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Challenges in adopting evidence‐based school drug education programmes
Author(s) -
CAHILL HELEN W.
Publication year - 2007
Publication title -
drug and alcohol review
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.018
H-Index - 74
eISSN - 1465-3362
pISSN - 0959-5236
DOI - 10.1080/09595230701613593
Subject(s) - context (archaeology) , ideology , drug education , psychology , norm (philosophy) , medical education , pedagogy , professional development , public relations , mathematics education , engineering ethics , medicine , political science , substance abuse , engineering , politics , paleontology , psychiatry , law , biology
Issues . The paper discusses the school‐based challenges that may moderate the implementation of evidence‐based drug education in schools. Approach . Knowledge about what constitutes an effective evidence‐based drug education programme is discussed in relation to the challenge of delivery in the school setting. Research demonstrates that drug education should be engaging, incorporate interactive learning strategies, stimulate higher‐order thinking, promote learning and be transferable to real life circumstances. This may difficult to accomplish in practice, as a range of contextual challenges and ideological assumptions may moderate the teacher's capacity to deliver a programme of this nature. Key Findings . Collaborative learning strategies are not the norm in schools and therefore teachers may find interactive drug education programmes difficult to adopt. Conflicting ideological assumptions about effective epistemological approaches to drug education may also direct the way in which teachers modify programmes in the local context. Implications . Teachers need professional training and support if they are to adopt successfully evidence‐based school drug education programmes. This support may be enhanced if it includes whole school approaches to effective pedagogy and the development of pro‐social classroom environments. Conclusion . Drug education research should take account of the complexities of implementation in the school setting and investigate further the professional and organisational support that teachers require in order to maintain high‐quality provision in the school context.