DromoreHigh School / Drugs Education Policy

DROMORE HIGH SCHOOL

POLICY AND VISION:

To promote a safe and caring

environment for all pupils

1Rationale:

A Drug is any substance which, when taken has the effect of altering the way a person behaves, feels, sees or thinks. Drugs include alcohol and tobacco, ‘over the counter’ medicines such as paracetamol, prescribed drugs such as antibiotics to treat infection, volatile substances such as glues, correcting fluids/thinners, gas lighter fuel, aerosols and petrol and illegal drugs such as cannabis, LSD, Ecstasy, amphetamine sulphate (speed) and processed magic mushrooms.

Any incident involving any such substances as detailed above shall be defined as a drug-related incident.

In DromoreHigh School we recognise drugs and their use are an integral part of the youth culture and accordingly must be regarded as an important school and community issue. Dealing meaningfully with drugs and drug- related issues involves the whole school community including teaching and other staff, governors, parents, pupils and the relevant support agencies.

The school condemns and prohibits the unlawful possession, use of and dealing in drugs and drug related substances. Such activities would be subjectto disciplinary procedures which may extend to suspension and expulsion. It must also be stressed that under current legislation the school may be obliged to involve the police.

To this end we aim to create a positive school ethos, with the emphasis placed on the personal responsibility of the individual in making informed decisions about the use of drugs within the context of a healthy lifestyle. Drugs education is taught in the context of a comprehensive PD Programme which will contribute to equipping the pupils with the skills to manage their lives effectively and prepare them for adulthood and responsible citizenship.

2Educational Aims and Objectives:

The aim of our drugs education programme is to reduce the acceptability and availability of drugs to young people and to reduce the health risks and other harm resulting from drug misuse.

Our Drugs Education programme aims:-

1.to promote the health and well-being of our pupils i.e. a healthy lifestyle where those who are likely to have no experience of drugs should maintain this position, those who do experiment should resist further use and those who use drugs regularly will be made aware of sources of help and be encouraged to stop;

2.to provide pupils with accurate and up-to-date information on drugs and their effects on health, and on the risks and legal aspects of drug taking so that they can make informed decisions in relation to drugs;

3.to introduce opportunities to enhance the young people’s self-respect, personal competence and self-esteem so that they can resist peer pressure and being forced into the use of drugs;

4.to minimise the number of young people who ever engage in drug misuse;

5.to seek to minimise the risks that users and potential users face;

6.to identify sources of appropriate personal support for those who experiment or regularly misuse substances.

Policy into Practice:

3.The Organisation and Management of the Drugs Education Programme:

Drugs education is taught in the context of a comprehensive PD programme. This model for delivery gives drugs education an explicit place in the curriculum and facilitates progression and continuity. The skills and concepts follow an educational spiral through years 8, 9, 10, 11 and 12. The programme not only deals with decision-making and developing positive attitudes but slots in drug education at the appropriate levels.

In key Stage 3 (Years 8-10) the responsibility for delivery of the PD programme and hence drugs education lies with the PD Core team (Years 8 and 9) and the registration teachers (Year 10). Accurate and up-to-date information regarding alcohol, tobacco and volatile substances is dealt with.

In key Stage 4 (Years 11 and 12) drugs education is delivered in the PD strand of the Learning for Life and Work programme. Skills regarding decision making and assertiveness are involved along with factual knowledge of legal and illegal substances and their effects.

However drugs education is a whole curriculum issue and so key messages are reinforced in several other subjects e.g.

-Science-biological facts, health and safety.

-English/Drama - communication, inter-personal skills, role play and relevant issues.

-R.E.-moral and social issues.

-Technology-safety, hazards and risks of volatile substances.

-P.E.-positive attitudes to health.

Home Economics -health, safety, nutrition and hygiene.

4.Supports and Structures:

(i)Roles and Responsibilities of staff:

Every member of staff is committed to promoting the drugs education programme within the school and each teacher is responsible for promoting drug awareness, when appropriate, within his/her subject.

The designated teacher with responsibility for drug issues is the V.P. for pastoral care. Duties of this teacher include the co-ordination of the school’s procedures for handling instances of suspected drug misuse. The designated teacher also acts as a contact point for outside agencies who may have to work with the school or with the young person or young people concerned.

The co-ordinator for the drugs education programme is the PD co-ordinator. Duties include an oversight and co-ordination of the planning of curricular provision, in compliance with the statutory requirements, along with liaison with other staff responsible for pastoral care.

(ii)Support Mechanisms:

Where a pupil has been identified as having experimented with illegal drugs, or at risk of doing so, he or she will be offered appropriate counselling and support within the school’s general arrangements for the pastoral care of it’s pupils.

In addition to this internal support, the Education Welfare Service, local Healthand Social Services and the local Police all have a part to play in supporting schools’ efforts.

Confidentiality:

Where a pupil discloses to a teacher or other member of staff that he or she is taking drugs, the staff member should make it clear to the pupil that he or she can offer no guarantee of confidentialitygiven the seriousness of drug misuse. The staff member must inform the designated teacher of the disclosure.

