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ABSTRACT
The aim of this research is to investigate the assumptions of primary school teachers regarding their role in preventing the use of psychoactive substances and their differentiation by using the “Transformative Learning through Aesthetic Experience” method established in 2009. The research then explores teachers’ assumptions about the possibility of using this method with pupils in order to enhance the prevention of psychoactive substances. Methodologically, research follows the qualitative approach, and in particular, it is an action research using group-focused interviews with the participation of 10 teachers working in Primary Education. The research questions focused on teachers’ assumptions about their role in preventing the use of psychoactive substances and how the “Transformative Learning through Aesthetic Experience” method can differentiate them and how the method can be integrated into the classroom as an educational tool which promotes prevention actions. The results of the research show that the “Transformative Learning through Aesthetic Experience” method can somewhat differentiate teachers’ assumptions from their role in preventing the use of psychoactive substances which positively responds to the application of the method within Primary Education schools to promote prevention programs.