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School, Agency, Ministry Drug Policies (HS)
This initial or rough draft of a summary (formatted in an Handbook Section format) has been started by the International School Health Network from a previous Canadian project. Visitors to and members of this wiki-based web site are welcome to edit the draft (using the Easy Edit" tool found at the top of the page or to comment on the draft by using the "thread" tool found at the bottom of the page. (All previous versions of this page are automatically saved by the system, so don't hesitate to edit this page). Eventually, when time and resources permit, this initial draft will be formatted in accordance with the outline for glossary terms, encyclopedia entries and handbook sections used in this knowledge exchange program for health,safety, educational and social development interventions.
This summary has been prepared from a School, Agency and Ministry Policy Resource published by the Canadian Association for School Health.
School health policies provide an essential part of the comprehensive framework that guides schools and agencies in planning, implementing and evaluating their efforts to promote health. While such policies may or may not have an impact by their existence alone, the guidance, direction, roles and new or existing resources assigned by virtue of the policy statements will definitely have the potential for influencing student behaviours and conditions in the school community that will enhance or hinder health.
While some school and agency policies are specifically on school health promotion, many of these policies will be a part of other policies addressing other issues and mandates. For example, the role of public health nurses in schools may be part of a mission or mandate policy for local health authorities on health promotion/public health.
In other cases, the health aspect may not be explicitly understood. For example, a school board policy on school improvement may address school climate/ethos but not necessarily be considered as a “health” issue.
The term “policy” is most commonly understood to be a written statement, law or by-law, sometimes accompanied by a set of regulations, rules or procedures that is adopted by an elected or appointed governing body that is accountable to a community or constituency. Examples of this sort of policy include what to do in the event of a fire in the school, or expectations about appropriate behaviour for students or teachers.
However, not all “policy” is about regulations, rules and procedures. The term “policy” can also refer to a set of decisions and actions, or statements of intended action. At the federal or state/provincial government level, an example of this might be to increase the focus on literacy in schools for the education sector, or to increase spending on youth suicide prevention in the health sector. Often, these government policies are expressed in position papers, declarations, inter-ministry agreements or protocols, laws, regulations, directives, mission statements, job descriptions, written descriptions of ongoing programs or guidelines for professional practices or similar documents.
Policies are written documents that identify and describe an issue within the purview of the school, health authority or agency, that promote a clear set of school or agency goals and achievable objectives, describe how resources and roles will be changed or added to achieve those outcomes and establish, reinforce encourage norms or practices regarding the health of students, staff, parents or the community.
Having a policy on substance abuse and other addictions will require that the school board, local agencies and ministries review and update their policies in several other areas. These include related health and social issues such as mental health, injury prevention and tobacco use as well as its policies on various elements of the comprehensive school health approach such as mandatory topics for health instruction, services for students needing treatment and peer helper programs. Incorporating SA prevention aspects into these existing policies will help to develop a comprehensive, whole child, whole school, whole community approach.
Better Practices in School, Agency and Ministry Policy
The essential better practices messages of this resource are
This project drew from several sources in preparing this resource and has identified this advice from credible organizations around the world:
Related Health and Social Issues
The various elements or components of a comprehensive, coordinated and whole school strategies for health promotion can address several health issues. However, some of these elements are particularly effective or relevant to preventing substance abuse.
This summary has been prepared from a School, Agency and Ministry Policy Resource published by the Canadian Association for School Health.
School, Agency & Ministry Policies on Substance Abuse
School health policies provide an essential part of the comprehensive framework that guides schools and agencies in planning, implementing and evaluating their efforts to promote health. While such policies may or may not have an impact by their existence alone, the guidance, direction, roles and new or existing resources assigned by virtue of the policy statements will definitely have the potential for influencing student behaviours and conditions in the school community that will enhance or hinder health.
While some school and agency policies are specifically on school health promotion, many of these policies will be a part of other policies addressing other issues and mandates. For example, the role of public health nurses in schools may be part of a mission or mandate policy for local health authorities on health promotion/public health.
