Developing Substance Misuse Education in the Borders

1. Developing Substance Misuse Education in the Borders

2. Children and Young Peoples Health Improvement Group Group 2011-Brief Review • There was a lack of knowledge about approaches taken to Substance Misuse Education work in schools across the Borders. • There appeared to be a lack of continuity and consistency in substance misuse education. • Concerns were highlighted about possible duplication of effort and inconsistency/ ineffectiveness of some of the messages relayed to young people. • Changing roles in schools with the establishment of full time pastoral staff and identified leads for health and wellbeing needed to be factored into plans for the development of SME

3. The Brief • Recommend evidence based effective approaches to SME, including peer education and peer support approaches • Be supportive and consistent with Curriculum for Excellence health and wellbeing outcomes and experiences • Recommend physical resources that can be used in support of the transmission of knowledge, skills and understanding relating to substance misuse education • Foster the active engagement of parents and young people in addressing the issues associated with SME • Map out roles and responsibilities of partners in delivering information, education and support for young people • Identify and develop links between those involved in the delivery of SME to ensure that it is consistent, integrated and co-ordinated.

4. What we have looked at…. • The national situation and policy overview • The changing experience of young people • Transition years • Young people and substance use behaviour • Health outcomes and substance use • Substance misuse education key research findings • Features of a positive evidence based approach to substance misuse education

5. Substance Misuse Education-Key findings • Research to date has not identified a single programme to be recommended over all others. • We know that social influences approaches are generally more effective • Peer led education may be effective and seems to be particularly acceptable to many young people. • The wider social context and environment is important, especially relationships with peers and parents or carers.

6. Features of a positive evidence based approach to substance misuse education Stead and Angus (2004) • Highly interactive • Not rely solely on information provision • Not rely solely on “affective” approaches • Include life skills elements including resistance skills and normative education elements • Multi-component /‘environmental’ programmes likely to be more effective than those delivered in isolation. • Peer involvement in drug education is associated with increased effectiveness

7. Features of a positive evidence based approach to substance misuse education- cont • Drug education programmes should be of a sufficient length to achieve impact • The role of parents and carers is critical in influencing learning and shaping behaviours related to substance use.

8. Draft Guidance for Substance Misuse Education-Welsh Government- 2012 Recommended approaches; • Skills based approaches • Harm –reduction approaches • Multi- component education

9. The Audit • Eildon West Primary Schools • SBC Secondary Schools • Four key voluntary sector organisations • Questions covering: • the curriculum and materials used, impact, partnership working • key learning points • Plus: • Substance misuse education responses from just under 2000 young people in • S1 and S3. • SB Young Peoples Survey 2012

10. Highlights • Curriculum and materials • Involving young people • Involving parents • Working with partners • Impact / outcomes / evidence • Teacher confidence / training needs • Youth agencies • Young peoples survey

11. Conclusions • Patterns of substance use are changing and we need to be able to respond speedily and flexibly to these. • The ways we teach and learn are changing and substance misuse education has to be able to respond to these changes. • Although we cannot identify an ideal model of substance misuse education we can identify a range of strategies and approaches which at the present time make up our understanding of best practice in this area. • Substance misuse education should endeavour to respond to local needs and concerns and these vary from community to community across the borders.

12. The role of parents and carers is critical in influencing learning and shaping behaviours related to substance use. • Teachers understand the importance of substance misuse education and want to do better in this area. At the present time no mechanism exists to facilitate the sharing and updating of resources for this work in schools. • Partnership working and expert contributions are an important part of ensuring schools are able to deliver the best possible substance misuse education.

13. Recommendations • Establish a protocol of partnership working for substance misuse education in learning community areas. • Schools and their partners should create a resource bank of substance misuse education materials.

14. Recommendations- cont • Establish an interagency substance misuse education steering group • Include substance misuse education in a regular programme of in-service activities for both teachers and youth services staff.

15. Currently • Collating resources/materials currently used • Ensure information is accurate and up to date • From audit of schools/ youth work, identifying training needs (including skills and knowledge). • Developing a protocol of partnership working for substance misuse education in learning community areas

16. Next steps • Develop plans to engage young people to ensure their views inform the approach. • Map out roles and responsibilities of partners in delivering SME information, education and support for young people • Develop plan for delivery of training to meet identified needs including ongoing CPD • Develop proposal for annual review of training needs • Develop plans to engage with parents/carers re SME including sharing key messages and test these using existing structures.