Research
indicates that trained and supported teachers are in the
best position to deliver effective drug education. There
are, however, agencies and resource persons in the
community that have the expertise and the mandate to
augment the junior high school drug education program:
e.g., Prevention staff from Addiction Services; RCMP and
municipal police officers; Drug Awareness Committee
volunteers; Mothers Against Drunk Driving (MADD)
volunteers; and volunteers from community recovery groups,
such as Alcoholics Anonymous (AA), Al-Anon, Narcotics
Anonymous (NA), and Gamblers Anonymous (GA). Teachers are
advised to consult their school or board policy and
guidelines on the use of a resource person from the
community.
In considering use of an external resource person, the
teacher should have a clear understanding of the curriculum
need and how a resource person will satisfy the need. This
means being clear about the desired learning outcomes
before deciding who is best able to help achieve them.
As well, resource people need to be clear on their role in
supporting your desired curriculum outcomes—this will
require discussion and negotiation to ensure a good
curricular fit. Equally important is that an external
contributor needs to be a competent educator and
facilitator, recognizing that effective drug education is
activity based, rather than didactic.
If you are unfamiliar with a resource person or agency, you
may wish to ask for references from that person or from
other educators. It is important that the person not only
has a clear understanding of their objectives and role in
supporting the Healthy Living curriculum, but they should
also be aware of the school’s approach to drug
education, the school’s drug policy, and other
relevant policies (e.g., confidentiality, disclosure, and
child protection). This will help to ensure that the
person’s approach is consistent with that of the
school and that they avoid delivering incompatible
messages. Outside resource people should be free of charge.
It is critically important that resource people be aware of
their roles, responsibilities, and their relationship with
the teacher while in the classroom. They need to be clear
on their area of competency and the professional
boundaries, and not overly dramatize substance abuse.
Involving individuals in recovery in drug education should
be considered very carefully. Without sensitive handling
they may arouse interest or glamorize drug use or describe
experiences that young people have difficulty relating to.
In some instances they may unwittingly imply that their own
drug use represents a “safe limit” that can be
copied. If they are to be involved, it should be because
they are skilled in facilitating student learning and not
simply by virtue of their status as a recovering person.
Here
are some other ways of maximizing the involvement of a
resource person:
- Consider
involving students in the preparatory and follow-up work
(e.g., writing invitation and thank you letters).
- Request a
written session plan, outlining planned outcomes,
curriculum links, and methods.
- Assess the value of the external contribution through student feedback and evaluation. This information could be shared and used to inform future work.
Having considered these points, a classroom teacher can ensure that the contribution of an external resource person will be well integrated into the drug education program and will truly augment it, rather than being simply an isolated event with limited value.
References:
United Kingdom. Department for Education and Skills (2004). Drugs: Guidance for schools. London: Department for Education and Skills.
New Zealand. Ministry of Youth Development (2004). Strengthening drug education in school communities: Best practice handbook for design, delivery, and evaluation, years 7–13. Wellington, NZ: Ministry of Youth Development.