In other cases, the health aspect may not be explicitly understood. For example, a school board policy on school improvement may address school climate/ethos but not necessarily be considered as a “health” issue.
The term “policy” is most commonly understood to be a written statement, law or by-law, sometimes accompanied by a set of regulations, rules or procedures that is adopted by an elected or appointed governing body that is accountable to a community or constituency. Examples of this sort of policy include what to do in the event of a fire in the school, or expectations about appropriate behaviour for students or teachers.
However, not all “policy” is about regulations, rules and procedures. The term “policy” can also refer to a set of decisions and actions, or statements of intended action. At the federal or state/provincial government level, an example of this might be to increase the focus on literacy in schools for the education sector, or to increase spending on youth suicide prevention in the health sector. Often, these government policies are expressed in position papers, declarations, inter-ministry agreements or protocols, laws, regulations, directives, mission statements, job descriptions, written descriptions of ongoing programs or guidelines for professional practices or similar documents.
Policies are written documents that identify and describe an issue within the purview of the school, health authority or agency, that promote a clear set of school or agency goals and achievable objectives, describe how resources and roles will be changed or added to achieve those outcomes and establish, reinforce encourage norms or practices regarding the health of students, staff, parents or the community.
Having a policy on substance abuse and other addictions will require that the school board, local agencies and ministries review and update their policies in several other areas. These include related health and social issues such as mental health, injury prevention and tobacco use as well as its policies on various elements of the comprehensive school health approach such as mandatory topics for health instruction, services for students needing treatment and peer helper programs. Incorporating SA prevention aspects into these existing policies will help to develop a comprehensive, whole child, whole school, whole community approach.
Better Practices in School, Agency and Ministry Policy
The essential better practices messages of this resource are
- A wide range of school/youth related policies need to be established by health, addictions, law enforcement ministries as well as the school system in order to guide the development of a comprehensive approach to prevention.
- School and agency policy-making should follow a cyclical, action-oriented approach to the adoption, implementation and ongoing evaluation of policy interventions.
- Policy should be established to address a number of specific questions/issues related to substance abuse but many other policies related to youth development, health and education need to be revised as well.
This project drew from several sources in preparing this resource and has identified this advice from credible organizations around the world:
- Good/promising practice Improve and/or promote the legal framework in each country for development of a national school-based prevention strategy. (CICAD, Organization of American States)
- Good/promising practice Develop a national school-based prevention policy that expresses a regional, municipal, and local characteristic at each educational facility. (CICAD, Organization of American States)
- Good/promising practice Adopt at each educational facility a policy that includes programs and measures that encourage the development of attitudes, values, and skills committed to healthy, anti-drug lifestyle. (CICAD, Organization of American States)
- Good/promising practice Policies and procedures for managing drug-related incidents at schools should be collaboratively developed and widely publicized in order to elicit a positive response (UN Office on Drugs & Crime)
- Some responses to drug use may marginalize and stigmatize students. Detection of drug use with a solely punitive outcome is not a productive strategy unless the health and safety of the school community is being compromised and could alienate students at risk from the only place where individuals and activities can support their efforts to change. (UN Office on Drugs & Crime)
- Good/promising practice Strategies for ensuring that all members of the school community contribute to and support school policies and procedures for dealing with drug matters. (UN Office on Drugs & Crime)
- Good/promising practice Policies and procedures for dealing with drug incidents that consider the student’s whole life and the degree to which he or she is in control of his or her actions and decisions (UN Office on Drugs & Crime)
Related Health and Social Issues
- Mental Health: Young people (and adults) with mental health problems or illnesses can seek to alleviate these problems through “self-medicating” by using substances in a problematic way. This can include issues such as bereavement or divorce, depression or anxiety and more. Consequently, it is not surprising that many health systems have grouped these two issues together when organizing health services and programs.
