MARTIN PLANS DRUGS EDUCATION FOR SCHOOLS

The Minister for Education and Science has promised to introduce a new
drug prevention programme in all primary schools, beginning in the new
year and completed within two years.

Mr Martin was speaking yesterday at the publication of the evaluation
report on a pilot programme in 150 primary schools in Dublin and Cork.
He said an education resource pack developed by the programme,
entitled Walk Tall, would be published in a few weeks.

The report, by Dr Mark Morgan, of St Patrick's College, Dublin,
praised the pilot programme for its emphasis on "active learning":
giving children the chance to participate in activities such as
"circle time" and artwork, and to learn the skills of assertiveness
and decision-making in order to withstand the pressures to use drugs.

The report warned that scare tactics and exaggerating the ill-effects
of drugs were counterproductive in warning children off. Similarly
"learning the facts" about drug misuse was not enough in itself to
prevent young people from experimenting with drugs.

Dr Morgan said the Irish method of linking drug education to personal
development programmes was the correct way, in contrast to the
fact-learning English method linked to science lessons.

The report cited figures from last year's European Schools Project on
Alcohol and Other Drugs showing that Irish 16-year-olds, in common
with those in the UK, demonstrate strikingly higher use of cannabis
and other drugs such as ecstasy and sedatives than their counterparts
in continental Europe.

More than 90 per cent of teachers in the pilot programme, which was
largely in schools in disadvantaged areas, said their pupils became
involved in its classes. "The opportunity for children to participate
was perceived to be the single most important factor in contributing
to children's involvement in the lessons."

A survey of the teachers found that the most important causes of
children's drug abuse were the influence of peers (cited by over 95
per cent as extremely or very important), low self-esteem (cited by 88
per cent) and problems in families (cited by over 79 per cent). Drug
dealers were cited by just over 60 per cent.

When asked what elements in drug education lessons they had found most
useful, the teachers consistently mentioned lessons about "me" and
"self", which gave children a chance to build "self-esteem and allowed
the teacher to see who lacked in confidence".

"Lessons about feelings were very popular and appeared to engage the
pupils." Lessons on decision-making were useful as they "explored and
developed the skills and qualities needed for life". Cooperative games
and "circle time" were other favourites and created a warm atmosphere
in the class.

Dr Morgan stressed the vital role played by the programme's inservice
support team, made up of seven seconded teachers. Mr Martin promised
that the support team would be kept in being as a core group to
prepare trainers for the implementation of the wider programme.

Checked-by: Patrick Henry