young people may take drugs
To gain confidence
To relax
To deal with anxiety or
stress
To look tough
Curiosity Boredom
To fit in with a group
To assert independenceTo bond
with friends
Thrill-seeking
‘Everybody does it’
Enjoyment
Life skills help address many of theseThinking skills Social skills Coping and self-
managementDecision-making
Problem-solving
Thinking critically about social influences and social norms
Making and keeping positive friendships
Negotiation
Assertiveness
Thinking about longer-term goals
Managing emotions such as anxiety and anger
Life skills teaching as a process• Using wider life skills with a specific focus on
drugs• Interactive learning• Practice outside the classroom• Reflection and review• Learning as a long-term process, rather than one-off
sessions• Teachers trained and supported
‘Legal highs’ Novel psychoactive substances
This paper aims:• To give teachers confidence in covering this topic
as part of general drug education• To cover issues specific to ‘legal highs’ –
debunking myths• To promote principles of good drug education
Teacher’s role• Needs assessment: should legal highs be covered
in detail?• Discussing the issues: does legal always mean
safe?• Following principles of good drug education
including life skills and social norms• Getting pupils to find out for themselves – from
the right sources!• Credibility is not the same as being an expert on
the detail
Myth: these drugs are legal• They are not legally sold for human consumption• They may contain illegal drugs
Myth: they are safe• The health risks are similar to those of similar
illegal drugs…• …with added uncertainty
Myth: their use is common• Social norms
All papers available from www.drugeducationforum.com
or contact [email protected]
• The principles of good drug education
• Principles for supporting school drug education
• Beyond the lesson plan: Drug prevention and early intervention
• Engaging parents in drug education
• Learning from life skills programmes in drug education
• Legal highs