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Principles for schooldrug educationISBN: 1 877032 913DEST No.: 7208SCHP04A
Principles for schooldrug educationPrepared by Lois Meyer, Learning Paradigmswith Helen Cahill, Youth Research Centre,University of Melbourne.
Published by the Australian GovernmentDepartment of Education, Science and TrainingGPO Box 9880Canberra ACT 2601Australia 2004 Commonwealth of AustraliaThis work is copyright. It may be reproduced in whole or inpart for study or training purposes subject to the inclusion ofan acknowledgement of the source and this copyright notice.No commercial use, including offering the work for sale, may bemade of the work and the work must not be altered in any way.Reproduction for purposes other than those indicated aboverequires the written permission of the Australian Government.Requests and inquiries concerning this publication should beaddressed to the Director, Drug Education Section, SchoolsGroup, Department of Education, Science and Training,GPO Box 9880, Canberra ACT 2601.ISBN: 1 877032 913DEST No.: 7208SCHP04A
ContentsIntroduction.5Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5School drug education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5What is the purpose of the Principles? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6What are the Principles based on? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6What is the overall approach? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7How is this document structured? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Section 1: Overview and summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Section 2: Principles, Key Considerations and Evidence BaseGlossary.15.51References.55
PRINCIPLES FOR SCHOOL DRUG EDUCATION4
5IntroductionThis document presents a revised set of principles for school drug education. The principlesfor drug education in schools comprise an evolving framework that has proved useful overa number of decades in guiding the development of effective drug education.The first edition of Principles for Drug Education in Schools (Ballard et al. 1994) has provideda strong foundation for school drug education within Australia. Principles for School DrugEducation (2004) has been prepared in response to emerging needs and outcomes of researchin drug education and curriculum practice. Like the 1994 document, the 2004 Principleswill be updated in response to future developments and professional feedback.BackgroundIn 2001 The National Drug Research Institute and the Centre for Youth Drug Studies at theAustralian Drug Foundation were commissioned to review the 1994 Principles for theCommonwealth and did so through a literature review and consultation with a cross-sectionof stakeholders in school drug education. The outcomes of that project (Midford et al. 2002)formed the basis for this new set of Principles. In response to findings from that research,Lois Meyer of Learning Paradigms was commissioned to revise the format of the Principles,based on feedback from a series of national workshops with stakeholders and the mostrecent research in the field, to provide an evidence-based document.School drug educationIn this document, the term ‘school drug education’ is intended to encompass all policies,practices, programs and initiatives/events in schools connected with the prevention andreduction of drug-related harm.There is a growing body of evidence suggesting that drug-related risk and harm share commoncausal pathways with other health and social outcomes such as youth suicide, social dislocation,mental health and sexual health problems, and that prevention and early intervention alongthese pathways can make a difference across those outcomes.The potential for drug-related harm to affect young people is influenced by a range of factorsthat occur in the many different domains of their lives, including the community, familyand school. Schools can and do make a difference, not only through their programs but alsothrough the opportunities for learning and support that they bring to their students. In anyconsideration of school drug education it needs to be kept in mind that schools can contributeto, but not be expected to or be held fully accountable for, preventing or reducing students’drug use.
PRINCIPLES FOR SCHOOL DRUG EDUCATION6What is the purpose of the Principles?The Principles for School Drug Education provide a framework of core concepts and valuesto support effective drug education practice within schools. They are intended to guide schoolexecutive, teachers and staff, as well as families, community agencies and other stakeholders,in making decisions related to drug education practice within school communities.This document is not intended as a ‘How to ’ manual, a set of detailed guidelines or anaction plan for planning and implementing school drug education. Rather, the Principles area broad set of underpinning concepts that collectively describe an ideal of effective practice.They are intended to underpin practice without describing exactly what it should look like.Given the diverse settings within which Australian schools exist, schools will interpret andimplement these Principles to meet their own needs.What are the Principles based on?The 2004 Principles build on the Principles for Drug Education in Schools (Ballard et al. 1994)and recent research on effective drug prevention within school contexts. They are underpinnedby current theory and research into what works in drug prevention and the promotion ofhealth and wellbeing within school contexts.Research of effective drug education programsThe Principles draw on drug prevention research that focuses on the features of effectivedrug education programs and the critical components for effectiveness. This body of researchhas focused largely on aspects of what and how programs should be delivered to impacton student’s behaviour in relation to drug issues.Research on the role of social environments and resilienceThe Principles also draw on more recent research literature on youth development andresilience in determining the health of young people. This research stems from a range ofdisciplines that are now beginning to overlap, including epidemiology, social capital and lifetrajectory studies. It is now clear that young people’s attachment and connection to others,through the quality of their relationships and their social environments, affects their healthand academic achievement. We now know that the culture, relationships and opportunitiesin schools contribute to young people’s social and academic outcomes and that these arerelevant to a range of behaviours including drug use. Without reducing the role of drugeducation programs, research is demanding a shift in focus so that curriculum and classroomlearning is seen as part of a broader and comprehensive approach to drug prevention andminimising drug-related harm for students and the school community.
