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 policy applies to all people who provide and support learning in schools and senior secondary schools (colleges) and early learning settings including Child and Family Centres, Early Childhood Intervention Services (ECIS) and child care facilities.
Cette publication est le fruit d’un ouvrage collectif en réponse aux nombreuses interrogations qui interpellent l’ensemble de la communauté scolaire à propos du cannabis.
Este texto pretende ofrecer herramientas para sistematizar las acciones que se llevan a cabo día a día a partir del desarrollo del concepto de prevención integral.
This step-by-step guide is intended to clarify intent and procedures for conducting searches and testing
for drugs on school premises. For parents/guardians and learners, it addresses some of the common questions
and concerns, and outlines their rights and responsibilities.
Choosing the best approach to drug education is a key task for all stakeholders in the field of prevention. This proposal aims to reduce repetition and minimize class disruptions whilst ensuring that effective drug prevention programmes are in place.
Alcohol and drug abuse is a global challenge, which has detrimental effects on the health, wealth and security of nations. Its impact is being felt in schools in South Africa and is compromising the quality of teaching and learning and the safety of learning spaces.
This briefing paper sets out what schools need to know about caffeine use by children and young people. It includes case studies of two schools (primary and secondary) who found that caffeine and energy drinks use was a problem for their pupils and how they addressed this.
When schools and teachers think about ‘drugs’, they may often initially focus on incidents on school grounds and how to respond to them, students at risk of using substances, or perhaps about drug education.
This two-sided briefing paper lists the most important questions that governors should be asking head teachers. 1) How does our PSHE provision match up to Ofsted’s standards? 2) How does our curriculum prepare pupils for the opportunities, responsibilities and experiences of later life?