1A. SCHOOL STAFF ROOM
ALEX (jokingly):
Phew I love the sound of that bell!!! Hi NICOLE how are you?
NICOLE:
I’m working on the parent teacher night as well as the usual year advising for year nine! So you could say I’m keeping busy.
ALEX:
I know what you mean. I’m in the middle of organising a museum excursion for my year fives.
NICOLE:
So what brings you to this part of the school Alex?
ALEX:
Wellll… remember we agreed to unpack the new “12 Principles of School Drug Education” document?
NICOLE:
Yes Alex…?
ALEX:
Well… Guess what?!
NICOLE:
Hah Hah they’ve got someone else to do it?
ALEX:
Guess again!
Whips out a document from behind his back. 12 Principles is written on the cover. Music Sting.
1B. SCHOOL STAFF ROOM
1 HOUR LATER
NICOLE:
I’ve just spoken to Principal Handley – he’s been chatting to your principal as well. We’ve got till tomorrow morning to get our heads around this!!
NICOLE CONT’D:
I’ve just taken on so much work lately!
A trophy-cup on the shelf nearby that has been tinkering on the edge now falls with a clatter.
ALEX:
Yeah I know… so little time!
ALEX picks up trophy and polishes it with sleeve.
ALEX CONT’D:
I thought I’d have longer to go through these principles and really think about them, you know?
ALEX turns his attention back to NICOLE. Unknown to them a GENIE materialises from the lip of the trophy. NICOLE thinking aloud.
NICOLE:
I wish I could picture these principles in action – it would help to … see them in a real life setting!
GENIE:
Your wish is ahh… my command?? Yes… MY command !!
This is my first gig you know!
NICOLE:
I can’t believe it!
I never win, even on instant scratchies, and we just wasted our wish on work!
ALEX:
Hmm you know, you remind me of someone…
NICOLE:
don’t you think he looks like Mark from Year 10?
NICOLE:
Yes I can see the familiarity.
You ARE a young looking GENIE!
GENIE:
Well that trophy, you just dropped…
ALEX:
Sorry
GENIE:
Both of us have been around for ages, but I’m still feeling pretty young… by Genie standards that is.
In fact, I can show you some of these Principles in action!
ALEX:
Ok Genie, let’s give it a go.
Perhaps we can start with the “big picture”. Can you give us an overview of this first group of principles?
GENIE:
For sure! How about this?
GENIE:
Principle #1:
“Base drug education on sound theory and current research and use evaluation to inform decisions”.
ALEX:
Theory?… Which theory?
GENIE:
Harm reduction or minimisation is the theory that guides these principles. Drug education should centre around the goal of preventing potential harms associated with the use of drugs.
Drug education programs have been evaluated. And some have actually demonstrated reductions in the uptake or use of drugs such as cigarettes, alcohol and cannabis.
ALEX:
So we need to model our Programs on those that have worked?
NICOLE:
And monitor and evaluate to make sure ours are on track?
ALEX:
I guess we do that with most of our programs already!
GENIE:
That’s exactly right!
The second principle is also at this “whole school level”.
Principle #2:
“Embed drug education within a comprehensive whole school approach to promoting health and wellbeing.”
NICOLE:
Well that makes sense. We all know that students learn more effectively when they get consistent messages.
ALEX:
Surely a whole school approach is about more than consistent messages though. It’s about all those things you do that involve students in the broader life of the school.
GENIE:
Have a look at what this school’s doing… they’re having a community night before their school dance – it has a “Party Safe” theme.
2. INT SCHOOL GYM
ANDY:
Hey dad, I just have to talk to some of the guys, back in a sec.
MR FROST:
Ok Andy.
MR FROST looks around and spies a stereo system. He puts a CD in the player and is having a little dance by himself to cheesy 70’s music.
Enter MR LYNCH, the teacher.
MR LYNCH:
Ahem… Well it seems the preparations for tomorrow night’s dance party are coming along quite well I see?!
MR FROST:
Oh! You caught me didn’t you! Just testing the sound system
MR FROST turns off the CD player
MR FROST (CONT’D):
Yes the place is looking fab!
This is gonna be a lot of fun!
MR LYNCH:
Well it’s more than just fun! This dance party will be the result of weeks of hard work… by both our students and teachers.
MR FROST:
I guess I’m the first volunteer to show up?
MR LYNCH:
Yes, yes we’re expecting many parents.
The local youth workers are here already. They’ve been putting up posters.
MR FROST:
Sounds good. Andy sure has felt better about school since you got him working on this project.
MR LYNCH:
He’s become so responsible and I think he’s made some new friends.
Andy walks over
ANDY:
Hey!
MR LYNCH:
I was just telling your Dad about the good work you’ve been doing with our dance party.
ANDY:
Yeah all this hard work is finally paying off!
