Schools have a key role in supporting children impacted by parental substance use, with an estimated 250,000 to 350,000 children affected in the UK. These children often experience significant emotional and academic challenges, and schools can provide a structured and safe environment, as well as identify early signs of distress. To effectively support these students, schools should implement relevant policies, ensure staff training, and communicate with various support resources.

1. Identifying and supporting children
affected by parental substance use
ADEPIS resource launch
7th November 2013

2. Key messages
• Schools have both the responsibility and the
ability to support children affected by parental
substance use
• Safeguarding: a matter of child welfare, not drug
and alcohol expertise
• Existing structures/policies cover most of this
work already, but added focus is needed
• PSU is not a school’s ‘problem’ to ‘solve’, but they
can play an important role in identifying these
children, and have a positive impact on their lives

3. Scale of the problem
• 250 – 350,000 children affected by parental drug use in UK
(Hidden Harm)
• At least 120,000 children living with a parent currently in
treatment
• 6% / 700,000 live with dependent drinker
• 100 children a week call Childline worried about their parents’
drinking
• Serious Case Reviews: 22% drug use, 22% alcohol use
• Comparison: 67,000 looked after children, 382,000 assessed
as ‘in need’ (2011-12)

4. Impacts
•
•
•
•
•
Neglect
Disruption of routine
Inadequate supervision
Physical/emotional abuse
Inappropriate parenting
practices
• Poverty
• Domestic violence
• Exposure to drugs and
paraphernalia
• Loyalty and protection
of parents
• Reluctance to disclose
• Guilt, shame, stigma
• Sadness, isolation,
depression
• Anger and frustration
• Fear, anxiety (for their
parents and for
themselves)

5. Indicators
•
•
•
•
•
•
Social isolation
Difficulties completing homework on time
Being bullied – or bullying?
Poor attendance/late arrival
Tiredness or lack of concentration
Lack of parental interest/engagement e.g. Not attending
parents’ evenings
• Unavailability for school clubs/trips
• Behavioural difficulties
• Academic underachievement

6. School impacts
Age
5-9
10-14
15+
Impact
School medical checks missed; poorer school
attendance/preparation/concentration; restricted
friendships; excessive responsibility for parents/siblings;
more antisocial acts (boys); depression, anxiety, withdrawal
(girls)
Continued poor academic performance; looking after
siblings; early smoking more likely; little parental support;
bullying
Lack of suitable role models; poor educational attainment
may affect long-term life chances

7. Educational impacts
• “At school I would text my mum because I was scared I wasn’t
there to look after her”
• “Everyone seems to be getting others’ advice on University
applications but I don’t want anyone to read mine. I have had
to write about mum’s alcoholism and the homelessness as
part of the extenuating circumstances so I dont want anyone
knowing.”
• “I've recently started University (for the 2nd time) and have
really enjoyed it so far, but it is still really hard sometimes as I
have moved away from home, leaving my mum to deal with
my dad, who's the alcoholic in my family. While it is nice to
have a break from all of it, I still feel really guilty”

8. Why schools?
• May have a window into children’s lives that other
services do not
• Child focused by definition
• Early intervention
• Not necessarily a social care issue
• Provide a safe haven/structured environment
• Protective factors: trusted adults, success outside the
home
• Schools hold a lot of information on children: looked
after, child protection plan, special educational needs
etc

9. Why schools?
• ACMD: ‘No school should assume that none of its children have
drug problems’
• Minister: ‘Ofsted take particular interest in the experiences of more
vulnerable children’
• NICE: ‘schools should ensure teachers and practitioners are trained
to identify and assess the early signs of anxiety [and] emotional
distress’
• Munro report: ‘schools are particularly well placed to notice
children and young people in need of help and to notice where
there are more serious concerns about their safety’
• ACPO/DfE: ‘schools will be alert to behaviour which may indicate
that the child is experiencing difficult home circumstances’

10. How schools can help
•
•
•
•
•
•
•
•
Pattern and structure
Trusted adults
Identified special teachers to talk to
Reassurance – not alone, not to blame, not
betraying anyone by speaking about it
Home visits by school nurses
Somewhere quiet to relax
Support with school work
Access to breakfast/after school clubs, careers
advice, extra-curricular activities

11. Which policies?
Safeguarding/
child
protection
Antibullying
Parental
involvement
Young
carers
PSU
Drugs
PSHE/Drug
Education
Vulnerable/
looked after
children

12. Which staff?
Governors
Named
lead?
Teachers
School
nurses
PSU
DSP for
child
protection
Nonteaching
link
workers
Education
welfare
Head
teachers

13. Further resources
Drug-specific
• STARS
• Al-Anon
• COAP
• NACOA
• Action on Addiction
General
• TES
• NSPCC
• Carers Trust
• Grandparents Plus

14. Get in touch
• @AdfamUK
• @MentorADEPIS
• www.adfam.org.uk
• www.mentor-adepis.org.uk
• o.french@adfam.org.uk
• 020 7553 7640