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3.0 DRUG EDUCATION IN SCOTTISH SPECIAL SCHOOLS

3.1 Sample Profile

3.1.1 School Characteristics

This section presents the results of the survey with Special Schools. As the total sample is only 43 schools, responses are presented and discussed in terms of the actual number of schools rather than percentages. For the same reason it is not practical to examine sub-groups differences within the sample of special schools. Throughout this section the tables, in addition to displaying total results for all Special schools, also show the results separately for Special schools that provide any primary level education and those that provide any secondary level education. These separate results are included to enable interpretation of the findings within the context of primary or secondary level education, rather than to compare differences between primary and secondary. As some Special schools provide both primary and secondary level education the categories are not mutually exclusive.

Data on school status, level of education provided for, school size and level of free meal entitlement are drawn from secondary information sources about schools in Scotland. All other data are drawn from the completed questionnaires.

The sample of special schools participating in the survey came mainly from Local Authority schools (33 of the 43 schools) but also comprised Independent schools (8 schools), one Grant-aided school and one other school. The distribution of the participating sample broadly reflected the population within the wider population of special schools in Scotland. (Table B3.1)

Schools covered a range of education levels with 12 teaching primary level only, 17 teaching secondary level only and a further 13 providing education for both primary and secondary education. One school did not indicate the education level provided. (Table B3.2)

Schools provided for a range of special needs with the most common being social, emotional and behavioural difficulties (27 schools). The number of schools providing for moderate learning difficulties, complex learning difficulties, communication difficulties, hearing and/or visual impairment and physical impairment ranged from 12 to 17 schools. A small number provided for autistic spectrum disorder (2 schools) and mixed learning difficulties (1 school). (Table B3.3)

Only two schools had a dedicated Drug Education coordinator, although eight had a joint Drug/Health Education coordinator and a further 15 had a dedicated Health Education coordinator. Almost half the schools (20 schools) did not have any of these posts. Within the schools that provided secondary level education a third (10 schools) did not have any of these posts and within those teaching primary level education more than half (16 schools) did not have these posts. (Table B3.4)

Tables

Table B3.1 School Status

Table B3.2 Level of education provided

Table B3.3 Which special needs the school provides for

Table B3.4 Whether have Drug Education Co-ordinator and/or Health Education Co-ordinator, by whether teach primary and whether teach secondary

3.1.2 Respondent Characteristics

The majority of respondents who completed the questionnaire were Heads or Deputy Heads (24 schools) while ten were PSE teachers, eight were Promoted Guidance/Head of PSE/ PSE coordinators and three were Drug Education coordinators. Questionnaires were also completed by class teachers (5 schools), other subject teachers (7 schools), Head of Department (not PSE department) (1 school) and one other. As respondents could hold more than one position, multiple responses were recorded on this measure. (Table B3.5)

Respondents had a range of drug education teaching experience with respondents at six schools having no experience. At 13 schools respondents had 1-4 years, four respondents had 5-9 years, 14 had 10-19 years and a further four had experience of 20 years or more. The average experience was approximately 9 years (8.87). (Table B3.6)

Respondents also represented a range of experience in teaching PSE, but most had experience of 10 years or more with 15 respondents having 10-19 years experience and a further 11 having experience of 20 years or more. Only two respondents had no experience while eight had 1-4 years and seven had 5-9 years of experience. The average was approximately 13 years (13.06). (Table B3.7)

Tables

Table B3.5 Position of person completing the questionnaire, by whether teach primary and whether teach secondary

Table B3.6 Experience in teaching drug education, by whether teach primary and whether teach secondary

Table B3.7 Experience in teaching PSE, by whether teach primary and whether teach secondary

3.2 Provision of Drug Education

The vast majority of the schools (41 out of 43) provided drug education to either their primary or secondary pupils in 2003-4. Two schools did not provide drug education to any pupils in 2003-4. Within schools that taught primary level education, over half (16 of the 25 schools) provided drug education to their primary pupils. The vast majority of schools that taught secondary level education taught drug education to their secondary pupils in 2003-4 (28 of the 30 schools). (Table B3.8)

Provision of drug education was lowest for P1-P4 year groups with provision varying from five to seven schools. This is approximately equivalent to a quarter or less. Provision of drug education increased for older primary year groups ranging from ten schools providing drug education to P5 up to 14 schools providing drug education to P7.