INTRODUCTION7What is the overall approach?Evidence-based practiceThe 2004 Principles use an evidence-based approach to inform their design. Evidence-basedpractice involves taking the best available evidence from a variety of reliable sources,considering its relevance and applying it to the situation to achieve an effective intervention.In substance and format, the Principles promote an evidence-based approach. They havebeen written using current theory and research. Thus, for each Principle a summary of theresearch on which it has been based is provided, along with, for those interested in the researchunderpinning each Principle, clear indications of the literature that can be accessed to findout more.The Principles suggest that it is important that the concept of evidence-based practice isimplemented at the school level. This means that, within their own community context, schoolsdraw on current theory and research in drug prevention and apply what is relevant to theirneeds and students, and evaluate the outcomes to determine effectiveness.Comprehensive whole school approachThere is an increasing recognition of the need for comprehensive approaches to tacklingdrug use problems in young people. It is now recognised that there are multiple layers todrug use, involving the individual, their relationships to peers, family, school and community,as well as broader structural factors, all of which interconnect and are relevant to a youngperson’s health outcomes. One-off, single approaches are viewed as limited. The 2004 Principlespromote a comprehensive approach to drug education involving a whole of school responsewhich addresses programs, the school environment and relationships with the broadercommunity. Schools are encouraged to provide a multi-dimensional response that seeks tofoster positive social networks and support structures within which young people have clearexpectations for their conduct as well as opportunities to participate in the life of theschool and the broader community.A whole school approach requires moving beyond traditional notions of a teacher beingresponsible for drug education lessons within the health curriculum. The school executive, staffand all teachers have a role to play. A class program becomes part of a system-wide approachthat seeks a comprehensive response across the school’s policies, practices and programs.Nurturing a positive climate and relationships across the school community is as fundamentalto addressing drug-related harm for young people as is determining appropriate classroomprograms.
PRINCIPLES FOR SCHOOL DRUG EDUCATION8How is this document structured?This document has been structured so that it can be used in different ways depending onneeds and interest.Section 1: Overview and summary provides a brief outline of the Principles, summarisingthe key themes and concepts. The 12 Principles are set out in summary over a double pagefor ease of use.Section 2: The Principles, key considerations and evidence base provides the Principlesin detail. Here each Principle is accompanied by a list of key considerations for its use, andan accompanying one-page summary of the evidence base that underpins it. The latter isa summary of key research findings that provide the current evidence base from which thePrinciple derives.The format for this main section of the document is set out below:The key theme or area for the principleSummary phrase for the principlePrincipleCommentSome key considerations Evidence Base
9Section 1: Overview and SummaryThe 12 Principles for school drug education provide a broad conceptual tool to inform the planning,implementation and review of school drug education programs, policies and practices.The Principles are intended to convey the essence of what is currently understood as effectiveschool practice, without prescribing a specific set of actions or procedures within a school.The specifics of effective practice are dependent upon the local context and needs and thePrinciples have been developed so they can be interpreted at this level.The 12 Principles are: InterrelatedThe Principles overlap and inform each other and are best understood and applied inan holistic and integrated manner. Broad and genericThey embrace fundamental and general guidelines for effective school drug educationand need to be understood and applied within the context of the school communityand its specific needs and priorities. Focused on school-based interactions and interventionsThey are intended to assist school communities to address factors within their sphereof influence. Embedded within a broader health promoting approachThey are consistent with broader principles for the promotion of physical and mentalhealth and wellbeing within school communities. Informed by, and support, evidence-based practiceThey have been developed using current research and evaluation of effective curriculumpractice. The Principles support the use of evidence-based practice as central to effectivedrug education.The 12 Principles are organised around four key interconnecting themes for effective schooldrug education:–Comprehensive and evidence-based practice,–Positive school climate and relationships,–Targeted to needs and context, and–Effective pedagogy.Diagram 1 outlines these four key themes.Diagram 2 provides an overview of the Principles, showing the four themes and the keyconcepts for each.
