PART D
QUALITATIVE RESEARCH
1.0 CONTEXT
This section sets the scene for the main qualitative findings and contextualises respondents' subsequent accounts and views of the drug education they receive or used to receive. It begins by briefly describing the respondents themselves (1.1) and the schools they attended or used to attend (1.2). It then examines their general perceptions and experiences of school and the factors which shaped their attitudes towards learning (1.3). Finally it discusses respondents' general perceptions and experiences of drugs and the role, if any, of drugs in their lives (1.4).
1.1 Respondent Characteristics
Respondents included both current pupils and school leavers, and ranged in age from 8 to 20 years. A fairly even mix of males and females took part. The sample was drawn from both rural and urban areas of Scotland, and the majority of respondents attended state schools, although four groups comprised individuals from independent schools. A further two groups were drawn from a special educational needs secondary school in an urban area. (See section A5.3 for an overview of the achieved sample for the qualitative research).
Each group was made up of individuals who currently or recently attended the same school and considered themselves good friends. In the case of older respondents, these friendships had often lasted for a long time. For example, one group of 17-18 year old boys from a rural town had been friends since nursery school and had attended the same primary and secondary schools together. They seemed to know each other well and now spent their own time socialising with one another.
Individuals within each friendship group tended to be fairly similar in terms of background, interests, and aspirations. Respondents from the more disadvantaged areas spoke of struggling, sometimes chaotic home backgrounds, and of drug use and crime problems in their local communities. In contrast, respondents from more affluent areas described having fairly healthy, stable family backgrounds. Respondents also shared the same kinds of interests. For example, one group of 17-18 year old boys were keen on sports such as golf, rugby and swimming, while another groups of respondents enjoyed music and 'gigging' together. In terms of aspirations, respondents from more affluent areas tended to share similar ambitions regarding further study, while more disadvantaged respondents were less certain about what they wanted to do in the future. School leavers from these areas had usually left secondary school at an early stage (eg. during fourth or fifth year) to pursue fairly manual work (eg. as a joiner or at a local plastics factory).
1.2 School Characteristics
As described in section A5.3, qualitative research respondents were selected from ten of the schools which had participated in both the survey and the observation. School-age respondents were selected from among current pupils in the ten schools, and school-leavers were selected on the basis of having attended the same schools.
The schools reflected a range of different characteristics and approaches to drug education. Their key characteristics are summarised below, based on information obtained during the Observation research:
School A, Primary, Statutory
This is a very small primary school, with the equivalent of only two full time teachers, located in a rural area. The drug education programme is usually delivered internally, by a class teacher for example. Resources used include the Police Box, 'Learning for Life', and the Health Education section of a Citizenship pack.
School B, Primary, Statutory
This is a primary school with nearly 20 teachers, located in a socially disadvantaged urban area. Some parents of pupils attending the school are thought to use drugs. The school drug education programme draws upon a variety of materials and resources including the Police Box, TACADE, and the Crimestoppers package, 'Living Well, Living Safe'. The school also brings in local theatre companies to do performances for pupils about drugs.
School C, Primary, Statutory
This is a small primary school with just over ten teachers, located in a socially disadvantaged area of a rural town. Some parents of pupils attending the school are thought to use drug and a number of the school's pupils have social problems and learning difficulties. Drug education is taught as part of the school's health programme which is delivered in blocks, usually during the spring term. The programme draws on a variety of resources including World of Drugs, the Police Box, and several video-based packages.
School D, Secondary, Statutory
This is a Catholic secondary school with nearly 80 full time teachers, located within a disadvantaged urban area. The school does not have a clear, continuing health programme although drug lessons are delivered through Personal Social Education ( PSE). These lessons are based on a handbook that was developed by a member of the school's own teaching staff, using materials she received during in-service training. The school organises 'health days' for each year group throughout the school year, and also makes use of outside agencies such as community police and a local alcohol support group.
School E, Secondary, Statutory
This is a secondary school with over 70 teachers, located within an urban area. There is some concern that cannabis is prevalent within the local community and is even used by some pupils during school time. Drug education is delivered through the school guidance by the social education teacher. The school programme is largely based on the 'What's the Score?' package. The school tends to adopt more of an informed choice approach. Pupils receive four weeks of drug education during S3, then three or four sessions during fourth year, and two sessions during fifth year. External agencies, including the police and local theatre groups, are also involved in delivering drug education to pupils.
School F, Secondary, Statutory
This is a Catholic secondary school with around 65 teachers, located within a rural town with pockets of disadvantage. The school has a wide catchment area. The school drug education programme is based on the school's own package and is taught during guidance class.