MR LYNCH:
Well you really did lead the class discussion about the rules for the night…
MR FROST:
Well well… tell me about it son.
ANDY:
It was stuff like having adults there to supervise, and that parents would pick up their kids afterwards.
MR LYNCH:
And also no alcohol or pass outs.
ANDY:
Yeah a couple of us rang our local youth services and invited them to come tonight to talk about their work in the community.
MR FROST:
Well done Andy, It’s coming along well and it’s good to see you spending time with your mates.
ANDY:
It’s good having something to do for a change!
3. INT SCHOOL STAFF ROOM
NICOLE:
Hmm … it’s great to see kids involved in meaningful tasks… to have responsibility and opportunities to make a difference. That’s what I call health promoting!
ALEX:
And I think it’s about making expectations on behaviour clear and consistent. I guess this dance party could be part of a broader…student leadership thing as well…
NICOLE:
I like the way it’s part of the class health program; putting across good health messages – but still working at making the school a friendlier place.
GENIE:
And here’s another principle that was touched on:
Principle #4:
“Promote a safe, supportive and inclusive school environment as part of seeking to prevent or reduce drug-related harm.”
ALEX:
You do that with your year 9 sports coaching program. My year five kids love the mentoring aspect of it.
NICOLE:
Hmm – and all the anti-bullying work we do with the multi-cultural arts festival is working in that area too.
ALEX:
…and the home teacher program!
NICOLE:
I never thought of it in terms of preventing drug problems before.
ALEX:
Well – it figures – kids make their drug choices in social situations. If their relationships are positive they’re less likely to be under pressure to look cool, or to have to take risks just to impress each other.
GENIE:
How about:
Principle #5:
“Promote collaborative relationships between students, staff, families and the broader community in the planning and implementation of school drug education.”
NICOLE:
Well I can certainly see the kids perspectives are important in working out what we should teach in drug education. I mean we don’t go to their parties with them – so we’re not really in touch with what they need to know to keep themselves safe.
ALEX:
Parents too. After all these drug choices are made mostly outside school hours.
NICOLE:
And agencies. It was neat the way the dance party project involved the local youth workers.
ALEX:
You could say it was… “building connectedness with the community”.
NICOLE:
You know, principles 4 and 5 are about creating a positive school climate and relationships – to increase the students’ resilience.
ALEX:
It’s obviously a very important focus of the document.
NICOLE:
That’s pretty much the main focus of my work leading the middle school team.
GENIE:
Here’s another principle that’s part of the… BIG picture
Principle #3:
“Establish drug education outcomes that are appropriate to the school context and contribute to the overall goal of minimising drug-related harm”
So some of the things we need to consider are:
- What are the drug use patterns in the community?
- What pressures and challenges do the students face?
- What knowledge and skills do they need to develop?
ALEX:
Do you think we‘ve really thought about the needs in our community? I assume the main drugs around here are alcohol and cigarettes – but are the kids exposed to other drugs as well?
NICOLE:
Hmm – well there’d be cannabis too – but you’re right – I really don’t know…
Maybe we could use these principles to prompt us to have another look? We review the rest of our curriculum regularly.
GENIE:
Principle 6 is a good link for you here:
Principle #6:
“Provide culturally appropriate, targeted and responsive drug education that addresses local needs, values and priorities”
Schools need to be sensitive to the cultural background and experience of the students… like gender, culture, language.
ALEX:
Some families and religious groups don’t allow drinking at all – yet the kids all mix together.
NICOLE:
And the year twelves are already moving into adult ‘scenes’. Do you think we really prepare them for that?
ALEX:
Hmm… the footy club culture is something worth looking into. I do think some of the pressures on boys are different.
NICOLE:
Sounds like community consultation is needed… tailoring the drug education.
GENIE:
And the next principle also keeps your community in mind….
Principle #7:
“Acknowledge that a range of risk and protective factors impact on health and education outcomes, and influence choices about drug use”.
These risk and protective factors arise from the student’s family, school and community as well as individual factors.
On one side we have some risk factors and on the other we have some protective factors.
It can be a balancing act! It’s about strengthening protective factors to help kids handle the challenges they face.
NICOLE:
Well we already know the kids with more risk factors need more support at school. They’re the ones that take most of my time.
ALEX:
So the effort we put into keeping them on track… might help steer them from making harmful drug use decisions?
NICOLE:
Yes! And this is where the supportive school environment comes in again, – to enhance these protective factors.
GENIE:
And then there’s the final principle in this category
Principle #8:
“Use consistent policy and practice to inform and manage responses to drug related incidents and risks.”
ALEX:
I must admit I don’t know much about responses to drug-related incidents. Down the primary end of the school, it’s more likely a parent’s drug use that will cause grief.
