Impact of substance misuse Impact of substance misuse on Young Peopleon Young People

Regular heavy drinking/binge drinking/drugs Regular heavy drinking/binge drinking/drugs misuse are associated with a whole range of misuse are associated with a whole range of problems including:problems including:

• Anti-social behaviourAnti-social behaviour• Violence (including domestic)Violence (including domestic)• Accidents / admissions to hospital Accidents / admissions to hospital • Physical and mental health problemsPhysical and mental health problems• Poor school performance inc. attendance, attainment, Poor school performance inc. attendance, attainment,

behaviour and impact on self esteem behaviour and impact on self esteem • Sexual Health - link between alcohol and sexual activity / Sexual Health - link between alcohol and sexual activity /

risky behaviour risky behaviour

Estyn - Estyn - 1.2 1.2 WellbeingWellbeing 1.2.1 attitudes to keeping healthy and safe1.2.1 attitudes to keeping healthy and safe 1.2.2 participation and enjoyment in learning1.2.2 participation and enjoyment in learning 1.2.3 community involvement and decision making1.2.3 community involvement and decision making 1.2.4 social and life skills1.2.4 social and life skills

PSE Framework (SME)PSE Framework (SME)

KS 3KS 3

the effects and risks from the use of a range of legal and illegal the effects and risks from the use of a range of legal and illegal substances and the laws governing their usesubstances and the laws governing their use

How to use alcohol responsibly and the risks of binge drinkingHow to use alcohol responsibly and the risks of binge drinking

the range of emotions they experience and how to develop the range of emotions they experience and how to develop strategies for coping with negative feelingsstrategies for coping with negative feelings

the benefits of accessing different sources of information, support the benefits of accessing different sources of information, support and adviceand advice

PSE Framework (SME)PSE Framework (SME)

KS 4KS 4

the personal, social and legal consequences of the use of legal and the personal, social and legal consequences of the use of legal and illegal drugsillegal drugs

how to access professional health advice and personal support with how to access professional health advice and personal support with confidenceconfidence

the statutory and voluntary organisations which support health and the statutory and voluntary organisations which support health and emotional well-beingemotional well-being

how beliefs and values affect personal identityhow beliefs and values affect personal identity

the factors involved in making moral judgementsthe factors involved in making moral judgements

the range of values and principles by which people livethe range of values and principles by which people live

PSE Framework (SME)PSE Framework (SME)

Post 16Post 16

the need to exercise responsibility for personal and group safety in the need to exercise responsibility for personal and group safety in social settingssocial settings

how to critically evaluate personal lifestyle choices in the context of how to critically evaluate personal lifestyle choices in the context of physical health and emotional well-being, considering the short and physical health and emotional well-being, considering the short and long-term consequences of such decisionslong-term consequences of such decisions

NQA

Healthy Schools National Quality Healthy Schools National Quality Award (NQA)Award (NQA)

Themes:Themes:

Food and FitnessFood and Fitness Mental & Emotional Health & Well beingMental & Emotional Health & Well being Personal Development & relationshipsPersonal Development & relationships Substance Use and MisuseSubstance Use and Misuse EnvironmentEnvironment SafetySafety HygieneHygiene

Substance Use and Misuse Indicators:Substance Use and Misuse Indicators:

1. Policies: (1. Policies: (Smoking, Drug and Alcohol, Administering Medicines)

1.1 which follow national & local guidance and show consideration of current legislation.

1.2 Incident response and reporting mechanisms in place.

1.3 clear referral guidance that the whole school community is aware of.

1.4 Monitoring & review procedures in place.

1.5 Complementary role of policy and curriculum evident.

Substances Policy DevelopmentSubstances Policy Development Who knows the most about drug and substance use in and out of Who knows the most about drug and substance use in and out of

school?school?

Who does the policy effect?Who does the policy effect?

Who should be core to policy development?Who should be core to policy development?

Who else should be involved and why?Who else should be involved and why?

Should substances be differentiated within the policy (if so, why)?Should substances be differentiated within the policy (if so, why)?

How do you know it works (how would you monitor and evaluate How do you know it works (how would you monitor and evaluate your policy)?your policy)?

Key elements Key elements

Leadership and CommunicationLeadership and Communication• Policy process and awarenessPolicy process and awareness• Staff knowledge and CPDStaff knowledge and CPD

CurriculumCurriculum• PSEPSE• NCNC

Ethos and EnvironmentEthos and Environment• Participation and involvementParticipation and involvement• Informal CurriculumInformal Curriculum

Family and Community InvolvementFamily and Community Involvement • ParentsParents• Outside agencies Outside agencies

2. 2. Commitment to whole staff training on substances related issues

3. Engagement with (and response to) specific local/national initiatives and environmental and social issues

4. Substances covered by N.C, PSE &Foundation Phase4.1 Schemes of work identify a range of aspects of substances

and reflect policy

4.2 The curriculum develops skills to resist unwanted peer pressure.

4.3 Curriculum resources used reflect current guidance.

5. Out of school hours learning which supports the substances programme and policy

5.1 Consistent messages are provided

6. Pupil participation

6.1 Evidence of examples of initiatives in which pupils are actively involved.

6.2 Evidence of pupil involvement in policy/strategy development.

6.3 In secondary schools, evidence of active peer involvement in programmes of work.

7. Staff participation

8. School environment, ethos and theinformal curriculum

9. Involvement of families and community

10. Involvement and collaboration with outside statutory and voluntary agencies and individuals

10.1 The school provides clear guidelines on the appropriate use of visiting contributors

10.2 Appropriate outside agencies and individuals support the development of policies, programmes and curriculum.

10.3 Any contribution is planned, complies with policy, is evaluated and the work followed up.

SummarySummary Effective SME provision is dependant on:Effective SME provision is dependant on:

Having an up to date SM Policy that has been developed in Having an up to date SM Policy that has been developed in consultation with the whole school community. (Teachers, pupils, consultation with the whole school community. (Teachers, pupils, governors, parents, other relevant organisations)governors, parents, other relevant organisations)

A planned substance misuse education programme tailored to A planned substance misuse education programme tailored to meet the needs of young peoplemeet the needs of young people

Staff involved in the delivery of SME are appropriately trained Staff involved in the delivery of SME are appropriately trained and confident in it’s delivery.and confident in it’s delivery.

A range of appropriate resources are available to be usedA range of appropriate resources are available to be used

Regular monitoring and evaluation of policy and programmeRegular monitoring and evaluation of policy and programme