Drug education in primary schools: putting what we know into practice

Abstract

Innovative methods and evidence of effectiveness, together with school-by- school assessment of the needs of teachers, pupils and parents formed the basis of a new programme of drug education in Northumberland. The project team was drawn from local health and education services, and funded by the NHS. After needs assessment the project provided programme design, and teacher training and support. All stages were evaluated. The programme was directed at children aged 9-10, and a total of 1428 pupils in 18 middle schools, 185 teachers and 1442 parents were involved. Educational methods included a "draw-and-write' technique and theatre in health education. Needs assessment findings from teachers, parents and pupils concerned knowledge, confidence and realism, and both teachers and parents regarded drug education as impor tant for this age group. After a half-day of training teachers provided four teaching sessions on drug issues, and a parent session was arranged in the same week. After these interventions the teacher training was regarded as applicable to everyday practice and teachers reported improved knowledge and confi dence. Pupils showed more realism in statements about coping with drug issues. Parents showed improved confidence and support for educationally sound methods of drug education. At one year follow-up most participating schools were continuing to use the methods.