PRINCIPLES FOR SCHOOL DRUG EDUCATION10Diagram 1: Outline of the key themes of the PrinciplesComprehensive andevidence-based practiceA school's drug education programs, policies and practicesneed to be underpinned by evidence-based practice. Schoolsdraw on current theory and research to plan and implementtheir drug education and to determine through evaluation ifit has been effective. Schools clearly determine educationaloutcomes for their drug education that are relevant to theschool context and seek to contribute to minimising drugrelated harm. Schools practice drug education within a wholeschool approach to promoting health and wellbeing for allstudents and staff, rather than in isolation.In using this broad based, comprehensive approach, schoolsintegrate activities related to drug education across theschool and, where possible, within the broader community.This approach provides schools with a coherent frameworkfor their drug education practice.Positive school climatesand relationshipsPrograms and policies are not sufficient in themselves. A safeand supportive school climate, in which all students have a senseof belonging and can participate and contribute, is also needed.A nurturing environment can be a strong protective factoragainst a number of high-risk behaviours in young people'slives. An inclusive school fosters collaborative relationshipswith students, staff, families and the broader community,providing opportunities for relevant drug education andpartnerships with parents, external agencies and services.Targeted to needsand contextDrug education is culturally appropriate and relevant tothe context of the school community and the needs ofall students. Schools recognise that a range of factors mayimpact on drug use and acknowledge this in their approachto preventing and reducing harm. Clear and consistent policies,to inform and manage responses to drug-related incidentsand risks, are applied.Effective pedagogyEffective pedagogy is at the core of effective school drug education.Provision is made for timely, developmentally appropriate andongoing drug education programs for all students. Studentsengage in meaningful learning activities that develop theircapacities and skills to make informed decisions that minimisedrug-related harm for themselves and others. Drug educationis provided within a curriculum framework by well-supportedand resourced teachers.
SECTION 1: OVERVIEW AND SUMMARY11Diagram 2: Overview of the school drug education Principles, Themes and Key Conceptspractice based in evidencechool1. Srisk and protective factors11. Interactivestrategies andskills developmentofionnitgcoRepportive environand sumensafetA4.Effective Pedagogy12. Credible andmeaningfullearningr educational outc3. Cleaomes10. Programsdeliveredby teacherse and collaborativerelaositivtion5. Pships9. Timelyprograms withina curriculumnt policy anonsistedpra8. Ccticechool approachwhole s2. Ally appropriateultura6. C eted drug educat andiontarg7.Targeted to needs and contextPositive climate and relationshipsComprehensive and evidence-based practiceFraming and underpinning effective school drug education is Comprehensive and evidence-based practice involving:1: School practice based in evidence2: A whole school approach3: Clear educational outcomesPart of a school's ability to provide effective outcomes for minimising drug related harm is through promotinga Positive school climate and relationships ensuring there is:4: A safe and supportive environment5: Positive and collaborative relationshipsEach school needs to determine what is required to meet their own students through drug education that isTargeted to needs and context by ensuring:6: Culturally appropriate and targeted drug education7: Recognition of risk and protective factors8: Consistent policy and practiceAt the core of the Principles is Effective pedagogy involving:9: Timely programs within a curriculum framework10: Programs delivered by teachers11: Interactive strategies and skills development12: Credible and meaningful learning activities
PRINCIPLES FOR SCHOOL DRUG EDUCATION12Principles for School Drug EducationComprehensive and evidence-based practiceSchool practicebased in evidencePrinciple 1:Base drug education on sound theory and current researchand use evaluation to inform decisions.Drug education needs to be based on what works. Evidence-basedpractice within a school involves staff: using current theory andresearch to determine programs that are appropriate to theirstudents; staying informed about effective curriculum practice;applying professional judgement to implement and monitorprograms; and evaluating outcomes to determine their impact.Regular evaluation of the school's drug education processes andoutcomes is critical, providing evidence of the value of activitiesand informing future school practice.A whole schoolapproachPrinciple 2:Embed drug education within a comprehensive whole schoolapproach to promoting health and wellbeing.Tackling drug-related issues in isolation and only at a classroom levelis less likely to lead to positive outcomes. Drug education activitiesare best understood and practiced as part of a comprehensive andholistic approach to promoting health and wellbeing for all students.Through a whole school approach schools can provide a coherentand consistent framework for their policies, programs and practices.Clear educationaloutcomesPrinciple 3:Establish drug education outcomes that are appropriate to theschool context and contribute to the overall goal of minimisingdrug-related harm.When schools establish agreed goals and outcomes for drugeducation they have a common understanding for consistentand coordinated practice. The process of ensuring that thosegoals and outcomes are clear and realistic supports schoolsin achieving targets within their sphere of influence.Positive school climate and relationshipsSafe and supportiveenvironmentPrinciple 4:Promote a safe, supportive and inclusive school environmentas part of seeking to prevent or reduce drug-related harm.A safe and supportive school environment is protective for youngpeople against a range of health related risks, including substanceuse problems. A positive climate within and beyond the classroomfosters learning, resilience and wellbeing in students and staff.An inclusive school provides a setting where students, staff, familiesand the broader community can connect and engage in meaningfullearning, decision-making and positive relationships.