5.Safety In the School

(i)The storage of potentially harmful substances:

The Head of Science is responsible for seeing that all potentially harmful substances used in the science department are safely stored. Any teacher who uses potentially harmful substances in class is responsible for the supervision of pupils in the class.

The caretaker is responsible for ensuring that all potentially harmful substances used in school are safely stored.

(ii)Volatile substances

All staff have a responsibility for the health and safety of pupils and must be aware of the dangers of volatile substance misuse.

Volatile substance misuse, commonly known as ‘glue sniffing’ or ‘solvent misuse’, refers to the deliberate inhalation of a gas or the vapour produced by a substance for its intoxicating effect. It carries a distinctive and worrying risk of sudden death even on first use. Volatile substances include adhesives, aerosols, tippex, marker pens etc.

(iii)Medication

When parents request that medication should be administered to their child at school, this request must be in writing to the Principal. All medication must be locked in a cupboard in the general office

6.Procedures for the Management of Drug Related Incidents on School Premises:

A.In Suspected Cases of Drug Misuse needing immediate response:

1.Stay calm.

2.If a pupil is ill or collapses they should be removed to hospital by ambulance [see appendix 1 + appendix 2].

3.Headmaster informed.

4.Headmaster informs parents.

5.If school ascertains that the problem was caused by drug misuse, Headmaster to inform local police.

6.Teacher(s) to investigate and write a brief, factual report on the incident to include such details at dates/times/location/witnesses.

7.In the light of the report, Headmaster should take further action in line with the school’s policy on discipline.

8.Headmaster informs SELB.

9.Headmaster informs Chairman of Board of Governors.

10.Headmaster deals with any media involvement.

B.In suspected cases of Drug Misuse where there is no immediate danger [i.e. no physical danger or suspected presence of drugs on a pupil]

This situation may arise where a teacher(s) notice signs and symptoms of drugmisuse in their classrooms [see appendix 3 + appendix 4] or where a teacher or other member of staff receives what they consider to be reasonable information or allegations relating to a pupil misusing drugs.

1.Teacher informs Headmaster.

2.Headmaster informs local RUC Juvenile Liaison Officer [in the presence of the designated teacher to ensure legal responsibilities are covered.]

3.Police will then investigate the allegations.

C.Response to suspected possession or dealing of drugs on the school premises:

1.Stay calm.

2.Where possible, conduct a search:

  • Where pupils are suspected of concealing controlled drugs on their persons or in their personal belongings, every effort should be made to secure the voluntary production of any unlawful substances e.g. by asking them to turn out their pockets or schoolbags. If the pupil refuses, the police should be called in to deal with the situation.
  • Physical searches should never be made by a member of staff
  • A search of a pupil’s personal belongings, including schoolbag or coat, should be made only with the pupil’s consent and in his or her presence and that of another adult witness.
  • A teacher may search a pupil’s locker if he/she has reasonable cause to believe it contains unlawful items, including controlled drugs. Such a search should be made in the presence of the pupil and another adult witness.

3.Take possession of any suspected Controlled Drug:

The teacher should take the suspected drug and any associated equipment as soon as possible to the Headmaster or designated teacher, who should arrange for its safe storage until it can be handed over to the local police to identify whether or not it is a controlled drug. Teachers never should attempt to analyse or taste an unidentified substance.

4.Attempt to detain the pupil:

A teacher may detain a pupil using reasonable means, until the police arrive, where there are reasonable grounds to suspect that an arrestable offence is being committed. Another adult witness should be present in the room. Duress should never be used.

5.Headmaster informs the local police and parents.

6.The teacher should record the time, place, date and circumstances of removal or confiscation of the suspected controlled drug.

7.Headmaster informs SELB.

8.Headmaster informs Chairman of Board of Governors.

Disciplinary Measures:

The school will consider each drug-related incident individually and recognises that a variety of responses will be necessary to deal with incidents. The school will consider very carefully the implications of any action it may take. We will seek to balance the interests of the pupil involved, the other school members and the local community. Permanent exclusion is seen as a last resort as it may only transfer the problem.

Handling the Media.

All enquiries from the media should be referred only to the Headmaster.

In responding to the media:-

  • the privacy of any pupil and his/her family is respected
  • statements are short, factual and without elaboration
  • positive statements are made
  • concluding statements are reassuring, and restate that the incident has been managed effectively.

7.Training and Information

It is important that all members of staff, both teaching and non-teaching, are familiar with the procedures for dealing with incidents relating to drugs. This is achieved through meetings e.g. with teaching staff, cleaning staff. Teachers are released for in-service training on drug-related issues.

The school encourages parental involvement and this opportunity is provided by newsletters and circulars sent home to parents and through evenings where the school shares with parents the philosophy and aims of many of its policies including drugs education. Parents are actively involved should any incident occur.

8.Policy Review and Evaluation

The implementation and maintenance of this policy will be monitored on a regular basis. As a result the policy will be reviewed and evaluated at regular intervals to ensure its effectiveness to changing circumstances and trends in drug use.

