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Chapter 3: The Event
3.1 The events lasted around two hours and were held in various locations across Scotland in late May and early June 2006. Venues varied in size from very large venues such as the SECC (Scottish Exhibition and Conference Centre), AECC (Aberdeen Exhibition and Conference Centre) and Royal Highland Centre to smaller venues in Shetland, Orkney, Stornoway and Aviemore. The events included live music from various bands, a school choir singing the Choices for Life song, a quiz about drugs, alcohol and smoking ( Family Fortunes), video clips ( Stacey's Choice) and a play (performed by PACE).
Stacey's Choice - Throughout the Choices for Life event four video clips were shown called Stacey's Choice. The clips centred around two friends Becky and Stacey. The clips showed how a friendship can be tested when someone becomes involved in drugs.
PACE Play - The drama performed by the PACE theatre company covered the transition from primary school through secondary school from first to fourth year. Specific aspects covered included peer pressure, underage drinking, drug use and smoking.
Family Fortunes - The quiz format of television programme 'Family Fortunes' was used during the Choices for Life event this year. Two groups of young people competed against each other answering questions on alcohol, drugs and smoking. The team with the most correct answers won.
Who Wants to be Drugs Aware? - This game show, based on the format of television programme Who Want to be a Millionaire? was used during the Choices for Life events in 2005. The format similar to the TV show was a quiz where a nominated individual answered questions about drug, alcohol and tobacco use.
Key Findings |
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Overall, the Choices for Life events were a success in that they entertained and stimulated pupils and made them think about the issues relating to drug, alcohol and smoking. The scale and format of the events creates a euphoria that could not be recreated in the classroom. This adds to the lasting impression created by Choices for Life. The key messages from Choices, i.e. not to take part in underage drinking, smoking or drug taking, generally reinforced messages taught to pupils by other means. Other messages also emerged, these centred around peer pressure and increased confidence to deal with a situation in which they were offered drugs. However, this 'confidence' is based on significant misunderstandings about the types of situations where offers of drug and alcohol use or smoking arise. It is highly unlikely that a stranger will offer them drugs at knifepoint and that 'running away' would get them out of such a situation. There is no indication that these pupils are well-equipped to deal with the more likely, less threatening, situations that may present themselves. The specific aspects of the events that worked well were Stacey's Choice and the PACE play. These were thought to be particularly powerful due to the associations pupils made with the characters. The mediums used to portray the messages were also praised. The bands were generally enjoyed. However, there were some criticisms, namely that some of the songs and bands were unfamiliar. Family Fortunes was thought to be weak and lacked audience participation, this was the element of Choices least enjoyed by pupils and teachers alike. A key problem was the lack of clarity in the answers given; pupils often did not understand why answers they had been taught in schools did not appear. A common view was that it was too 'staged'. In contrast, Who Wants to be Drugs Aware?, the game show used in 2005 was well received. Finally, the content of the goody bag was criticised. It was thought that something more fun, such as the inclusion of a CD/ DVD similar to that given in 2005 would have been beneficial. |
3.2 Generally, both teachers and pupils thoroughly enjoyed the events. Teachers felt that the event was understood by pupils and provided a good balance of entertainment and education. The event exceeded pupils' expectations for those that attended this year and last year and almost all were enthusiastic about the scale of the event, the different types of entertainment and the "rock concert" format.
3.3 Pupils and teachers were asked what they thought of each of the different aspects of the event: e.g. Family Fortunes, the Stacey's Choice video and the P.A.C.E. play. The graph below shows the percentage of Primary 7 pupils rating each of these aspects as 'good' or 'very good' in the survey. The remainder of this chapter covers each of these aspects in turn.
Figure 4: Rating of each aspect of the event
Adverts/Presenters/Music Content/School Choir
3.4 The pupils were asked about the adverts shown at the start of the event in the group discussions. This was considered a good way to start the event as the pupils found the adverts very informative, entertaining and an interesting way get them thinking about the relevant topics.
Basically, it's [the adverts] telling you about what it is [the event] plus it's making you think about the dangers of it [drugs] already and it hasn't even started.
