def briefing papers

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 andrew.brown@mentoruk.org

• 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