is purposeful, when schools make clear what students should know and do
and how those outcomes are to be achieved and measured.
Principle 4. Collaborative partnerships should be developed for
decision-making
Students, school personnel, parents, prevention practitioners, referral
agencies and the wider community should collaborate to make decisions
on drug policy, including on the management of drug incidents. A
collaborative approach to policy development reinforces desired values and
consistent behaviours at school, in the home and among the community.
Principle 5. Teaching and learning should be interactive
Interactive teaching techniques such as discussions, brainstorming,
decision-making, assertion training or role-playing new skills and
behaviour stimulate the active participation of all students. A supportive
classroom climate is promoted by conducting activities in smaller groups,
which encourages peer to peer communication and maximum participation.
Principle 6. Educational programmes for the prevention of drug abuse
should be responsive and inclusive
Educational programmes for the prevention of drug abuse should take into
account levels of drug use among individuals and in society, risk and
protective factors, gender, ethnicity, culture, language, developmental level,
ability level, religion and sexual orientation. Interacting with students in a
way that acknowledges the reality of their backgrounds and experiences
creates opportunities for meaningful student input into education for drug
abuse prevention programmes. Students react positively when their individual
needs and the needs of users and non-users are acknowledged and
communication channels are kept open without drug use being condoned.
Principle 7. Training teachers in drug abuse prevention education enhances
the impact and sustainability of drug abuse prevention programmes
Offering teachers professional development, consisting of an orientation to
drug abuse prevention education that enables them to use a range of
learning strategies, resources and evaluation techniques appropriate to
students’ needs, rather than offering training only in the use of a specific
programme or resource, ensures that programmes have greater impact and
sustainability. Teachers should be offered the support of school leaders, as
well as technical advice and networking opportunities for sharing both
successes and problems.
Principle 8. Programmes, strategies and resources should be designed to
support the teacher, to help achieve drug-related learning outcomes and to
contribute to the long-term improvement of the school environment and ethos
SCHOOLS
school-based education for drug abuse prevention
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