Of the 30 schools that provided secondary level education, more than half taught drug education to years S1-S4 (ranging from 21 to 23 schools). Provision to S5 and S6 year groups was lower with 17 schools and 11 schools respectively including this provision. (Table B3.9)

The schools that indicated that they taught drug education were asked to give details of the amount of time that they spent in 2003-4 teaching drug education to each of their year groups. A closed question was used with five categories: 30 minutes; 31-59 minutes; 1-2 hours; 3-4 hours; 5 hours or more. Responses provide an indication of the variation in amount of time spent. As categories were used rather than exact times, it is not possible to calculate exact averages, however, for ease of interpretation and comparison of results approximated means have been calculated based on the midpoint of each category (e.g. 1-2 hours = 1.5 hours).

The amount of time spent delivering drug education to primary school pupils ranged from 30 minutes or less to 5 hours or more but, in general, the time spent increased for the older year groups. For example, at P1-P3 the time spent ranged from 30 minutes or less up to 3-4 hours with the approximate average ranging from just over 1 hour (1.06) at P1 to just over 2 hours (2.30) at P3. The time spent at P4 ranged from 1-2 hours to 3-4 hours, averaging approximately 3 hours. For P5-P7, delivery time ranged from 30 minutes or less up to 5 hours or more with approximate average time ranging from just over 2 hours at P5 (2.06) to almost 4 hours at P7 (3.71). (Table B3.10)

The amount of time spent delivering drug education to secondary pupils was greater than for primary and ranged from 31-59 minutes up to 5 hours or more. The approximate average time spent was between 4 and 5 hours (ranging from 4.44 at S6 to 4.93 at S3).

Among those schools that provided drug education to S1-S4 (ranging from 21 to 23 schools) at least half spent 5 hours or more (ranging from 12 to 13 schools). Of the 17 schools teaching drug education to S5, almost half (8 schools) also spent 5 hours or more as did almost half of the schools (5 schools) teaching drug education to S6 (Table B3.11)

Schools that taught drug education were also asked to indicate, for each year group receiving drug education in 2003-4, the term in which it was taught. The list of responses reflected the three terms: Autumn 2003, Spring 2004 and Summer 2004. Multiple responses could be given as drug education may be taught in more than one term. A number of schools (ranging from 1 to 5 schools) did not indicate a particular term. Among those schools that did indicate a term, delivery occurred across the three terms with the Autumn and Spring terms the most popular times for delivery (ranging from 1 to 6 schools). (Table B3.12)

Among the schools that taught drug education to secondary school years a number did not indicate the term in which drug education was taught to each year. However, as with delivery to primary pupils in special schools, delivery again occurred across the three terms. For S1-S4 pupils the most popular term for drug education was Spring with 12 to 13 schools delivering in this term. (Table B3.13)

The questionnaire also asked about the substances which each year group were taught about. Once again a pre-coded list was provided and covered five substances within drug education: alcohol; controlled drugs; medicines; solvents; and tobacco.

At P1 and P2, teaching was mainly on medicines (3 to 4 schools) although one school taught about tobacco in these years. At P3, the majority taught about medicines and a number of schools (1 to 2 schools at P3, 2 to 3 schools at P4, and 2 to 6 schools at P5) taught about each of the other substances. At P6 and P7 teaching about medicines continued but other substances were also covered. They were equally likely to teach about tobacco. In P6, most schools (ranging from 7 to 11 schools) taught about each substance, with the exception of solvents which was taught by five of the 12 schools. In P7 the majority of schools taught about each substance. (Table B3.14)

The majority of Special schools that delivered drug education to secondary level pupils taught about each substance.