SECTION 1: OVERVIEW AND SUMMARY13Principles for School Drug Education continuedPositive andcollaborativerelationshipsPrinciple 5:Promote collaborative relationships between students, staff,families and the broader community in the planning andimplementation of school drug education.Schools that use collaborative processes whereby students, staff,families and the broader community are consulted, are more likelyto provide relevant and responsive drug education. Broad approachesthat integrate school, family, community and the media are likelyto be more successful than a single component strategy. Strongrelationships with families, external agencies and the broadercommunity can enhance students’ sense of connectedness, andsupport access to relevant services.Targeted to needs and contextCulturally appropriateand targeted drugeducationPrinciple 6:Recognition of riskand protective factorsPrinciple 7:Provide culturally appropriate, targeted and responsive drugeducation that addresses local needs, values and priorities.Drug education needs to be relevant to all students. In providingprograms, schools should be sensitive to the cultural backgroundand experience of students. Diverse components of identity, includinggender, culture, language, socio-economic status and developmentalstage, should be considered when providing drug education thatis targeted to meet students’ needs.Acknowledge that a range of risk and protective factors impacton health and education outcomes, and influence choicesabout drug use.Drug education should be based on an understanding of the risk andprotective factors that affect young people’s health and education.Schools that recognise the complexity of issues that may impact onstudents’ drug use are in a better position to provide relevant drugeducation.Consistent policyand practicePrinciple 8:Use consistent policy and practice to inform and manageresponses to drug-related incidents and risks.The school’s discipline and welfare responses should protect thesafety and wellbeing of all students and staff. Policies and proceduresto manage drug-related incidents and support students who areat risk are best determined through whole school consultation andimplemented through well-defined procedures for all school staff.Vulnerable students may require additional support from the schooland relevant community agencies. Retaining students in an educationalpathway should be a priority of care for students who are at risk.
PRINCIPLES FOR SCHOOL DRUG EDUCATION14Principles for School Drug Education continuedEffective pedagogyTimely programswithin a curriculumframeworkPrinciple 9:Programs deliveredby teachersPrinciple 10: Ensure that teachers are resourced and supported in theircentral role in delivering drug education programs.Locate programs within a curriculum framework, thus providingtimely, developmentally appropriate and ongoing drug education.Drug education programs are best provided within a clearcurriculum framework for achieving student learning outcomes.Drug issues should be addressed within a broader health contextrelevant to students concerns and stage of development. Thetiming and continuity of drug education across students’ schoolingis critical. Programs should commence before young people startto make decisions about drug use, be developmentally appropriate,ongoing and sequenced, and provide for progression and continuity.Teachers are best placed to provide drug education as part ofan ongoing school program. Effective professional developmentand support enhance the teacher’s repertoire of facilitation skillsand provide current and accurate information and resources.Appropriately trained and supported peer leaders and visitingpresenters can complement the teacher’s role.Interactive strategiesPrinciple 11: Use student-centred, interactive strategies to develop students’and skills developmentknowledge, skills, attitudes and values.Skills development is a critical component of effective drug educationprograms. Inclusive and interactive teaching strategies have beendemonstrated to be the most effective way to develop students’drug-related knowledge, skills and attitudes. These strategiesassist students to develop their problem solving, decision-making,assertiveness and help-seeking skills. Inclusive methods thatensure all students are actively engaged are the key to effectiveimplementation of interactive strategies.Credible andmeaningfullearning activitiesPrinciple 12: Provide accurate information and meaningful learning activitiesthat dispel myths about drug use and focus on real life contextsand challenges.Students need credible and relevant information about drugs and thecontexts in which choices about drugs are made. They need to engagein meaningful activities with their peers, examine the social influencesimpacting on drug use and encounter normative information aboutthe prevalence of use, which is typically lower than students expect.
