In
2007, 2 percent of Nova Scotia students surveyed indicated
that they needed help with an alcohol-use problem, while 3
percent expressed a need for help with a drug other than
alcohol. These students would benefit from early
intervention, and schools are in a good position to provide
that support.
The
role of the teacher
The
classroom teacher is often in the best position to notice
subtle changes in a student, such as increasing
absenteeism, different moods, or declining performance at
school. The teacher may otherwise be aware that a student
has a known risk factor for substance-use problems (e.g.,
being socially excluded, having a low attachment to school,
or experiencing mental health issues). These changes and
factors may lead a teacher to suspect that a student is
experiencing a substance-use problem (their own or that of
a family member). These could, on the other hand, indicate
that the student is experiencing another issue that would
benefit from early intervention; so it is important not to
“diagnose” or make assumptions. While the
teacher’s role in these situations is limited, it
could be crucial. The role can be summarized as
follows:
-
Consult school policy: If your school is like many
in the province and has a school or board policy for
intervening with student substance-use problems, consult
the policy. If not, check with your student services
department or school principal. In a similar vein, a
teacher may learn of a student’s possession of
alcohol or another substance on school premises, so it is
important to be acquainted with school or board policy on
these matters also.
-
Try talking: By raising the issue in a
respectful, non-judgmental way, you may be able to learn
of the nature of the issue and whether the student would
consider accessing help (e.g., I’ve noticed that
your grades are slipping and heard you quit the soccer
team; is anything wrong?). The aim of this conversation
should be to move the student toward accepting a referral
if appropriate.
- Refer: While you as the teacher may learn about the problem through this conversation, it is not the role of the teacher to assess the nature of the problem. This is the role of a guidance counsellor, nurse, or outside agency. If this is, for some reason, not possible, it will be important for a teacher to be aware of what early intervention help is available to students and their families in their community.
By holding a conversation and encouraging a referral, a teacher has played an important role on behalf of a student.
References:
Alberta Alcohol and Drug Abuse Commission. What if my student has a problem? http://www.media-awareness.ca/english/teachers/wa_teachers/fact_or_folly_teachers/index.cfm. Accessed April 2005.
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.