P7 pupil, male
3.5 In the survey responses, the presenters, music content and school choir received consistently good ratings. Looking first at the presenters, the pupils were excited about seeing people they had heard on the radio. Despite this, some of the teachers commented that the presenters were not well prepared and appeared to be reading a script, which affected their delivery.
3.6 Views on the music content were mixed. There is no doubt that the pupils who attended the events appreciated the bands and the concert atmosphere and many said that they liked the bands' music. Many also said that they would have liked to have seen better bands singing songs that they knew, or more well-known bands, so that they could have sung along. Some also suggested that the music content could be more tied in with the messages of Choices for Life.
3.7 There were also mixed views on the school choir. Some of pupils who attended in 2005 did not remember that there was a school choir at the event. Others did remember and this was due to the song being included in the CD/ DVD received in the goodie bag. Among those attending this year, some liked the choir and enjoyed singing along while others thought it was "cheesy".
Video: Stacey's Choice
3.8 The majority of pupils in the survey rated Stacey's Choice as "very good" or "good" (87%). This positive view was also reflected in the group discussions.
3.9 The main impact of the video was that it encouraged the pupils to think about what they would do if they found themselves in situations where they were being offered drugs or alcohol. Overall, the pupils were absorbed by the storyline of the video, which they found realistic, and could relate to the characters. Those who had seen the video one year previously could still recount the storyline in detail and could talk about their feelings towards it.
3.10 Teaching by way of a video format was considered successful overall. It was seen as a teaching approach that was "a wee bit different" and preferable to being given a lecture or asked questions.
You'd never remember the Stacey's Choice video if someone just told us the story. You remember because you can actually remember seeing it.
S1 pupil, female
It was telling you all the things your teachers told you in school but it was fun
S1 pupil, female
3.11 When asked how they felt when watching the video, many said that they felt sad for the characters, while others felt apprehensive about their transition to secondary school. In particular, the video generated other discussions about how people would feel if one of their friends started taking drugs and if they were offered drugs. During these discussions, it became clear that many of the pupils had caricatured views of drug use.
3.12 If a friend started taking drugs, the majority view was that that person could no longer be a friend. Some said they would try to help their friend and perhaps tell an adult. When asked what they thought they would do if they were offered drugs, however, many thought they would run away. Despite Stacey's Choice showing them a reasonably "realistic" account of one friend offering another drugs, the pupils believed that they would be likely to be offered drugs by a stranger and threatened if they did not take them. Some described scenarios that would involve violence and knives and their reaction if they found themselves in this situation would simply be to run away.
I'd run away… I'd phone the police and say 'my pal's going to take drugs'.
S1 pupil, male
3.13 In terms of improvements to the video, many felt that the video was left unfinished and that another episode was needed to explain exactly what happened to the main characters, Stacey and Becky. Some felt this would be beneficial in showing more of what could happen to people who take drugs, which might stop some pupils from taking them.
3.14 Teachers also viewed the video favourably particularly due to the age of the actors being similar to that of the pupils and the way in which pupils could relate to Stacey and Becky. That said, teachers also felt that the drama remained unfinished - what happened to Stacey and Becky after they were caught?
PACE Play
3.15 Of all the segments of the event, the PACE play was the one that pupils and teachers felt really "hit home". In the survey, the highest proportion of pupils (72%) rated the play as "very good".
3.16 In the groups, the pupils were very enthusiastic about the play. Pupils who had seen it in 2005 or 2006 could recount the events in the play and were eager to discuss them. It was viewed positively because it portrayed the transition from primary school to secondary school and it covered the first few years of secondary school. Like the video, the play was felt to be realistic and was better than just being told what would happen.
Because it was the acting, it was like reality
P7 pupil, male
Cause you could see what could happen, not just people telling you what might happen
P7 pupil, male
3.17 Like the Stacey's Choice video, the play also made Primary 7 pupils slightly apprehensive about moving to secondary school. The S1 pupils recalled that they also felt this way a year earlier. While some still maintained that the play was realistic, most acknowledged that they had not seen anything like the situations in the play happening in their school. That said, many thought this was because they were not yet old enough and it would happen when they reached third or fourth year.
I can't wait 'til I go to secondary school but you start to get scared…what happens if one of your friends is capable of starting drugs?