Throughout the delivery of drug education to S1-S6 pupils, the majority of schools covered each substance. The exception to this is solvents which, in comparison to other substances, was covered by fewer schools. Furthermore, at S6, solvents was covered by fewer than half the schools teaching drug education to S6. (Table B3.15)

Tables

Table B3.8 Whether school provides drug education, by whether teach primary and whether teach secondary

Table B3.9 Whether each year group receives drug education

Table B3.10 Amount of primary school drug education received by each year group in 2003-2004

Table B3.11 Amount of secondary school drug education received by each year group in 2003-2004

Table B3.12 Terms in which primary school drug education was taught, by year group

Table B3.13 Terms in which secondary school drug education was taught, by year group

Table B3.14 Substances covered in primary school drug education in 2003-2004, by year group

Table B3.15 Substances covered in secondary school drug education in 2003-2004, by year group

3.3 Drug Education Delivery

3.3.1 Context of Drug Education Delivery

At primary school level, drug education was most likely to be taught within Personal and social development (12 schools) or Health education (13 schools). Other contexts frequently mentioned included Environmental studies (6 schools) and Religious and moral education (6 schools). A small number of schools (1 to 2 schools) also indicated that it was taught in drama, taught as a stand-alone topic, taught throughout the curriculum or through general discussions as and when required. (Table B3.16)

At secondary school level, drug education was almost always taught within Personal and Social Education (27 of 28 schools). Other classes in which it was frequently mentioned as being taught (ranging from 6 to 7 schools) were: Citizenship; Science; Religious education; and as a stand-alone topic. A small number (ranging from 1 to 4 schools) also indicated that it was taught in English, Physical Education; Home Economics; Drama; or indirectly in all subjects. (Table B3.17)

Special schools that taught drug education to either primary or secondary level pupils were asked to indicate the topics they covered, the delivery methods used and resources used in the drug education. A series of pre-coded questions with lists of possible answers were given and questions referred to their drug education in general rather than exclusively about primary or secondary level drug education.

Most schools reported covering a range of drug education topics. These have been grouped in the Table B3.18 into 4 categories: Information Provision, Refusal Skills/Decision Making, Social Influences and Others.

The majority of schools (ranging from 22 to 29 of the 43 schools) covered Information Provision topics: for example, effects of drugs, different types of drugs and laws about drugs. A majority of schools also reported covering decision making about drugs (28 schools), coping with pressure to use drugs (27 schools) and how to refuse drugs (24 schools). Similarly a majority reported covering why people use drugs (28 schools) and opinions about drugs (24 schools). Social influences topics such as acceptability of using drugs and how many people use drugs were less common, covered by 16 schools and 12 schools respectively. (Table B3.18)

A range of delivery methods were reported. The most commonly reported methods (ranging from 21 to 30 schools) were whole class discussion, small group work, videos/ DVDs and pupil worksheets. A quarter or more (ranging from 11 to 18 schools) reported other methods such as games and quizzes, CD-Roms, talks/lectures, brainstorming, role-play/dramas and case studies/scenarios. Least popular methods were independent learning (5 schools) and group assignments (3 schools). (Table B3.19)

A range of drug education resources were reportedly used in the schools. The most popular resources used were Drugwise (16 schools) and TACADE (15 schools). Less frequently mentioned resources were The Police Box and What's the Score, each mentioned by seven schools. The other resources were reportedly used by five schools or fewer. Almost a fifth (8 schools) did not use any packages while 12 schools used other resources including, for example, Local Authority drug education resources, police programs and BBC/Channel 4 programmes/videos. (Table B3.20)

Tables

Table B3.16 Context of primary school drug education within the curriculum

Table B3.17 Context of secondary school drug education within the curriculum

Table B3.18 Topics covered within drug education, by whether teach primary and whether teach secondary

Table B3.19 Drug education delivery methods, by whether teach primary and whether teach secondary

Table B3.20 Resources used in drug education, by whether teach primary and whether teach secondary

3.3.2 Persons Coordinating and Delivering Drug Education

Within the special schools, drug education was most likely to be coordinated by a Head or Deputy Head (15 schools). In nine schools it was coordinated by the Health Education coordinator and by individual teachers/form tutors (9 schools). Guidance/ PSE coordinators coordinated it at seven schools while six schools were not sure who coordinated drug education in their school. (Table B3.21)

Schools were asked who teaches drug education. The most common response was, that it was mostly taught by the PSE coordinator or a specialist in PSE (13 schools). At a number of schools, several teachers (9 schools) or all teachers (7 schools) taught drug education. At two schools drug education was reportedly taught mostly by one teacher - a non-specialist in PSE. (Table B3.22)

