To take effective action by vigorous law enforcement, accessible treatment and a new emphasis on education and prevention to:

34 Drug education is just as necessary for pupils with special educational needs. Children with learning difficulties may need more help than others in understanding what sorts of behaviour are and are not acceptable and desirable, in resisting peer group pressure and in developing the confidence and skills to resist drugs. Some pupils with special educational needs attending residential schools may be particularly subject to peer group pressure, and may need specific support. Where pupils are taking prescribed medication they will need to distinguish between appropriate and inappropriate drugs.

35 For children and young people who have emotional and behavioural difficulties, alcohol or substance misuse may be among a number of symptoms. The DfE Code of Practice on the Identification and Assessment of Special Educational Needs refers to the need for an LEA to take account of any clear, recorded evidence of substance or alcohol misuse in considering whether a child may need statutory assessment.

Although the Government's overall drugs strategy focuses on illegal drugs only this Circular deals also with tobacco, alcohol, volatile substances (solvents) and other substances whose use or misuse may have harmful effects on the body. Whilst a clear distinction must be maintained between illegal drugs and others, these substances may raise common issues for schools and require some similar teaching approaches; for example, in equipping pupils to be better able to resist peer pressure.’

In the light of ‘Tackling Drugs To Build A Better Britain’ and evidence from practitioners, DfEE has reviewed good practice in drug education in schools and the youth service. When reviewing the planning, provision, monitoring and evaluation of drug education headteachers, the youth service, LEAs and others should take into account the following points:

Headteachers and schools

drug education works best as part of a wider personal, social and health education programme. Successful programmes convey both knowledge and skills, particularly social skills, with the aim of enabling informed choice;

the teacher’s role is central. Drug education programmes in school are the schools’ responsibility. External help, for example such as outside visitors can be useful but this is not a substitute for a comprehensive drug education programme. Where visitors are used, schools should ensure that the participants are properly briefed, and that their contribution is carefully integrated into the programme, monitored and evaluated;

drug education should begin at primary school using messages appropriate to the child’s age and experience. Drug education is most effective when it starts from what pupils know and builds on this in a structured, coherent way throughout their school career;

all schools, including pupil referral units, should have drug education policies. Schools benefit from the process of consulting, considering and drawing up a drug education policy which also covers handling drug-related incidents. This should form part of a whole school approach to health issues and education;

schools and youth services should consult a wide range of interested groups in drawing up their drug education programmes and policies. Parents, governors, pupils, the police, specialist agencies and LEAs all have a role. Schools and youth workers should make contact with their local Drug Action Team (DAT) or Drug Reference Group (DRG) to ensure that the school’s policy is in line with their area’s anti-drugs strategy;

training and support for school staff and youth workers is vital. The main route for this will be through in-service training. The DfEE Standards Fund currently supports some £7m of expenditure per year on drug education, including training;

Youth services

youth services need to be clear about the appropriate response to young people. Harm minimisation programmes are likely to be the most effective approach;

youth services need written policies, guidelines and up to date training on drug education. They need clear procedures for dealing with drug-related incidents, including information on legal matters;

LEAs

LEAs should encourage and facilitate co-ordination between schools. They should also encourage schools to evaluate their own programmes and policies and set targets;

the Government encourages LEAs to take into account drug education and prevention in planning their wider strategy. LEAs should consider the problem of drug misuse in their area and the role of drug education in developing behaviour support plans, discipline policy and education development plans. LEAs should encourage schools to develop alternative approaches to managing behaviour with the aim of reducing the numbers of drug-related exclusions;