An evaluation of the effectiveness and relevance of substance misuse education in the S.P.H.E curriculum from the teacher perspective

The aim of this research study is to evaluate the teacher perspective of the effectiveness and relevance of substance misuse education as part of the SPHE curriculum, and to provide an insight into the challenges facing schools in implementing substance misuse education. Recent National research (DES 2014, Delaney 2014) has indicated the need for updated resources and training for teachers delivering substance misuse education. As part of this research a number of recommendations were made with an aim to improve support for SPHE teachers in their delivery of substance misuse education. Despite this, there has been very little research conducted in the past six years and policy has remained much the same. European and National research indicates that Ireland is facing an increase in substance use amongst young people – and at a higher rate than their European counterparts. (Keane et. al 2014, ESPAD 2015, ESRI 2016, HRB 2019a. HRB 2019b) This study adopted an interpretivist paradigm and semi structured interviews were used to collect the experiences of SPHE teachers delivering substance misuse education. The use of this approach allowed for the generation of data which captured the lived realities of SPHE teachers involved in delivering substance misuse education. The research findings demonstrate that the issues around lack of resources and training that were identified in 2014 still persist in the present day. The Guidance Counsellor plays an important role in supporting the SPHE teacher in the implementation of substance misuse education and in particular in assisting in accessing external resources. The findings also highlight issues around the provision of SPHE as a Senior Cycle subject. Finally, the findings indicate that social media and its potential impact on substance misuse is an emerging challenge for SPHE teachers