- Injuries and Accidents While Impaired; Injuries and accidents represent one of the many “harms” that can be encountered through substance abuse. It is not surprising that many public campaigns seek to reduce that harm through campaigns about driving under the influence of alcohol or drugs.
- Tobacco Use: While there is some debate about tobacco being a “gateway” or cause to using other drugs, there is no question that tobacco use is correlated with earlier use of alcohol, dropping out of school and other risk behaviours.
- Youth Crime/Delinquency and Truancy: Criminal behaviour, especially theft and breaking/entering is also strongly correlated with drug use as young people (and adults) seek to pay for their drugs, alcohol and tobacco through crime. Antecedent or developing forms of criminal behaviour such as delinquency and truancy need to be addressed as well.
- Risky Sexual Activity: Earlier or higher risk sexual behaviours are also associated with substance abuse. Harm reduction messages about making decisions about sex while under the influence if substances need to be part of sexual health education. Similarly, social consequences, such as pregnancy or STI’s can be included in messages about substance abuse.
The various elements or components of a comprehensive, coordinated and whole school strategies for health promotion can address several health issues. However, some of these elements are particularly effective or relevant to preventing substance abuse.
- Peer Helper Programs: The use of trained peer helpers who can identify students at risk and help steer them to other sources of professional, social or adult support has a long tradition in substance abuse prevention and should be considered in the development of SA prevention policies.
- School Discipline Policies: School rules for student conduct and enforcement of those rules is another key area for consideration. In particular, specific aspects or approaches such as alternatives to suspension, zero tolerance policies, justice diversion programs and restorative justice approaches need to be examined ine the light of the best available evidence.
- Student Health Services
- Your substance abuse prevention policy should also include provisions for identifying and referring students, for delivering brief counselling interventions by trained regular staff and for coordinating school programs and procedures with treatment and re-integration programs provided by clinics, hospitals and other professionals.
- Drug Education within Health/Personal-Social Education: The policies guiding the delivery of health education programs will need to be reviewed as well to ensure that the instructional objectives, teaching methods and materials are appropriate.
- Inter-Agency Coordination: Substance abuse provisions will need to be part of inter-ministry, inter-agency and inter-professional agreements and protocols. Consequently, these policies will need to be reviewed when developing your SP prevention policy.
- Safe and Healthy Communities: Schools, police departments housing authorities, municipalities, employment and other agencies need to position their school-related policies within a community-wide approach to policing, social development and community economic development.
- Employee Wellness Policies: Comprehensive substance abuse prevention policies will also consider the health and treatment of employees. Consequently, these policies need to be reviewed in the development of your SA prevention policy.
- Parent Involvement: Informing parents about incidents involving their children, educating parents about drugs and supporting parents when dealing with drug use by their children are all topics that need to be considered as part of the organizations’ policies on parent involvement.