NICOLE:
Yes that can be a real problem… Just last week I had to deal with three Year 9’s who were caught wagging school and drinking alcohol down in the park.
ALEX:
Wow! I wouldn’t have known how to handle that one!
NICOLE:
Most of it gets referred on to the year level co-ordinator, senior staff, or the counsellor but we do have a policy for managing drug related incidents.
ALEX:
Still – it would be good if the staff had a refresher on our protocols and procedures.
NICOLE:
Maybe the staff need some more PD in that area?
GENIE:
Which leads us to another principle;
Principle #10:
“Ensure that teachers are resourced and supported in their central role in delivering drug education programs.”
ALEX:
My point exactly!
GENIE:
Well research indicates that teachers who are supported with appropriate PD are more likely to teach drug education programs effectively. Particularly in the delivery of interactive teaching strategies.
GENIE:
Let’s see some of these principles applied in the classroom.
Principle #9:
“Locate programs within a curriculum framework, thus providing timely, developmentally appropriate and ongoing drug education.”
Here’s a group of primary students taking part in an early unit of work in the school’s drug education curriculum. It’s based on friendships and decision making.
4. INT TASMANIAN CLASSROOM
TAS STUDENT #1:
So Jonny’s best friend Pete offered him a puff on a cigarette, he didn’t know what to do… We need to figure out what the issues are, what his options are, the possible consequences and how he might feel.
TAS STUDENT #2:
Umm the issue is whether or not to have a puff!
TAS STUDENT #3:
And will this upset Pete?
So maybe his first option is to have a puff and keep Pete happy…
TAS STUDENT #4:
Or he might say no ‘cos he doesn’t feel well… and still try not to upset Pete.
TAS STUDENT #1:
So what are the consequences and feelings of each choice?
TAS STUDENT #2:
Well if he has a puff then he might get sick or get into trouble?? And he would feel sad or nervous or kinda guilty…
TAS STUDENT #4:
If he said no,Pete might tease him, call him names, like a scaredy cat and make him upset…
TAS STUDENT #3:
If he says no maybe Pete will be relieved! Especially if Pete’s just trying to be cool!
TAS TEACHER:
So how’s your group going?
TAS STUDENT #2:
It seems like they’re both under pressure.
TAS TEACHER:
Well then maybe we need to ask what kind of pressures are these friends facing and how might they deal with them.
GENIE:
After finishing this part of the lesson, the students moved on to research the health effects of smoking.
5. INT SCHOOL STAFF ROOM
ALEX:
The students were engaged and developing their thinking and communication skills while they focus on the topic. I like that.
NICOLE:
And there was a bit of ethical thinking going on there.
GENIE:
This example also illustrates:
Principle #11:
“Use student-centred interactive strategies to develop student’s knowledge, skills, attitudes and values”
ALEX:
I think getting students to develop problem solving and decision making skills is crucial in drug education.
NICOLE:
Yes and giving them meaningful activities which put them into a situation they might encounter.
GENIE:
So to the final principle!
Principle #12:
“Provide accurate information and meaningful learning activities that dispel myths about drug use and focus on real life contexts and challenges.”
ALEX (jokingly):
Like the myth that coffee sobers you up!
GENIE:
Another myth is that everyone does it – and that you are uncool if you don’t.
Most kids don’t realise that the majority of young people and adults choose not to use illicit drugs.
And with drugs like alcohol – most choose to use safely!
ALEX:
Yes. I’m sure there are many more myths…
NICOLE:
Absolutely – take pouring a standard drink for example. Imagine this water is wine – pour a standard drink into this beaker.
ALEX:
This should be easy!
ALEX pours water into the beaker and fills it to the 200ml mark.
NICOLE:
Well Alex, I hope you wouldn’t be driving after that one! It should only be 100ml.
NICOLE pours half back into the jug.
NICOLE:
Do you think the staff need some PD on pouring standard drinks?
ALEX:
Now that would be good PD
NICOLE:
I didn’t say drinking – I said pouring! Now… it was mentioned that the class would be studying the health effects of cigarettes as an extension of the activity…
Cut to an EXTERIOR shot of the building.
In the distance we can hear NICOLE and ALEX continuing their conversation.
After a beat we return to the staffroom.
ALEX:
I think we’ve earned another cuppa before we get into planning mode, what do you say?
NICOLE:
Oohh… and a fancy biscuit as well?
ALEX:
That’s wishful thinking!
NICOLE:
Well we’ve done well haven’t we Genie?….GENIE?
They turn to find Genie has disappeared. An overflowing plate of fancy biscuits appears on a table nearby.
ALEX:
Ah wow! Now, where to next?
NICOLE:
I’ve got some great ideas on how we can implement these principles further, I mean we already have a strong foundation we can build on…
Music fade up.
THE END