School-based drug education and prevention: the impact of inspection and curriculum provision

Abstract

Purpose – The purpose of this paper is to examine the links between school inspection requirements as represented by Ofsted and the provision of drug education programmes in schools. Design/methodology/approach – An examination of relevant guidance from the Department of Education and the school inspection agency Ofsted; and reference to the research literature and evidence base around drug education. Findings – The provision of drug education programmes in schools is influenced by the requirements of the national curriculum; and the frameworks used by Ofsted in its inspections. Recent reduction in emphasis on drug education in both sources has reduced the extent and quality of drug education in schools. Research limitations/implications – The paper looks at national documentation and conclusions. It is not a quantitative study of school provision – some indication of this is provided by Ofsted reports. Practical implications – The paper indicates that reports and conclusions from Ofsted and other bodies, e.g. House of Commons select committees and the ACMD, have in the recent past reported on rather than informed governmental action. Social implications – The paper concludes that central government support and professional training and development are essential ingredients in the provision of universal drug education in schools. Originality/value – The paper illustrates some of the factors involved in the provision of drug education; the contribution this can make to drug prevention, including harm reduction; and the seeming lack of understanding of education and prevention in the wider professional and political discussions about drugs and their use.

Impact of the UK Psychoactive Substances Act on awareness, use, experiences and knowledge of potential associated health risks of novel psychoactive substances

“…This education needs to address the risks and benefits of drug taking and importantly resilience to risk factors (e.g. peer pressure), social and emotional skills . This will not only educate but build resilience and empower young people to help them make positive choices for their health, including drugs choices when in peer‐pressure situations.…”

“…peer pressure), social and emotional skills. [44][45][46] This will not only educate but build resilience and empower young people to help them make positive choices for their health, including drugs choices when in peer-pressure situations.…”

An international survey on the awareness, use, preference, and health perception of novel psychoactive substances (NPS)

“…A recent survey of 590 secondary school pupils in London and 288 teachers across England highlighted the need for an improvement in national policy on drugs education particularly in relation to subject‐specific teacher training and the need for a statutory status for PSHE (Thurman & Boughelaf, ). Government support and professional training and development are essential ingredients in the provision of universal drug education in schools (Hargreaves, ). Introducing a statutory PSHE programme into the national curriculum and higher education will not only educate but build resilience and empower young people to help them make positive choices for their health including substance choices when in peer pressure situations.…”

“…Currently, science is the only statutory subject that delivers drug education in UK schools, and this is largely confined to biological understandings of drugs (DfE, 2013 (Thurman & Boughelaf, 2015). Government support and professional training and development are essential ingredients in the provision of universal drug education in schools (Hargreaves, 2016). Introducing a statutory PSHE programme into the national curriculum and higher education will not only educate but build resilience and empower young people to help them make positive choices for their health including substance choices when in peer pressure situations.…”

Drug prevention programmes in schools: Selecting programme providers

“…In these other countries, the classroom teacher is the most commonly appointed facilitator (Department for Education, 2015; Hargreaves, 2016; Teesson et al, 2012). In fact, in several countries, drug prevention is a statutory curriculum obligation (United Nations Educational, Scientific and Cultural Organisation [UNESCO], 2017).…”