- After School Programs: Proving young people with interesting and attractive programs after school is another key intervention that should be considered when developing school, agency and ministry policies
- a description of their overall philosophy/approach, including issues such as the relationship to educational achievement, legal as well as illegal substances, strength-based approaches, zero tolerance/harm reduction, community safety, social and economic development
- the mission of their organization and roles of their personnel/service delivery units
- the connection between their SA programs and those covering related issues such as mental health, crime/delinquency, youth development, school dropouts and more
- the intended outputs, minimum service levels and the role of their organization/personnel in delivering or supporting drug education, including curriculum, teacher qualifications, use of external speakers, role of police and other professionals in teaching etc
- the intended outputs, minimum service levels and the role of their organization/personnel in delivering or supporting relevant student, health, social, family and other services, including services for FASD/ADHD youth, school cooperation in treatment/rehabilitation, confidentiality, student ande employee assistance programs, roles of guidance counsellors, nurses and police in early identification and more
- the intended outputs, defined levels of support and role of their organization in delivering or supporting social support programs, including student conduct/school discipline, informing parents about incidents, dry grads, adult use of alcohol or tobacco at events on school premises, peer helper programs, mentoring programs, after school programs and more
- the intended outputs, defined levels of support and the role of their organization/personnel in ensuring a safe physical environment, including excluding drug dealers from schools, searches of lockers, drug testing, safe routes to school, other security measures
- the intended outputs and support for capacity building and sustainability, including coordinated policy, designated coordinators, informal and formal mechanisms for cooperation, workforce development, knowledge exchange, linkage with school improvement and accountability systems, monitoring and reporting procedures, and more
- the intended process for communicating the policy and adjusting the system/agency for institutionalizing the policies, including a communication plan, ongoing consultations about the policy, selection or use of a systems change model and evidence-based implementation plan, plan to develop internal staff, student and parent leadership etc
School, Agency, Ministry Substance Abuse Policies and Roles
| Policy Question/Issue | National Research/Knowledge Agencies, Federal Departments | Provincial/Territorial Health, Education, Other Ministries Professional Associations with Regulatory Authority | Local Health Authorities, School Boards, Other Agencies | Local Schools, Clinics, Health/Other Professionals |
| A. Describe overall philosophy, goals for youth development, SA prevention, referrals/support for treatment, etc 1. describe organization’s understanding of relationship between substance use and educational achievement, overall health, youth crime and positive youth development 2. describe organization’s position on substances and addictions including alcohol, tobacco, gambling, medications, inhalants as well as marijuana,. binge drinking (not only illicit hard drugs) 3. describe organizations position on strength-based approaches, assets vs deficits, youth development, resilience, connectedness etc 4. describe organizations position on issues such as Zero Tolerance/ Harm Reduction/ Restorative Justice - | National/Federal Research/Knowledge Agencies A1, A2, A3, A4 Federal Health, A1, A2, A3, A4 Law Enforcement, A1, A2, A3, A4 Other Departments A1, A2, A3, A4 | Health Ministries (Includes public health, addi8ctions and mental health divisions) A1, A2, A3, A4 Education Ministries A1, A2, A3, A4 Law Enforcement Ministry A1, A2, A3, A4 Other Ministries A1, A2, A3, A4 Self-regulated Professions (Physicians, psychologists) A1, A2, A3, A4 | Local agency responsible for addiction services, MH services A1, A2, A3, A4 Local Health Authority A1, A2, A3, A4 Local School Board A1, A2, A3, A4 Police Department A1, A2, A3, A4 Municipality A1, A2, A3, A4 Other local Agencies A1, A2, A3, A4 | Local Health Clinic/Hospital/ A1, A2, A3, A4 Public Health Staff A1, A2, A3, A4 School/School Staff A1, A2, A3, A4 Police Officer A1, A2, A3, A4 Mental Health Professionals A1, A2, A3, A4 Other Professionals A1, A2, A3, A4 |
