How school teachers can prevent drug use among school children

1. R AJ E E V K U M AR
S e n i o r R e s e a r c h F e l l o w , I I T K h a r a g p u r
Vi s i t i n g F a c u l t y, R K M V E R I , R a n c h i
Role of School Teachers and
Counsellors in Drug Abuse
Prevention

2. HOW TEACHERS ARE CONCERNED
WITH DRUG USE?
• Among the concerns faced by teachers and others who
work with youth is substance abuse.
• Drug abuse, alcohol abuse, and abuse of other
substances both legal and illegal, can have significant
negative effects on the life of a youth.
• From a teacher’s perspective, the substance abuse may
manifest itself in many ways, such as behavioural
problems and poor academic performance.

3. ROLE OF TEACHER
• Teachers can be role models for students and dissuade
them from abusing drugs.
• This is all the more important if young people do not
have supportive families to guide them.
• Young people may have to contend with the pressures
associated with experimentation and with life in a
complex and demanding society.
• Substance abuse is basically a mechanism to cope with
or escape from feelings of insecurity.
• Help students realize that they are not alone in facing
these challenges and that there are a variety of healthy
ways of confronting them.

4. PLANNING THE PROGRAMME
• When planning the programme, the teacher should take
into account the key areas discussed below.

5. SITUATION ANALYSIS
• Teachers should conduct a simple situation analysis by
seeking answers to the following questions:
• What is the prevalence of drugs?
• What drugs are being used and in what context?
• At what ages are children using drugs
• and which substances are they using?
• What is the level of use in particular age groups?
• What are the national laws and policies pertaining to
drugs?

6. NEEDS ASSESSMENT
• Teachers should consider:
• What students already know and want to know about
drugs ?
• What values, attitudes, beliefs and perceptions students
currently hold about drugs?
• What skills students have already mastered and what
skills still need developing?

7. SETTING GOALS AND OBJECTIVES
• Teachers should consider:
• How to challenge students to defend their values,
increase their knowledge, explore their attitudes and the
attitudes of others, and refine their skills ?
• How to encourage students to reflect on what they have
learned ?
• and how it can be applied to situations in school, the
community and their everyday lives?

8. DRUG ABUSE PREVENTION
• “Drug abuse prevention“ is a commonly used term, but
what does it really mean? And what does it mean to
schools? “Drug prevention“ or “drug abuse prevention“
has three main components:
• Demand reduction strategies
• Supply reduction strategies
• Strategies to mitigate the negative health and social
consequences of drug use

9. DEMAND REDUCTION STRATEGIES
• These strategies aim to reduce the desire and
willingness to obtain and use drugs
• and to prevent, reduce or delay the uptake of drug use.
• They may include abstinence-oriented strategies.

10. SUPPLY REDUCTION STRATEGIES
• These strategies aim to disrupt the production and
supply of illicit drugs,
• as well as limit the access and availability of licit drugs in
certain contexts.
• In the school setting this includes measures taken to limit
the use, possession and sale of illicit drugs on school
premises.

11. STRATEGIES TO MITIGATE THE
NEGATIVE HEALTH AND SOCIAL
CONSEQUENCES OF DRUG USE
• These strategies aim to reduce the impact of drug use
and drug-related activities on individuals and
communities.

12. THE ROLE OF THE SCHOOL IN DRUG
ABUSE PREVENTION
• It is possible, and desirable, for schools to be concerned with
drug demand reduction, drug supply reduction and mitigating
the health and social consequences of drug use, with the
major focus on demand reduction.
• However, education authorities should not accept sole
responsibility for changing student health behaviours,
including reducing drug use.
• Schools may well be able to influence drug use behaviour and
it is hoped that they will do so.
• However, it is the primary role of the school to teach skills, to
impart knowledge and to establish a sound values base in
relation to health and drug use, not to change behaviours that
may be determined by factors beyond the influence of the
school.

13. HOW TO RECOGNIZE DRUG ABUSE
AMONG STUDENTS?
• There are clear signs to look for if you think a student is
taking harmful substances but first make sure that these
signs are not the result of other problems.
• Do not immediately jump to the conclusion that a student
is abusing drugs.

14. EMOTIONAL SIGNS
• Mood swings ranging from elation to sudden withdrawal
and depression
• Anger for no reason
• Loss of interest in school or extra-curricular activities
• Difficulty getting along with others
• Playing truant
• Falling grades and poor academic performance
• Short attention span

15. PHYSICAL SIGNS
• Red eyes
• Tendency to fall asleep in class
• Slurred speech
• Inattention in class
• Forgetfulness
• Neglect of personal hygiene and general appearance
• Trembling and uncoordinated movements

16. ROLE OF TEACHERS FOR DIFFERENT
AGE GROUPS
• After giving them proper information, students of various
age group should express their knowledge and attitude.

17. AGES 5-7 YEARS
• Students should improve their decision-making skills
and develop healthy habits.
• They should also be able to list the negative effects of
taking illegal substances and differentiate between them.

18. AGES 8-9 YEARS
• Students should be able to name and identify drugs they
have heard about and the dangers associated with drug
use.
• They should be able to talk about how drug use at home
and in the community affects them.
• Students should also know where people can receive
assistance with drug use.

19. AGES 10-12 YEARS
• Students should be able to identify the reasons why
people take drugs and distinguish between experimental,
occasional/casual, regular and heavy users.
• They should demonstrate the ability to share information
with peers.
• Students should also learn about the relationship
between HIV/AIDS and drug use and the situations that
expose people to infection.

20. SOME ACTIVITIES FOR CHILDREN
• Organizing art contests for children on a given drug
prevention theme
• Highlighting sports as a healthy choice for young people
• Designing T-shirts with slogans to prevent drug abuse
and HIV/AIDS
• Sharing knowledge gained with interactive games and
drama / role-playing

21. TEACHING CHILDREN TO PROTECT
THEMSELVES
• It takes confidence to say no to drugs.
• Teachers can help build a child’s self-esteem and
strengthen inter-personal skills.
• Show tolerance so that pupils can communicate their
thoughts.
• Instil confidence by encouraging children to accept
themselves.
• Help them to distinguish between the helpful effects of
medicines and the harmful consequences of taking
illegal drugs.

22. REFERENCES
• https://www.gov.bm/information-drug-abuse-teachers
• https://www.unodc.org/pdf/youthnet/handbook_school_e
nglish.pdf

23. THANKS FOR LISTENING