Substance Use Policy

1. Substance Use Policy Information Seminar Primary Curriculum Support Programme – March 2004

2. Aim of Seminar • To familiarise teachers with the Guidelines for developing a Substance Use Policy

3. Objectives • To explore the reasons for developing a substance use policy • To raise awareness of what a drug/drug policy is • To outline the steps involved in developing a substance use policy

4. What is a substance use policy? • A written framework • Reflects the unique ethos of the school • Partnership approach based on the “whole school” model • Developed in a step-by-step approach Guidelines, page 2

5. Why do we need a policy? • The world in which we live • Education Act 1998 • National Drugs Strategy, “Building on Experience” – now Government policy • Report from the National Advisory Committee on Drugs • ESPAD report 1999 • Public Health (Tobacco) Act, 2002 Guidelines, pages 1,2

6. Elements of Prevention • Supply Reduction • Demand reduction • Treatment Services • Research

7. What is a drug? For example: “A drug is any chemical which alters how the body works or how the person behaves or feels.” 1 1 Guidelines, Page 6

8. Seven steps • Establish a core committee • Study relevant resource documents and legislation • Review the current situation in the school • Prepare a draft policy statement • Publicise, revise/amend and finalise the draft • Ratify, circulate and implement • Monitor, review and evaluate the policy

9. Step 1: Establish a core committee • Based on existing school structures for planning and curriculum change 2 • Management • Teachers • Parents/Guardians • Relevant groups 2 Guidelines, Page 3

10. Step 2: Study relevant resource documents and legislation • Walk Tall Programme 3 • Social, Personal and Health Education 3 • Child Protection guidelines and Procedures for Primary Schools 3 • Directory of Alcohol, Drugs and related services in the Republic of Ireland 4 • Facts about Drug Abuse in Ireland 4 3 Department of Education and Science 4 Health Promotion Unit, Department of Health and Children

11. Step3: Review the current situation in the school regarding substance use policy issues • Current provision regarding alcohol, tobacco and drug education • Existing school policies (e.g. School Plan, Code of Behaviour etc) • Current understanding in relation to alcohol, tobacco and drug use Guidelines, Pages 5,6

12. Step 4: Prepare a draft policy statement • Policy Framework 5 • Title of policy • Scope • Relationship to school’s mission • Rationale • Goals/objectives • Policy content • Education concerning substance use • Management of alcohol, tobacco and drug-related incidents • Provision for training and staff development 5 Guidelines, Page 7

13. Step 4: Prepare a draft policy statement • Policy Framework continued • Roles and Responsibilities • Success criteria • Monitoring procedures • Review procedures • Timeframe • Implementation Programme Guidelines, Page 7

14. Policy Content 6 • Education concerning substance use • Management of alcohol, tobacco and drug-related incidents • Provision for training and staff development 6 Guidelines, Page 8

15. i) Education concerning substance use 7 • How will education concerning substance use be provided within the broad context of SPHE? • What considerations will inform the selection of content and methodologies? • What approach will be taken to co-ordination, teacher involvement and time allocation? • Other considerations? 7 Guidelines, Page 9

16. Drug Education • Knowledge • Skills • Values and Attitudes

17. Knowledge • What a drug is • Effects of drugs • Different kinds of drugs • Use and misuse of drugs • Risk taking • Substances in the home/countryside/school • Medicines and their uses - life sustaining drugs

18. Knowledge • Alcohol, nicotine, solvents, legal and illegal drugs • Drugs and the law • Advertising techniques • People who can help us with problems

19. Skills • Self esteem • Communication • Assertiveness • Dealing with feelings • Coping with conflict • Coping with responses from others • Decision making • Problem solving

20. Skills • Developing positive relationships • Keeping safe • Dealing with loss • Resisting peer pressure • Dealing with stress • Knowing where to go to for help

21. Values and Attitude • Respect for self and others • Responsibility for self and for others • Saying no to friends

22. ii) Management of alcohol, tobacco and drug-related incidents 8 • Incidents might include: • Use or suspected use on the school premises or during a school-related activity • Intoxication/unusual behaviour • Disclosure about use • Finding substances • Possession on school premises or during a school-related activity • Other 8 Guidelines, Page 9

23. iii) Provision for Training and Staff Development 9 • Is there a shared understanding of the importance of SPHE? • Are all staff aware of the importance of a supportive classroom environment • Are staff aware of signs and symptoms of substance misuse? • Are staff aware of laws relating to alcohol, tobacco and drug use? • Where can we access further training? • How will new staff be briefed on the substance use policy? • How will parent education be promoted? 9 Guidelines, Page 11

24. Step 5: Publicise, revise/amend and finalise the draft policy 10 • Draft policy should be circulated as widely as possible • Revision of the draft policy should be informed by the feedback from this process 10 Guidelines, Page 12

25. Step 6: Ratify, circulate and implement the agreed policy 11 • When the finalised draft policy has been ratified by the Board of Management, it becomes the school’s agreed substance use policy • It is recommended that parents sign a statement that they have read the policy and agree that they are bound by it 11 Guidelines, Page 12

26. Step 7: Monitor, review and evaluate the policy 12 • The policy should be reviewed regularly • Take cognisance of changing information, legislation, developments in the school-based programme and feedback from parents/guardians, teachers and students. 12 Guidelines, Page 12