Policies plans/pastoral / 1

APPENDIX 1

EMERGENCY ACTION

Policies plans/pastoral / 1

Appendix 2

Recognising Drug Usage

Recognising drug use

[Reproduced from ‘Illicit dug Use in Northern Ireland - A Handbook for Professionals’ designed and produced by the Health Promotion Agency for Northern Ireland - January 1996 pages 18 - 22 Section 4]

The recognition of current drug use is a major issue for many professionals who work with young people. Ther is also the issue of identifying those young people who may be at increased risk of illicit drug use.

This can be divided into four areas:

  • physical signs;
  • behavioural signs;
  • discovering drug taking paraphernalia;
  • risk factor analysis.

Physical signs

These can differ depending on the type of drug taken, for example, a stimulant or hallucinogenic. Below are some of the physical signs related to those drugs used illicitly in Northern Ireland. There is also information concerning heroin.

Stimulant drugs [amphetamines, butyl nitrite, cocaine] can bring about:

  • increased pulse rate;
  • increased blood pressure;
  • agitation;
  • lack of coherent speech or talkativeness;
  • dilated pupils;
  • loss of appetite;
  • damage to nasal passages [tendency to sniff];
  • increased tendency to go to the toilet;
  • mouth ulcers;
  • fatigue after use.

Ecstasy

Ecstasy is sometimes referred to as an hallucinogenic stimulant. Its ‘effects’ will therefore include those listed for stimulants.

In addition it can cause:

  • increased temperature;
  • perhaps excessive sweating;
  • very dry mouth and throat;
  • jerky, uncoordinated movements;
  • clenched jaws;
  • occasional nausea when first used;
  • fatigue after use, but also possibly some anxiety, depression and muscle pain.

Hallucinogens [LSD, magic mushrooms]

Effects can very depending on nature of experience. They include:

  • relaxed behaviour;
  • agitated behaviour;
  • dilation of pupils;
  • uncoordinated movements.

Appendix 2 contd

Cannabis

Cannabis can have the effect of a depressant or mild hallucinogen, depending on the amount taken and situational factors. The effects of taking cannabis include:

  • tendency to laugh easily;
  • becoming talkative;
  • more relaxed behaviour;
  • reddening of eyes;
  • hunger.

If the drug is smoked, it produces a distinctive sweet smell.

Heroin

Heroin acts as a depressant. The effects of taking heroin include:

  • slowing down of breathing and heart-rate;
  • suppression of cough reflex;
  • increase in size of certain blood vessels;
  • itchy skin;
  • runny nose;
  • lowering of body temperature;
  • sweating.

Solvents

Solvents include glues, butane gas refills, aerosols, typewriting correcting fluids and thinners.

Signs of solvent misuse include:

  • usual signs of intoxication;
  • possible odour on clothes and breath;
  • if using glue, redness around mouth and nose;
  • a cough;
  • possible stains on clothing, etc., depending on type of solvent used.

Behavioural signs

Drug use can often result in behavioural changes and to recognise them demands some prior knowledge of the person in order that an accurate comparison can be made.

Such changes can be both obvious or very subtle and may be due to some other reason totally unconnected with drug use.

Signs can include:

  • efforts to hide drug use through lying, evasiveness and secretive behaviour;
  • unsatisfactory reasons for unexpected absences or broken promises;
  • more time spent away from home;
  • changes in friendships;
  • changes in priorities, including less concern with school work, training scheme or paid employment, less care of personal appearance, non-attendance at club or usual recreational/leisure haunts;
  • efforts to get money for drug use, ranging from saving dinner or allowance money, borrowing from friends and relatives and selling own possessions, stealing from friends and home and involvement in petty crime;
  • secretive telephone calls.

Appendix 2 contd

Other possible signs include:

  • being very knowledgeable about drugs and the local drug scene;
  • a defensive attitude towards drugs and drug taking;
  • unusual outbreaks of temper;
  • absence from school, training scheme, college or work on days following attendance at discos/raves etc;
  • poor performance at school, work scheme or college.

These signs may often only become apparent in people who are using drugs on a regular basis. It can be difficult to see such signs in the experimental or casual drug user.

Drug-taking paraphernalia

[items used for drug use]

Such objects which may indicate drug use include:

  • small bottles, pill boxes;
  • twists of paper;
  • cigarette lighters;
  • spent matches;
  • aerosols, butane gas refills;
  • cigarette papers;
  • roaches [ends of rolled-up cigarettes];
  • the drugs themselves.

Policies plans/pastoral / 1

Appendix 3

DRUG OR SOLVENT MUSUSE: RECOGNISING THE SIGNS

[Reproduced from DfE Welsh Office Booklet, “Drug Misuse and the Young - A Guide for the Education Service”, 1992]

The signs listed in Tables 1 and 2 may indicate that individuals or groups of young people are misusing drugs. Their presence alone is not conclusive proof of drug or solvent misuse: many of them are a normal part of adolescence, but the presence of several signs together may point to a need for greater vigilance. Table 3 lists equipment which, if found in certain circumstances, might also give grounds for concern.