School G, Primary & Secondary, Independent
This is a small independent school located within a rural area, with over 50 members of teaching staff. Alcohol and to a lesser extent cannabis are widely used within the local community, which is quite affluent. The school has a fairly structured and progressive programme of drug education for pupils across all stages, which is largely delivered by community health workers employed by the local council. The early stages of the programme focus on providing pupils with essential information about drugs and strategies to resist, while later stages address attitudinal issues and the legal and other consequences of drug use.
School H, Secondary, Independent
This is an independent school located in a fairly affluent urban area, with over 100 teachers. Drug education is delivered by guidance tutors during PSE and is based on the school's own package (which is based on the 'Know the Score' campaign). The school favours more of an informed choice approach. Recently, community police officers have become less involved in drug education delivery at this school because drugs are considered to be only a minor problem within the school.
School I, Secondary, Special Educational Needs
This is a special educational needs school located in an urban area, with the equivalent of around 11 full time teachers. The local area is described as having a real and substantial drugs problem. Some pupils are thought to use drugs. The school drug education programme is based on materials sourced from the local authority. The school previously used the 'What's the Score?' programme which was supplemented with externally sourced materials. Teachers adapted the package to reflect the needs of pupils but there were some difficulties administering this prescriptive programme to pupils with special needs.
1.3 Perceptions and Experiences of School
This section explores respondents' general attitudes towards school and their perceptions of what makes a good lesson and teacher.
1.3.1 General attitudes
Attitudes towards school varied. Respondents who had academic aspirations or who actively participated in school activities (eg. sports, drama) tended to be more pro-school, while those who were less engaged tended to be less enthusiastic:
"Boring."
Male, P5-P7, School A, Primary, Statutory
"It's not that bad but it's a bit strict."
Female, 17-18, School D, Secondary, Statutory
Several were keen to describe their school's strengths; for example, one group of ex-independent school pupils stressed that, far from being an academic hothouse, the school catered for all needs and equipped its pupils with a broad range of skills:
"The school made you quite well rounded 'cause you weren't just academic. You were doing everything else. There were so many sports…. there was something for everyone - whatever you were into."
Female, 19-20, School G, Primary & Secondary, Independent
Pupils at smaller schools also spoke fondly of their schools, particularly in terms of their general friendliness and sense of 'community' and the quality of staff-student relationships. Across all ages, attitudes towards school were strongly bound up in the quality of pupil's relationships with teachers. Pupils who respected their teachers and got on well with them were more likely to say that they liked school, or that it was a good school:
"I don't know about everyone else but I really enjoy it. The teachers are really, really good."
Female, S4, School E, Secondary, Statutory
"It's not bad, it's quite good. There's quite a lot of good teachers."
Male, 17-18, School C, Primary, Statutory
In contrast, those who were less enthusiastic about school had often had poor relationships with one or two key teachers, and these relationships tended to colour their general experience of school.
1.3.2 Perceptions of what makes a good lesson/a good teacher
Respondents were asked which school lessons they currently enjoyed, or had enjoyed when at school. Across both stages, primary and secondary, the majority tended to prefer more practical subjects like PE, art, drama, home economics, and technology. These lessons were found to be more engaging than more traditional subjects like English, maths and languages. Again, the quality of teaching was important and had a big impact on individuals' enjoyment of particular subjects. The 'better' the teacher, the more pupils enjoyed the class. Even more 'difficult' subjects like maths were enjoyable if pupils had an engaging and enthusiastic teacher:
"I liked maths a lot, my teachers were very, very good."
Male, 17-18, School C, Primary, Statutory
"Our teacher actually makes maths quite fun."
Female, P7, School F, Secondary, Statutory
Several qualities were identified as important in a teacher. Several respondents valued friendliness and approachability, and preferred teachers who were "not too strict" and "did not pick on" pupils. Many liked teachers who struck a balance between fun and learning; they wanted teachers to make lessons enjoyable for students but also to be able to exert sufficient control over the class to ensure that the subject was effectively taught:
"Not too strict, but someone who's quite good at teaching, as well."
Female, S3, School H, Secondary, Independent
"A bit of control over the class but is a really nice person."
Female, 19-20, School E, Secondary, Statutory
Mutual respect was also important, and pupils generally favoured teachers who did not patronise them or speak to them "like children", but who were perceived to respect them and treat them as equals:
"There's some teachers, you go in and they're like automatically think they're higher than you and it just makes you feel uncomfortable when you're in their class."
Female, S4, School E, Secondary, Statutory
"But you know what I would like in a teacher, someone that talks to you like an adult, they don't talk to you like a child."
