Quality standards for effective alcohol and drug education
Alcohol and drug education is a statutory part of the science curriculum for schools in England, and this can be built on through the Personal Social and Health Education (PSHE) curriculum.
Alcohol and drug education is a statutory part of the science curriculum for schools in England, and this can be built on through the Personal Social and Health Education (PSHE) curriculum.
This briefing paper is aimed at informing teachers and practitioners involved in the delivery of alcohol and drug education and prevention.
Electronic cigarettes are battery-powered devices designed to deliver nicotine in a toxin-free vapour. These devices generally tend to simulate tobacco smoking.
An effective programme of alcohol and drug education needs to be tailored to meet pupils’ requirements and priorities, meaning that both pupils’ needs and learning processes must be regularly assessed.
The growing popularity of Novel Psychoactive Substances (NPS) is causing wide confusion among the public. This briefing paper is intended to provide basic information for teachers and practitioners willing to include these substances in their alcohol and drug education programme.
When delivering alcohol and drug education in multicultural settings including classrooms, teachers will need to tackle sensitive issues. Not all pupils are comfortable discussing certain topics, and some parents are reluctant to allow their children to explore certain themes.
Adopté le 19 septembre 2013 lors d’un comité interministériel présidé par le Premier ministre en présence de l’ensemble des ministres concernés, le plan gouvernemental de lutte contre les drogues et les conduites addictives définit la stratégie de la France pour les années 2013-2017.
This Report sets out the current context for Social, Personal and Health Education (SPHE) in Chapter Two.
Costa Rica’s School Child and Adolescent Food and Nutrition Programme (PANEA) is an example of a consolidated school feeding programme mostly funded by the central government and managed at school level by School Education Boards.
Today, Bolivia offers an example of a highly decentralised approach to school feeding as there is not yet a national program.