| B. Describe mission of their organization re SA Prevention 1. Define role, goals for their agency, working with others 2. Define promotion, prevention, assistance and reintehration goals (Also defined as universal, targeted and indicated or primary/secoindary. Tertiary prevention) 3. Require comprehensive approach (multi-0ssue, multi-level), coordinated school-agency programs, whole school strategy | National/Federal Research/Knowledge Agencies B1, B2, Federal Health, B1, B2, B3 Law Enforcement, B1, B2, B3 Other Departments B1, B2, B3 | Health Ministries (Includes public health, addi8ctions and mental health divisions) B1, B2, B3 Education Ministries B1, B2, B3 Law Enforcement Ministries B1, B2, B3 Other Ministries B1, B2, B3 Self-regulated Professions (Physicians, psychologists) B1, B2 | Local agency responsible for addiction services, MH services B1, B2, B3 Local Health Authority B1, B2, B3 Local School Board B1, B2, B3 Police Department B1, B2, B3 Municipality B1, B2, B3 Other local Agencies B1, B2, B3 | Local Health Clinic/Hospital/ B1, B2 Public Health Staff B1, B2 School/School Staff B1, B2 Police Officer B1, B2 Mental Health Professionals B1, B2 Other Professionals B1, B2 |
C. Define Relationship of SA to Other Issues
| National/Federal Research/Knowledge Agencies C 1-8 Federal Health, C1, C2, C3, C4 Law Enforcement, C3, C5, C7, C8 Other Departments | Health Ministries (Includes public health, addi8ctions and mental health divisions) C1, C2, C4, C8 Education Ministries C1, C2, C3, C4, C5, C6, C7, C8 Law Enforcement Ministries C3, C5, C7, C8 Other Ministries Self-regulated Professions (Physicians, psychologists) (Dependent on Profession) | Local agency responsible for addiction services, MH services C1, C2 Local Health Authority C1, C2, C4, C8 Local School Board C1, C2, C3, C4, C5, C6, C7, C8 Police Department C3, C5, C7, C8 Municipality C1, C3, C4, C8 Other local Agencies | Local Health Clinic/Hospital/ C1, Public Health Staff C1, C2, C4, C8 School/School Staff C1, C2, C3, C4, C5, C6, C7, C8 Police Officer C3, C5, C7, C8 Mental Health Professionals C1 Other Professionals |
D. Define framework and outputs from Instruction
| National/Federal Research/Knowledge Agencies Federal Health, Law Enforcement, Other Departments D1, D2, | Health Ministries (Includes public health, addi8ctions and mental health divisions) D6 Education Ministries D1, D2, D3, D4, D5, D6 Law Enforcement Ministries D6 Other Ministries D1, D2, D6 Self-regulated Professions (Physicians, psychologists) D1, | Local agency responsible for addiction services, MH services D6 Local Health Authority D6 Local School Board D1, D2, D3, D4, D5, D6 Police Department Municipality Other local Agencies D1, D2 | Local Health Clinic/Hospital/ Public Health Staff School/School Staff D1,D2, D3, D4, D5, D6 Police Officer Mental Health Professionals D1, D2 Other Professionals D1 |
E. Define Minimum Service Levels and Guidelines for:
| National/Federal Research/Knowledge Agencies E4, Federal Health, E1, E4, E9 Law Enforcement, E4,E5, D10 Other Departments | Health Ministries (Includes public health, addi8ctions and mental health divisions) E1,E2, E3, E4, E5,E9, E14 Education Ministries E1, E2, E3, E5,E6, E7, E8, E14 Law Enforcement Ministries E2, E3, E4, E5, D10 Other Ministries E1, E2, E11, E12, E13 Self-regulated Professions (Physicians, psychologists) E1, E3, E4, | Local agency responsible for addiction services, MH services E1, E2, E3, E4, E5, E9 Local Health Authority E1, E2, E3, E4, E5, E9, E14 Local School Board E1, E2, E3, E4, E5, E6, E7, E8, E14 Police Department E3, E4, E5, D10 Municipality E5, Other local Agencies E3, E11, E12, E13 | Local Health Clinic/Hospital/ E1, E3, E4, E5,E9, Public Health Staff E1, E3, E4, E5, E9 School/School Staff E3, E5, E6, E7, E8 Police Officer E3, E4, E5, D10 Mental Health Professionals E3, E5, Other Professionals E3, E11, E12, E13 |