Female, S2, School F, Secondary, Statutory
"She just has a laugh with you and when it is serious you listen to her because you like her. You have got more respect for her because she respects you."
Male, S2, School E, Secondary, Statutory
Respondents also liked teachers who made an effort to make their lessons interesting and engaging, and who brought their subject to life by illustrating key points with their own opinions, stories and experiences:
"She'll talk about one subject and go off on a tangent about something that's happened to her which puts it across in a good way, rather than 'This is what happens, this is what can happen because of this.'
Female, S4, School E, Secondary, Statutory
Conversely, respondents disliked teachers who were perceived to be overly strict or temperamental. They were also critical of teachers who appeared unenthusiastic or disinterested in the subject they were teaching.
1.4 Perceptions and Experiences of Drugs
This section explores respondents' perceptions and experiences of drugs and drug users.
1.4.1 Primary school respondents
Perceptions and experiences of drugs were closely related to age. Younger respondents, particularly those still at primary school, had very little direct experience of any kind of drug. Controlled drugs, in particular, were a very remote concept. For example, one group of boys who attended primary school in a rural village commented that drugs might be common within the neighbouring town but certainly not in their own village. They recalled seeing "syringes" in the town which added to their perception that drugs were being used there:
"They were lying on the ground, in packets, and some were open".
Male, P5-P7, School A, Primary, Statutory
For these younger respondents, drugs were primarily medicines, tobacco and alcohol. The vast majority could not imagine themselves smoking when older although they generally seemed more open-minded about the idea of using alcohol.
1.4.2 Secondary school respondents
For many secondary school pupils, controlled drugs were still fairly remote. However, they were more familiar with cannabis than younger respondents, and commented that they knew of pupils within their schools who smoked cannabis regularly. Only a very small number of respondents of this age actually admitted to smoking cannabis themselves.
"I've only tried hash and fags - that is about it."
Male, S3, School D, Secondary, Statutory
Smoking was becoming more common among young people of this age, although it was perceived to be less common at independent schools:
"In our school there aren't many people who like smoke and things."
Female, S3, School H, Secondary, Independent
Alcohol prevailed as the most commonly used drugs among these respondents, particularly those towards the upper end of the school.:
"I don't think drugs is really the problem, I think it's probably drinking."
Female, S4, School E, Secondary, Statutory
Some groups of friends had held onto the anti-drugs attitudes they had had at primary school. Encounters at secondary school had tested these attitudes. One respondent described how her choice not to take drugs had resulted in exclusion from a particular social group on starting secondary school.
"See, when I first came here I got put in with a crowd of smokers and people that were drinking and the first question I got asked would be 'Do you smoke?' 'No', 'Do you drink?' 'No' and that was me kind of out. That was that, I didn't like them because of what they were like. I was put out for that."
Female, S4, School E, Secondary, Statutory
1.4.3 School leavers
School leavers had wider experiences of drugs, particularly in the context of parties but also through knowledge of drug dealing in their community and among people of their age. Leaving school and home exposed respondents to a wider range of drug-related experiences, and for some brought them into contact with different drug norms to their own. For example, one group of ex-independent school pupils commented that when they became more exposed to the drug scene when they went to university:
"As soon as you go to uni it was like, whoah, what actually happens here?"
Female, 19-20, School G, Primary & Secondary, Independent
"I go to parties and don't realise that there are pills floating about but then the next day your friends are like…and you are like oh…don't stand next to the hand drier for too long cause you'll get offered drugs. It's a sign."
Female, 19-20, School G, Primary & Secondary, Independent
Some respondents said they were put off the idea of using controlled drugs by these new experiences. They admitted that they were "scared" of using certain drugs because of the perceived loss of personal control:
"I'm intimidated by the idea of if you did think 'I'll take an ecstasy tablet', you have no idea what is in it. There is so much corruption on that market. It is so corrupted so if you ever did decide, 'I'll take this line' or whatever, you don't know what's in it and there's no regulation on it."
Female, 19-20, School G, Primary & Secondary, Independent
Despite mixed and often wary attitudes towards controlled drugs, alcohol and tobacco were perceived as widespread and normal among this age group.
"Alcohol was pretty much everyone."
Male, 17-18, School C, Primary, Statutory
"There were millions of smokers."
