The impact of school‐based drug education

Coggans, Niall; Shewan, David; Henderson, Marion; Davies, John B.

doi:10.1111/j.1360-0443.1991.tb01877.x

Cited by 25 publications

(11 citation statements)

References 10 publications

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“…The use of both solvents and amphetamines also appears to be on the increase, albeit not to the same extent as cannabis (Balding, 1994). In contrast, Coggans et al, (1991) found that the use of Class A drugs by young people was less than 1% of the population sampled.…”

Section: Illicit Drugsmentioning

confidence: 77%

“…has also argued that drugs education should be based on the perceptions young people have of drugs issues and an analysis of their own needs. Coggans et al (1991) finding that drugs education sessions may have a positive impact on drug-related knowledge indicates that programmes can impact at some level. However, Coggans and Watson (1995) have argued that multi-media and multi-dimensional approaches are more likely to be effective than approaches based on a single and simple philosophy.…”

mentioning

confidence: 88%

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Missed Opportunities: Drugs and Drugs Education

O’Connor

Best

et al. 1998

Early Child Development and Care

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Section: Illicit Drugsmentioning

confidence: 77%

mentioning

confidence: 88%

Missed Opportunities: Drugs and Drugs Education

O’Connor

Best

et al. 1998

Early Child Development and Care

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“…Among the few studies previously available of drug education in British schools, Coggans et al [21] reported on an evaluation of drug education in Scotland. In a nationally representative crosssectional survey, they found knowledge gains but no effect on attitudes or behaviour.…”

Section: Does It Really Matter?mentioning

confidence: 98%

The reliability of drug use data collected in the classroom: what is the problem, why does it matter and how should it be approached?

McCambridge

Strang

2006

Drug and Alcohol Review

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Difficulties in collecting reliable data on drug use in the context of an exploratory trial of a drug prevention intervention have led to a consideration of the wider issues of the reliability of routinely collected data. A problem is identified, and although its magnitude cannot currently be described, its nature and possible significance are considered. In this methodological discussion, significant practical and ethical issues are explored, including some of the complexities inherent in conducting research on drug use in schools, along with the need to develop improved methods of study which address the specific challenges posed by the school environment. Implications for the development of effective drug prevention interventions in schools are also examined.

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“…In the UK, similar sources of influence have been implicated and have been variously reviewed (see for example O'Connor, Best, Best and Rowley, 1997;Evans, Mallick and Stein, 1997;McGurk and Hurry, 1995;Blackman, 1996;Ives and Clements, 1996;Coggans et al, 1991;Miller and Plant, 1996).…”

Section: Introduction Children At Risk For Substance Abusementioning

confidence: 97%

A Study of the Effectiveness of a Healthy Lifestyles Approach to Drugs Education with Children between 7+ and 11 years of Age

Welham¹

2007

International Journal of Adolescence and Youth

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The present paper reports on a study of the efficacy of drugs education delivered to children aged 7 to 11 years through a carefully sequenced high-fidelity programme of classroom based curriculum enrichment activities supported by visiting drug education specialist educators. The programme was designed to map onto the national curriculum requirements of British primary schools and was framed within the conceptual boundaries provided by a 'healthy lifestyles approach'. The programme operated through a spiral curriculum with each year of the programme building on the aims and objectives of preceding years. The overarching aim was to enable children to develop an increasingly sophisticated cognitive framework through which they would be empowered to make informed choices about being safe, healthy and drug-free. 240 children between 3+ and 10+ years of age, were assessed for knowledge and understanding of targeted healthy lifestyles issues prior to and at two points subsequent to the interventions. Children were drawn in approximately equal numbers from nursery classes through to year 6 across 14 schools in one large urban Authority in the North of England. The Authority had adopted a drugs prevention and education programme delivered by a National Charity and supported by teachers and parents. This paper reports on the data from a defined age segment of the total sample. Outcomes indicated that the intervention with subsequent teacher support in-class affected positively children's knowledge of how stay healthy and the likely impact of drugs, alcohol and smoking on the maintenance of health and well-being. However, it became clear that yr6 pupils in particular were overtly conscious of the likely future impact of older pupils on their ability to stay drug free on transferring to Secondary school. This study indicates that whilst interventions at primary school level can achieve valued objectives at the level of knowledge and understanding, the maintenance of these acquired dispositions into adolescence is unlikely in the absence of continuing programmes of education and support on a longterm basis. Interpreting what 10 year olds say, such programmes should enable individual children to acquire strategies of personal empowerment and support their intention to adopt a healthy lifestyle. 150

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The impact of school‐based drug education

Cited by 25 publications

References 10 publications

Missed Opportunities: Drugs and Drugs Education

Missed Opportunities: Drugs and Drugs Education

The reliability of drug use data collected in the classroom: what is the problem, why does it matter and how should it be approached?

A Study of the Effectiveness of a Healthy Lifestyles Approach to Drugs Education with Children between 7+ and 11 years of Age

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