Policy implications of teacher perspectives on early intervention for substance misuse

Abstract

Aims: Schools have emerged as a key site for prevention and early intervention strategies for antisocial behaviour. This paper examines teacher perspectives of the scope within their day-to-day practice for the implementation of monitoring and management of student risk status for substance misuse.

Methods: Teacher perspectives of early intervention for young secondary school students aged 12–14 are examined. Case studies are presented of five non-metropolitan Australian schools located in a low socioeconomic area.

Findings: The study identifies a diverse range of early intervention practice in school settings; reports that teachers are pragmatic in their identification of students at risk, and use an under-theorised construct of engagement to manage risk. A number of tensions centring on the perceived purpose of school emerge when early intervention policy is operationalised in the classroom.

Conclusion: The student wellbeing policy currently in use in Victorian schools needs to be refined. These revisions should provide schools with a clear and understandable early intervention framework that allows local translation. Any further policy development should be based on teacher understandings and capacity for early intervention.

• Early intervention
• students at risk
• substance misuse
• teacher perspectives