What primary school teachers think of drugs education in their school

Abstract

This paper examines teachers' views of drugs education in primary schools as indicated by the findings of a survey of primary schools (including through primary schools, junior schools and infant schools) in the former County of Avon. Teachers responding to this survey wanted good in-service support, and publications that can be easily understood and used in the classroom. Teachers expressed the need for support in teaching children at Key Stage 1, that is, for children aged 5 to 7 years. Older children currently receive the bulk of attention. Respondents were divided over the need for teaching infant-school children specifically about illegal drugs. Over half felt that such children were too young. However, over 90 per cent felt that drugs education should begin before secondary school. Schools were generally optimistic about the potential impact of drugs education on young people's drug use. However they overwhelmingly stated that schools should not be seen as the sole source of drugs education for young people.

Teacher attitudes towards health education in Greek‐speaking Cyprus schools

“…This being the case ± and in the light of possible curriculum overload in Cyprus schools ± the modal response that two specialist periods per week are adequate may be an appropriate one. However, health education is a subject whose content is rapidly expanding in the light of new research findings (Tones and Tilford, 1994;Dawson, 1997;Walsh and Tilford, 1998;Fontana and Apostolidou, 2001) and the increasing challenges and dilemmas posed by life in modern highly industrialised societies (Kolbe and Iverson, 1981;Doxiades, 1990;CEC, WHO and CE, 1997). Cyprus has extra vulnerabilities in that, positioned as it is between three continents, it experiences health problems from a number of different sources (Donoghue, 1988;Ministry of Education ± Health Education Committee, 1992).…”

“…Recent evidence (WHO, 1986(WHO, , 1993CEC and Health Education Board for Scotland, 1993;Walsh and Tilford, 1998) suggests that, if health the education curriculum is to be successfully developed and implemented and gain credibility in schools as an area of essential study, then it is clearly important that all teachers involved in its teaching should at least understand what health education is about. Dawson (1997) also speaks of:…”

Family Size, Income and Marriage Types as Predictors of Healthy Living: A Case Study of Families in Ogun State

“…The importance of receiving health education has also received attention from researcher. Studies by Dawson (1997), Frank (1998) and Gould (1999) reveal the significance of health instruction and they concluded that health instruction is effective in reducing many high-risk behaviors like teenage pregnancies, smoking, especially among young people. But the overall effectiveness depend on individual life styles, openness and been ready to read instructional materials.…”

Factors Affecting Health Instruction in Secondary Schools in Edo State, Nigeria

“…Studies by Dawson (1997), Frank ham (1998) and Gold (1999) reveal the significance of health instruction and they concluded that health instruction is effective in reducing many highrisk behaviors, teenage pregnancies, smoking rates among young people. But its over all effectiveness depends on many factors such as the quality of the teachers providing health instruction, the available instructional materials in terms of textbooks, pamphlets, posters and other available infrastructural facilities such as play fields, toilets, comprehensiveness of the health education programme, time available for instruc-tion, family involvement and community participation in matters related to health education.…”