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6.0 RESPONDENTS' SUGGESTIONS FOR IMPROVING DRUG EDUCATION
This final section of the qualitative research findings reports respondents' own suggestions regarding how school drug education might be improved. A common suggestion was to make the information more relevant to what happens in the "real world", thus making it easier for young people to relate to (6.1). Respondents also expressed a wish to hear more first-hand accounts of drug use (6.2) and for drug lessons in general to be more interactive (6.3). Finally, they suggested that videos could be used more effectively (6.4).
6.1 Greater Relevance
Several respondents commented on difficulties that they experienced trying to relate the information that they were given about drugs to their own personal circumstances (see section 4.2 and 5.0 above). Respondents' own suggestions for increasing its relevance included providing additional context. For example, one girl said that it would be helpful if they were provided with statistics about drug use:
"Sometimes it's too over the top and everybody thinks, 'Oh that won't happen to me, it won't happen to me', so they have to set down the facts and statistics more than the shock tactics and show like a certain amount of people, kids die every year and stuff like that but they don't, it's not on facts and you need facts to take it on board."
Female,17-18, School H, Secondary, Independent
Others recommended 'localising' the information that they were given:
"The videos and stuff like that could be good but you just think 'Oh that's something on TV.' If it was somebody in Perth, 'This has happened to somebody in Perth', he lives in the same street as you. Then you would pay more attention."
Male, 17-18, School C, Primary, Statutory
" It needs to be related to circumstances. There is no point in educating us about Glasgow drugs scene when we are never going to be in the Glasgow drugs scene. So what is the point in - ok tell you what is going on there, but relate it to what happens and what kind of drugs we might be taking."
Female, 19-20, School G, Primary & Secondary, Independent
"A lot of them [videos] are also made outside of the country. There's like Australian ones and things, which people sort of…they don't take too seriously because of the accents and things. Also it's not the same experience here as it is over there, so I think that it should be something done to, like, show it's actually here."
Female, S3, School H, Secondary, Independent
Other respondents suggested focusing more on the consequences and outcomes that are important to young people. For example, in the case of smoking and drinking, rather than focus on the long-term health effects of these behaviours (which young people arguably find difficult to relate to), drug education should emphasise shorter-terms effects, and the emotional and social consequences of using drugs. One respondent felt that young people are unlikely to pay attention to some of the longer-term effects of drug use, because they are more concerned about the here and now:
"That is the thing with young people, it is all about the now. If you are smoking you know in the long term that it's bad for you, but right now that is what you think about. Even though you know this is what is going to happen to you - you can say the same with drinking - binge drinking can cause strokes blah, blah. But you don't go, 'Oh I'd better not over drink!' I think everything is about now. If I want to drink I'll do that now."
Female, 19-20, School G, Primary & Secondary, Independent
Overall, respondents felt that there was insufficient time for reflection or discussion about the information that they were given. They were disappointed by this and would have welcomed the opportunity to discuss some of the issues arising from information, and to consider the importance for their own circumstances. This kind of learning could occur through the use of more active methods like role play and active reflection, and by bringing factual information to life with relevant examples and scenarios.
6.2 First-hand Accounts of Drug Use
Young people were keen to hear more first-hand accounts about drug use. Although they welcomed visits from professional agents, including local drugs workers and the police, they also expressed an interest in hearing ex-users' accounts of their experiences with drugs:
" People that have done it, people who have kind of been there."
Female, 17-18, School H, Secondary, Independent
"Get people, not just like the drugs tutors, but get people who have had experience."
Female, S2, School F, Secondary, Statutory
"I think what would best if you actually had someone telling you the consequences who'd actually taken them."
Male 17-18, School C, Primary, Statutory
These individuals could explain how they initially became involved with drugs and the negative consequences of doing so (which could provide young people with convincing reasons not to get involved with drugs themselves):
"Because you can see if you get through it and you like could tell you how hard it was and stuff."
Female, 17-18, School H, Secondary, Independent
On the positive side, they could also talk about how they managed to come off drugs and rebuild their lives.
6.3 More Interactivity
Generally, written tasks were less enjoyable than those with a more practical basis (eg. role-play exercises, quizzes). Respondents said that they often found the lessons uninspiring because fairly passive teaching methods were used. They recommended introducing more active tasks to enhance enjoyment and learning.
"I think we should do more like plays and stuff."
Female, S4, School E, Secondary, Statutory
"I think they should do more like active stuff."
Female, S4, School E, Secondary, Statutory
A few individuals also suggested that the methods and approach should be varied in order to reduce the monotony of drug education and reinforce the message:
"If they reinforce it in a different manner or a slightly different way then you know it's, you think about it again and again and again."
Female, 17-18, School H, Secondary, Independent
6.4 More Effective Use of Videos
Although respondents generally enjoyed watching videos and found them to be quite impactful, they made a number of improvements for improving their overall effectiveness.
Several respondents suggested that the videos should be modernised:
"Update the videos because they're like the 80s."
Female, 17-18, School H, Secondary, Independent
"I guess if it was a video that was made recently, but like the style and fashions are very different, so perhaps they could modernise it. I think it would be quite good if they were more modern."
Female, S4, School E, Secondary, Statutory
There is a need to create videos that are consistent with current styles and fashion to improve the credibility of the characters themselves (and hence the message) among young people. The visual appeal of videos could also be improved, for example, by modelling it on the anti-drugs advertising that is so popular among young people.
Respondents also suggested that teachers could make the sessions that use videos more interactive. Rather than switching on the video and simply encouraging pupils to pay attention, teachers should use the videos as a prompt for discussion and debate, and a way of actively encouraging young people to think about their own behaviour.
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