A range of external professionals and agencies reportedly advised in drug education within the school. The most common of those was Police (reported by 14 of the 41 schools). The school nurse, health professionals and Health Promotion gave advice to nine to ten of the schools. Other less frequently reported advisers included Council based adviser/Drug education development officer (7 schools) and drama groups/actors (4 schools). At least a quarter of schools (12 schools) did not state which external professionals and agencies advised on drug education. (Table B3.23)

A range of outside professionals and agencies were reported to help deliver drug education in the special schools. The most commonly reported helpers were Police, school nurse and health professionals (ranging from 10 to 12 schools). A number of schools (13 schools) did not state which professional or agencies (if any) helped to deliver drug education, while four schools indicated no use of external assistance. (Table B3.24)

Tables

Table B3.21 Who co-ordinates drug education, by whether teach primary and whether teach secondary

Table 3.22 Who teaches drug education, by whether teach primary and whether teach secondary

Table B3.23 Who advises on drug education, by whether teach primary and whether teach secondary

Table B3.24 Who helps to deliver drug education, by whether teach primary and whether teach secondary

3.3.3 Continuity of Drug Education Delivery

Fourteen schools indicated that 'some' links were made to drug education that was taught earlier within the school and a further ten schools indicated that 'strong' links were made. Four schools made no links while the remaining 13 schools were unsure, did not specify or felt the question did not apply to them. (Table B3.25)

Of the 16 schools that delivered drug education to primary level pupils, five schools indicated that 'some' links were made and a further four that 'strong' links were made to drug education that pupils would go on to receive at secondary school. (Table B3.26)

Of the 28 responding schools that delivered drug education to secondary level pupils, seven indicated 'some' links and a further three indicated 'strong' links to drug education the pupils had already been taught at primary school. (Table B3.27)

Tables

Table B3.26
Whether links are made to drug education taught earlier within school, by whether teach primary and whether teach secondary

Table B3.27 Whether links are made to drug education that pupils may receive at secondary school, by whether teach primary and whether teach secondary

Table B3.28 Whether links are made to drug education that pupils received at primary school, by whether teach primary and whether teach secondary

3.4 Staff Development and Training in Drug Education

Respondents were asked whether they and their colleagues had received any staff development or training on drug education in the past three years.

Over half (23 of the 43 schools) indicated that they had, themselves, received staff development or training on general drug awareness/information about drugs. Respondents at 15 of the 43 schools also indicated they had received development/training on methods and skills for teaching drug education and on dealing with drug incidents in the school. Training in use of a specific drug education programme was less likely, reported by only 5 respondents. (Table B3.28)

Respondents reported that, as far as they knew, colleagues had also received development/training on a range of drug education although this seemed to be to a lesser extent.

The most commonly reported training among colleagues was on general drug awareness/information about drugs (17 of 43 schools). At nine of the schools they reported that their colleagues had received training on methods and skills for teaching drug education and on dealing with drug incidents in the school, and at five schools, colleagues had been trained in the use of a specific drug education programme. (Table B3.29)

Respondents were further asked about what they perceived to be the main training or staff development needs for themselves and colleagues teaching drug education. A precoded list of options was given along with an opportunity for respondents to describe other areas not listed. The majority perceived some need for training, with only one considering there to be no training needed.

The most commonly perceived need reported for themselves was up-to-date information about drugs with more than half reporting this (25 of 43 schools). Respondents perceived a range of needs with between 12 and 18 reporting a perceived need for training on methods and skills for teaching drug education, whole school planning, dealing with drug incidents in school, curriculum content, handling disclosures and sharing good practice. Three respondents mentioned other needs including why people feel the need to take drugs, clarification of relevance for pupils and materials for pupil with very limited understanding. (Table B3.30)

Tables

Table B3.29 Whether received staff development or training in past 3 years, by whether teach primary and whether teach secondary

Table B3.29 Perception of main training or staff development needs among colleagues, by whether teach primary and whether teach secondary

Table 3.30 Perception of main difficulties/barriers to drug education, by whether teach primary and whether teach secondary

Table B3.31 Whether colleagues received staff development or training in past 3 years, by whether teach primary and whether teach secondary

Table B3.32 Perception of main training or staff development needs for self, by whether teach primary and whether teach secondary

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