Female, 17-18, School D, Secondary, Statutory
As with the secondary school groups, alcohol prevailed as the most common drug. Attitudes to alcohol differed markedly from attitudes towards other drugs. Alcohol was perceived to be safer and more acceptable than tobacco, whose negative health consequences were well-known, and particularly than controlled drugs, whose effects were far less certain. The fact that alcohol was legal and pervasive - most respondents drank - sanctioned its use, and older respondents commented that adults, particularly their parents, were more accepting of alcohol use because they did so themselves:
"That is the impression that I got - that you can drink because we can drink."
Female 19-20, School G, Primary & Secondary, Independent
The normative nature of alcohol was illustrated in the bravado with which one group of older females described their own excessive drinking:
"We were all just absolute alcoholics."
Female, 19-20, School G, Primary & Secondary, Independent
"My liver was pickled before I got to university."
Female, 19-20, School G, Primary & Secondary, Independent
Interestingly, despite disliking the notion of being out of control with illicit drugs, respondents perceived alcohol as a drug whose effects could to a certain extent be managed:
"You can balance out how drunk you get but if you take drugs, that is it and you are totally out of control of your own body."
Female, 19-20, School G, Primary & Secondary, Independent
Again, as among the secondary school respondents, some groups had retained their earlier anti-drugs attitudes throughout their school careers and into early adulthood. The ability to stay away from drugs was, in some friendship groups, perceived positively as a sign of a "strong personality". It appeared to be reinforced by having interests and aspirations which were antithetical to drug use, such as playing sport.
"We were always quite strong people but there's like a few guys in the year that snuck away because they thought 'Oh he's cool so we'll go with him, he's cool, he's doing that so I'll do that as well.'"
Male, 17-18. School C, Primary, Statutory
1.4.4 Perceptions of drugs within disadvantaged communities
Respondents from more disadvantaged areas perceived drugs to be common within their local community. They could vividly describe incidents of drug-related crime that they had witnessed, as well as what they had seen of users actually taking drugs and the tangible evidence of drug abuse on the streets:
"We've seen the way that the other guys come down the street with the belt on their arm, waiting for them to get their stuff for the needle."
Male, 17-18, School F, Secondary, Statutory
"They go up to big park and they sit with a bucket and they put a hole in it and they put a glass on it and they put hash in it and all the smoke comes out."
Male, S3, School D, Secondary, Statutory
"You'd actually have to watch where you were going, there was that many needles."
Male, 17-18, School F, Secondary, Statutory
Individuals from more disadvantaged communities tended also to be more familiar with people who actually used drugs, including people from their own families:
"I've known a few people who took blues and eckies."
Male, S3, School D, Secondary, Statutory
"My cousin took an acid and he thought … … pigeons… … and he tried to go and grab them."
Male, S3, School D, Secondary, Statutory
During one particular discussion, a secondary school male respondent pointed to another respondent in the group and told an anecdote about a family member taking drugs: " His ma took acid and she was in her bed". Rather than provoke any obvious feelings of embarrassment, the story was treated as amusing by all respondents in the group, including the protagonists, suggesting that drug taking was perceived as a relatively normal phenomenon. However, this particular group of males appeared to differ from the other groups, including other disadvantaged groups, in their apparent close proximity to and acceptance of illicit drug use.
1.4.5 Perceptions of drug users
In general, drug users tended to be perceived as a minority in society, and were disapproved of by many respondents. Fairly consistent, negative perceptions of drug users were expressed. Pupils who took drugs at school were described variously as either ashamed and furtive in their behaviour or unconcerned and boastful:
"They'd have stuff in their pocket and they'd be like, they'd just pull it out."
Male, 17-18, School C, Primary, Statutory
"He admitted to everyone in the class. They don't keep it quiet."
Female, S4, School E, Secondary, Statutory
"They try and hide it but it's horrible."
Female, S4, School E, Secondary, Statutory
Drug users were often seen as 'time-wasters' with little interest in education and no goals/aspirations for their own lives.
"There was only a select few, a few who really didn't want to be there at all."
Male, 17-18, School C, Primary, Statutory
"People like that don't have the expectations."
Male, 17-18, School C, Primary, Statutory
"It is 'Trainspotting'. Those are the people who take drugs - these grotty people who beat up old ladies and steal."
Female, 19-20, School G, Primary & Secondary, Independent
"I feel sorry for the people that take drugs."
Female, S2, School F, Secondary, Statutory
However, one group of respondents perceived that some of their stereotypes had been challenged when they had gone to university and seen that drug use was common even among more affluent, intelligent young people:
"The thing that was different there was that some of these people were really normal people - really nice people - but they took drugs. I was surprised by that. I always though if you took drugs you were going to be skanky and scary. Some people are just the same as all of us but they took drugs."
Female, 19-20, School G, Primary & Secondary, Independent