F. Define and describe acceptable or recommended interventions to provide social support for SA prevention:
| National/Federal Research/Knowledge Agencies Federal Health, F10, F12, F14 Law Enforcement, F12 Other Departments | Health Ministries (Includes public health, addi8ctions and mental health divisions) F10, F12, F14 Education Ministries F1, F2, F3, F4, F5, F6, F7, F8, F9, F10, F11, F12, F13, F14 Law Enforcement Ministries F12 Other Ministries Self-regulated Professions (Physicians, psychologists) | Local agency responsible for addiction services, MH services F10, F12, F14 Local Health Authority F10, F12, F14 Local School Board F1, F2, F3, F4, F5, F6, F7, F8, F9, F10, F11, F12, F13, F14 Police Department F12 Municipality F12 Other local Agencies | Local Health Clinic/Hospital/ Public Health Staff School/School Staff F1, F2, F3, F4, F5, F6, F7, F8, F9, F10, F11, F12, F13, F14 Police Officer Mental Health Professionals Other Professionals |
G. Define minimum requirements for a safe physical environment:
| National/Federal Research/Knowledge Agencies Federal Health, Law Enforcement, Other Departments | Health Ministries (Includes public health, addi8ctions and mental health divisions) Education Ministries F1, F2, F3, F4, F5 Law Enforcement Ministries F1, F2, F3, F4, F5 Other Ministries Self-regulated Professions (Physicians, psychologists) | Local agency responsible for addiction services, MH services Local Health Authority Local School Board F1, F2, F3, F4, F5 Police Department F1, F2, F3, F4, F5 Municipality Other local Agencies | Local Health Clinic/Hospital/ Public Health Staff School/School Staff F1, F2, F3, F4, F5 Police Officer F1, F2, F3, F4, F5 Mental Health Professionals Other Professionals |
H. Define minimum standards for systems capacity and coordination:
| National/Federal Research/Knowledge Agencies H1`, H2, H3, H4, H6, H10, H11, H12 Federal Health, H1`, H2, H3, H4, H6, H10, H11, H12 Law Enforcement, H1`, H2, H3, H4, H6, H10, H11, H12 Other Departments H1`, H2, H3, H4, H6, H10, H11, H12 | Health Ministries (Includes public health, addi8ctions and mental health divisions) H1`, H2, H3, H4, H6, H10, H11, H12 Education Ministries H1`, H2, H3, H4, H5, H6,H7, H10, H11, H12 Law Enforcement Ministries H1`, H2, H3, H4, H5, H6, H10, H11, H12 Other Ministries H1`, H2, H3, H4, H6, H10, H11, H12 Self-regulated Professions (Physicians, psychologists) | Local agency responsible for addiction services, MH services H1`, H2, H3, H4, H6, H10, H11, H12 Local Health Authority H1`, H2, H3, H4, H6, H10, H11, H12 Local School Board H1`, H2, H3, H4, H5, H6, H7, H10, H11, H12 Police Department H1`, H2, H3, H4, H6, H10, H11, H12 Municipality H1`, H2, H3, H4, H5, H6, Other local Agencies H1`, H2, H3, H4, H6, H10, H11, H12 | Local Health Clinic/Hospital/ Public Health Staff School/School Staff H7, Police Officer Mental Health Professionals Other Professionals |
I. Define approach to communicate and supports to encourage systems change and improvement
| National/Federal Research/Knowledge Agencies Federal Health, Law Enforcement, Other Departments | Health Ministries (Includes public health, addi8ctions and mental health divisions) I1, I2, I3. I4, I5, I6 Education Ministries I1, I2, I3. I4, I5, I6 Law Enforcement Ministries I1, I2, I3. I4, I5, I6 Other Ministries I1, I2, I3. I4, I5, I6 Self-regulated Professions (Physicians, psychologists) | Local agency responsible for addiction services, MH services I1, I2, I3. I4, I5, I6 Local Health Authority I1, I2, I3. I4, I5, I6 Local School Board I1, I2, I3. I4, I5, I6 Police Department I1, I2, I3. I4, I5, I6 Municipality I1, I2, I3. I4, I5, I6 Other local Agencies | Local Health Clinic/Hospital/ I1, I2, I3. I4, I5, I6 Public Health Staff I1, I2, I3. I4, I5, I6 School/School Staff I1, I2, I3. I4, I5, I6 Police Officer I1, I2, I3. I4, I5, I6 Mental Health Professionals I1, I2, I3. I4, I5, I6 Other Professionals I1, I2, I3. I4, I5, I6 |
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