P7 pupil, female
I was worried that's what it would be like in secondary school, everybody taking drugs and stuff…but it's not really like that.
S1 pupil, male
3.18 When asked what they had learnt from the play, the pupils focused on the idea that they would be able to cope with choices regarding drugs, alcohol and smoking in secondary school. Thus, the play appeared to reinforce the key messages from the video. It also highlighted the dangers of taking various drugs, of which many pupils were not aware and some said this made them more aware of why they would not take drugs.
I felt shocked cause I didn't think ecstasy was that strong…everyone was quiet after that [character in the play dying after taking ecstasy].
P7 pupil, female
I always thought I would never smoke, drink, take drugs. I've always really thought that but it's just made me more aware of why I wouldn't do it.
S1 pupil, male
3.19 Teachers also felt the play was an accessible way to teach: pupils could relate to the issues more easily because the actors were young. It was acknowledged that the play showed an extreme view of what can happen when young people take drugs, although it was often felt this was the only or best way to demonstrate the dangers. They also mentioned the effect that the play had on the pupils. At the time, it was felt that the pupils were shocked by it and it had some lasting effect over them.
I think the PACE theatre thing gives them a bit of a shock … it was the thing that really stuck out and they were completely silent when they were watching it, really, really absorbed by it
Teacher
Family Fortunes/Who Wants to be Drugs Aware
3.20 While the format of Choices for Life was almost identical in 2006 compared to 2005, one aspect which changed was the quiz. In 2005, the quiz show replicated the format of Who Wants to be a Millionaire? (although renamed Who Wants to be Drugs Aware?). The quiz format was changed this year to that of Family Fortunes where a panel of young people competed against each other rather than a one on one like Millionaire. During both quizzes pupils were encouraged to participate by shouting out the answers.
3.21 Family fortunes received the least positive ratings of all aspects of the event. Nonetheless, a high proportion of survey respondents (68%) said it was "very good" or "good".
3.22 During the group discussions, there were mixed opinions about Family Fortunes. Some pupils said that it was a good way to learn the facts about drugs, alcohol and smoking and found it preferable to just being told. However, it was criticised by pupils because:
- there was little opportunity for them to be involved in the game
- the teams gave some wrong answers before giving the correct answer which confused many of the pupils watching
- some thought that the wrong answers were 'stupid' and this reduced the credibility of the whole quiz.
- some thought of other answers that they considered correct and which were not included in the quiz. This caused further confusion because the quiz appeared to be teaching things that did not fit with what they had previously been taught and thought they knew.
They said some weird answers
P7 pupil, male
I didn't find that very good because it went on for too long…they weren't asking the audience…it was a set up.
P7 pupil, female
3.23 It was generally felt that nothing new was learnt from the quiz and during the group discussions, when asked some of the questions included in the quiz, it was clear that some pupils were confused about the correct answers.
3.24 Teachers also felt that Family Fortunes did not work well. Those that had been to last year's event thought that "Who Wants to be Drugs Aware?" worked much better.
3.25 The opinions of the pupils who attended in 2005 and watched "Who Wants to be Drugs Aware?" were certainly more positive than the pupils' views on Family Fortunes. They thought the questions and answers were informative and felt that they had learnt some useful facts about drugs, alcohol and smoking. Nevertheless, a more interactive format would have been preferred with more opportunity for the audience to contribute to the quiz.
Goody Bags
3.26 One criticism of Choices for Life 2006 events was the goody bags. Both pupils and teachers felt they could have contained something more interesting or fun that would retain the interest of the pupils. Very few of the pupils read the leaflets. They noted that some of the leaflets were not in English, were labelled for adults or parents so not for them to read. Some pupils suggested that they would have preferred not to have received the goody bags and the money saved could be better spent elsewhere.
3.27 In contrast, the goody bags in 2005 were well received by pupils. The element that was particularly liked was receiving the CD/ DVD of the Choices for Life song and the clips from Stacey's Choice. More also said they read and appreciated the leaflets and found them interesting and informative. Some of the pupils said they still listened to the Choices for Life CD; certainly many had listened to it with their friends in the weeks after attending the event. They said this helped in reinforcing the messages of Choices for Life.
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