“We don’t get taught enough”: an assessment of drug education provision in schools in England

Abstract

Purpose – The purpose of this paper is to investigate the provision of drug education in schools in England by exploring the views of young people and teachers. The study synthesises the commonalities between experiences of teaching and learning and, in doing so, offers insight on policy and practice. Design/methodology/approach – The paper incorporates two pieces of research: a survey of 590 secondary school pupils in London that generated insight on the collective experience of drug education; and a survey of 288 teachers in primary and secondary schools throughout England, supplemented by 20 in-depth interviews. The paper also draws on learning from the practical implementation of the Alcohol and Drug Education and Prevention Information Service (ADEPIS). Findings – The research provides insight into the current status of drug education provision and outlines key constraints to effective delivery. The paper also presents ADEPIS as a potential framework for supporting schools. Research limitations/implications – The research incorporated a relatively small number of schools and only accessed the views of young people in London; the results therefore require further substantiation. There is also a need for further evaluation of ADEPIS, including comparison with schools that develop drug education practice independent of external guidance. Practical implications – The paper highlights the need for improvement in drug education, with implications for national policy, particularly in relation to subject-specific teacher training, increased central guidance, and the statutory status of PSHE. Originality/value – The research fulfils the need to represent the voices of young people in discussions on drug education, as well as contributing to wider debates around improving the quality of drug education.