15Section 2: Principles, Key Considerationsand Evidence BaseComprehensive and evidence-based practiceSchool practice based in evidencePrinciple 1:Base drug education on sound theory and currentresearch and use evaluation to inform decisions.Drug education needs to be based on what works. Evidence-based practicewithin a school involves staff: using current theory and research todetermine programs that are appropriate to their students; stayinginformed about effective curriculum practice; applying professionaljudgement to implement and monitor programs; and evaluating outcomesto determine their impact. Regular evaluation of the school’s drugeducation processes and outcomes is critical, providing evidence of thevalue of activities and informing future school practice.Some key considerationsThe importance of using sound theory and research–Applying sound theory, research and evaluation to meet the needs and context of theschool community and its students is critical to effective school drug education.–Using intuition, ideology and unexamined assumptions can do harm, in some casesactually increasing the likelihood of drug use. Programs need to be based on sound theoryand rigorously implemented to meet the needs and contexts of students.The research available to inform school drug education decisions–A comprehensive and expanding research base, from a range of disciplines, is available toinform the design and implementation of drug education in schools.–International research on drug education programs has distinguished the key componentsof effective programs. These programs are defined as those that have demonstrated areduction in drug use or risk-taking behaviours.–Studies confirm that effective drug education programs are those based on the needsand interests of students, and which address their contexts, cultural backgrounds andexperiences. They suggest that schools access local prevalence data, engage in communityconsultation and monitor needs and priorities, to determine relevant and culturallyappropriate drug education for their students.
PRINCIPLES FOR SCHOOL DRUG EDUCATION16The use of monitoring and evaluation to inform practice–Evaluating the school’s drug education means systematically collecting, analysing andinterpreting information on how the school’s drug education related activities operateand their possible effects – positive and/or negative. Evaluation of drug educationobjectives, processes and outcomes provides formal evidence of the effectiveness of aschool’s approach and can inform improvements for the future.–Monitoring the school’s drug education should be conducted as part of the evaluationto check progress of outcomes. Monitoring might encompass teaching programs andpractices, school climate, policy and procedures and referral capability.–The literature clearly identifies the importance of well-implemented drug educationprograms if they are to achieve their intended results. Monitoring programs to determinethat they are being implemented as intended can support effective implementationand provide meaningful evaluation of drug education outcomes.–The educational literature on the development of expertise and professional judgementindicates that teachers use critical reflection to monitor and inform their own drugeducation practice.Evidence baseThe importance of using sound theory and researchMidford, Snow and Lenton (2001) note that intuitive and ideologically driven decisions haveled to some poor choices in drug education and that poorly conceptualised programs canactually do harm. They recommend that programs be designed and selected on the basisof research. Hansen (1997) notes that theory driven efforts are distinguished from intuitiveefforts by a reliance on a body of formalised research and that there is increasingly a shiftto data driven prevention that can target the components of effectiveness. Dusenbury andFalco (1995) identify research-based, theory driven curriculum to be a critical componentof effective drug education. Cuijpers (2002), in a systematic review of drug education, identifiesprograms having ‘proven effects’ as one of seven quality criteria for effectiveness.The research available to inform school drug education decisionsMeta-analyses of drug education programs conducted by Dusenbury and Falco (1995) andTobler et al. (2000) have distinguished the key components of effective drug education. Hawkset al. (2002), in their review of what works in the area of prevention for school-based programs,note the importance of the timing, relevance and continuity of interventions to ensureprograms are based on needs and context. They suggest harm minimisation goals be includedwithin program design and that careful consideration be given to including additionalcomponents to classroom-based delivery. They identify the critical features for programcontent and delivery, including the use of: life skills; a social influence approach; peerinteractions and interactive methods; utility knowledge; a focus on behaviour change; teachertraining; and effective programs through appropriate dissemination and evaluation methods.
SECTION 2: PRINCIPLES, KEY CONSIDERATIONS AND EVIDENCE BASE17Dusenbury and Falco (1995) identify cultural sensitivity as a critical component of effectivedrug education programs. White and Pitts (1998) suggest that there is a need to determinecultural appropriateness when considering the application of recommended components.Tobler (2000) makes clear that the concept of what constitutes a drug education programis changing an
a number of decades in guiding the development of effective drug education. The first edition of Principles for Drug Education in Schools (Ballard et al. 1994) has provided a strong foundation for school drug education within Australia. Principles for School Drug Education (2004) has been prepared in response to emerging needs and outcomes of .
