ࡱ> xzwc lbjbj 8:xY\xY\ VVVVVjjj8$tjy: (b x x x !>!! ;y=y=y=y=y=y=y$\|ayV "!! " "ayVVx x 4vyx#x#x# "^Vx Vx ;yx# ";yx#x#*m+vx Pych"RqR'yy0yqB"+vV+v " "x# " " " " "ayayx# " " "y " " " " " " " " " " " " "> : Supporting school issues through a whole-school approach Healthy Body, Healthy Mind Police district School nameSchool demographicsSubmitted byWaitemataUndisclosedDecile 9, Rural/urban mix Senior Constable Dave Mitchell School Community Officer (SCO) SummaryDrug abuseIssueStudents were unaware of issues relating to drug abuse, and implications of a drug conviction. Concerns were expressed in relation to Year 8s moving on to a large college from a relatively small primary school environment, with the resultant exposure to older streetwise students. Identification and prioritisationIssue identified by parent body and classroom teachers.Short-term goalTo acquaint students with the reality and potential implications of drug use.Long-term goalTo enable students to make positive life choices. Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) This school places great emphasis on critical thinking and self- management. The Police  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/healthy-body-healthy-mind" Choice teaching and learning resource, with its interactive approach, was selected as the ideal vehicle to convey the required messages in the context of the schools overarching philosophy. Community connections (consultation; collaboration; model parents) Various visitors were involved, including Customs (drug dog, role of Customs, implications of drug convictions), and local chemist (explained about drugs and correct use of medicines). Curriculum teaching and learning (taking action for: myself; my friends; my community) Choice enabled the school to use a strengths-based approach to build resiliency in the students.ImpactThe short-term goal was achieved, as measured through the evaluations of Choice, which was received extremely well by both students and classroom teachers. It is not yet known if the long-term goal has been achieved, as it is aspirational (see Improvements section below).Next stepsFollow-up next year to determine whether Choice will be run again.ObstaclesPlanning issues around demands of a very full class calendar.ImprovementsWhilst the school was happy with format and delivery, knowing if it worked or not was difficult to assess because the long-term goal was not specific enough to measure. If doing this intervention again, we would set a more specific goal. We would then use the same data sources after the intervention (in collaboration with the secondary school, as that is where success of the long-term goal would need to be measured). The use of data-evidenced goals is well illustrated in this  HYPERLINK "/sites/default/files/publications/aod-intervention-narrative.doc" sample narrative on the School Portal.ConclusionChoice received very positive feedback from teachers and students.     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