DIOCESE OF MAITLAND NEWCASTLE

POLICY STATEMENT DRUG EDUCATION K-12

1. Rationale Drug use and drug related issues confront most communities at some time and in some way. School communities realise there is a need to provide safe environments for their students, and so, have a role to play in identifying and implementing appropriate preventative drug education programs, and agreed and understood procedures for handling drug use in the school. This Diocesan Drug Education K-12 Policy establishes the framework for the development of a whole school approach in the prevention and intervention of drug related issues. It reflects the Diocesan Vision Statement especially those aspirations that: Promote the active partnership of home, parish and school and recognise the family as the

primary focus of the educational process; Recognise the individuality and dignity of each young person, and foster the development of

each ones unique potential and spirituality; and Develop a challenging authentic and inclusive educational environment that encourages life

long learning. Within the Policy, a drug is defined as: any substance with the exception of food and water, which when taken into the body, alters its function physically and psychologically. This includes all legal and illegal substances.

(World Health Organization) 2. Aims Schools need to respond appropriately by providing educational programs for prevention in relation to issues of drug use and misuse. Each school should develop its own specific policies and procedures reflecting this Diocesan Policy. This policy aims to: 2.1. Provide direction for schools to:

2.1.1 Focus on a harm-minimisation approach* in the development of Drug Education Programs. This includes the promotion of abstinence, prevention of anticipated harm and reduction of actual harm.

2.1.2 Develop teaching and learning strategies in relation to drug-related issues across the curriculum.

Policy Statement Drug Education K-12 ___________________________________________________________________________________________________________

Drug Education K-12 Committee (Helen Notley) 2 February 2004

2.1.3 Develop in students the skills, knowledge and understandings, values and attitudes to

make informed decisions related to drugs and drug use.

2.1.4 Create opportunities for students to develop resiliency skills that will enable them to better cope with change.

2.1.5 Inform students and the school community about the consequences related to drug use and risk taking.

2.1.6 Create opportunities for professional development of teachers.

2.2 Raise awareness within the school community of the need to: 2.2.1 Involve the whole community in the implementation of a drug education program

2.2.2 Access appropriate support services and resources.

*Harm minimisation refers to policies and programs aimed at reducing drug-related harm, including the administering of medicines. Harm minimisation aims to promote better health, social and economic outcomes for both the community and the individual and encompasses a wide range of approaches. Both legal and illegal drugs are targeted. Harm minimisation includes the promotion of abstinence, prevention of anticipated harm and reduction of actual harm. Harm minimisation is consistent with a comprehensive approach to drug-related harm, involving a balance between demand reduction, supply reduction and harm reduction strategies. 3. Implementation This Policy provides the framework for the incorporation of links across the curriculum in teaching programs, school policies, particularly the Diocesan Pastoral Care Policy, and the development of effective partnerships with parents and services in the wider community. 3.1 Personnel In Primary Schools, teachers have responsibility for planning and implementing the drug

education program within the curriculum. In Secondary Schools, Studies Coordinators have responsibility for planning together with the relevant teachers in implementing the drug education program across the curriculum. Student Coordinators and Pastoral Care Workers may deal with students and their families.

The Diocesan Drug Education Adviser is available to inservice and advise staff when

necessary, and is also the focal point for dissemination of information gathered from professional development courses to relevant school staff. Staff from the St Laurence Centre and appropriate community agencies are also available to assist schools.

3.2 Teaching Content Schools are expected to consult the NSW Board of Studies PD/H/PE Syllabuses for the

relevant stages of learning. For Years K-6, it is recommended that the Scope and Sequence for Stages 1-3 (Support

Material) be used for drug education in teaching programs. This would normally cover the strands, Personal Health Choices, Safe Living, and Interpersonal Relationships. Schools may need to supplement material and/or resources to incorporate local issues into programs.

Policy Statement Drug Education K-12 ___________________________________________________________________________________________________________

Drug Education K-12 Committee (Helen Notley) 3 February 2004

For Years 7-10, it is recommended that the Scope and Sequence for Stages 4-5 (Support

Material) be used in drug education teaching programs. This would normally cover the strands, Self and Relationships, and Individual and Community Health. Schools may need to supplement material and/or resources to incorporate local issues into programs.

In Years 11-12, for those students enrolled in PD/H/PE, refer to relevant syllabuses. (Stage 6

Support Material) 3.3 Professional Development As part of State and National drug education strategies, funds are made available on

occasion for the ongoing professional development of teachers. This may include opportunities for staff to attend school-based and external professional development activities that respond to school and staff needs. These will be advertised in the Diocesan Inservice Guide and through other relevant channels. The Drug Education Adviser is also available to assist with professional development.

3.4 Links Across The Curriculum Whilst preventative drug education is provided within the PD/H/PE Syllabus, it is imperative

planning occurs across the whole school curriculum, especially in the areas of Religious Education and Pastoral Care. It needs to incorporate formal and informal components of the curriculum, as well as organisational aspects and various partnerships and services as the following diagram indicates.

Curriculum Teaching & Learning o K-6 and 7-12 PDHPE

Syllabuses o 11-12 Drug Education

Program o Integration across KLAs o K-12 Religion Syllabus

Partnerships & Services o Parent education o Local school community drug

summits o School-based drug education

activities o Links to local area health

services and community agencies o Accessible support services to

cater for a range of needs p14 Adapted f om Guidelines to Support the Development of School-Based Drug Education Policies and Practices

r

School Organisation, Ethos & Environment o School vision and beliefs o Religious dimension o Health promotion and safe

environment o Drug-related policies and other

related topics o School support structure/

counselling/welfare services o Professional development of staff o Liturgy celebrations and

assemblies o Pastoral Care Programs

Policy Statement Drug Education K-12 ___________________________________________________________________________________________________________

Drug Education K-12 Committee (Helen Notley) 4 February 2004

3.5 Procedures It is recommended that: 3.5.1 Schools review current policies and procedures to ensure that drug education is in

accordance with the following Diocesan policies: - Pastoral Care 2003 (incorporating discipline procedures Suspension and

Expulsion and Procedural Fairness) - Critical Incidents 1999

- Privacy 2002 - Child Protection 1999 - Health and Safety 2000 (incorporating overnight camps and excursions) - Administering Medicines 1998 - School Records - Maintaining, Keeping 2002 - Crimes and Inclosed Lands Act 2003

and any other relevant policies and duty of care procedures. 3.5.2 Principals and staff familiarise themselves with the following information from the

Support Material to support the development and implementation of school-based drug education policies and practices:

- When to Involve Police p 7 - Searches p 8 *

- Interviewing Concerned Persons p 9 * Schools are advised to include in enrolment or other documentation/notices, a statement in relation to Searches.

3.5.3 Schools develop a plan, which responds to drug incidents. (p 13 Support Material) 3.5.4 Principals and staff familiarise themselves with local community resources and support

services, for example, the police, Neighbourhood Watch, the Diocesan Drug Education Adviser, the local community health centre and local councils.

3.5.5 Staff model appropriate safe behaviour to students, for example, the storage and

administering of medicines. 3.5.6 Teachers and other supervising adults, whilst at school-related activities, e.g. dances,

excursions, camps, sporting activities, retreats, abstain from and not be under the influence of alcohol, cigarettes, etc.

Note: In the event of a drug offence, that may require the suspension or expulsion of a

student, schools are asked to refer to the procedures in the Di