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Clicking here will bring you directly to all online drugs, alcohol and tobacco tools, presented by general drugs, alcohol and tobacco issues and by the FRESH core components: school health policies; water, sanitation and the environment; skills-based health education; and school health services.
Below you will find information on:- What is meant by drug abuse prevention?
- Why focus efforts through schools?
Using the FRESH framework to prevent and reduce drug, alcohol and tobacco abuse.
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What is meant by drug abuse prevention?
How “drugs,” “drug abuse” and “drug prevention” are defined has implications for the planning, implementation and evaluation of drug abuse prevention efforts.
read more
Why focus efforts through schools?
Because drug abuse is prevalent and rising among youth, and following the logic that it is easier to prevent than to cure, it is clear that young people must be a priority target for efforts to prevent and reduce drug use.
read more
Using the FRESH framework to prevent and reduce drug, alcohol and tobacco abuse
School health policies - Water, sanitation and the environment - Skills-based health education - School-based health services
>FRESH Core Component No1: School health policies
Drug-related school policies provide an essential framework for planning, implementing and evaluating efforts to prevent and reduce drug abuse. They should promote a clear set of school norms regarding health in general and drug control efforts in particular. As drug use by young people can have serious health and legal consequences, it is essential to get input from parents, community agencies that provide drug and other health services, law enforcement agencies and students, themselves, when developing drug-related school policies.
Such policies should address both what the school will do to prevent or reduce drug use and the measures that will be taken to handle drug-related incidents. At a minimum, they should clearly establish that drug use, possession and sale on the school grounds and at school functions will not be tolerated. Ideally, drugs should be defined to include both licit and illicit drugs, and the policies should apply to students, school personnel and all others who come onto school grounds or participate in school events. If school personnel and other adults are permitted to use licit substances such as tobacco and alcohol at school, there must be provisions in the policy to ensure that this does not take place in the presence of students, and that neither students nor non-smoking staff are exposed to environmental tobacco smoke.
Beyond these basics, school policies should address education, intervention and enforcement issues.
> Elements of the school drug policy that address education issues might include:- The content, timing, sequencing and placement within the school curriculum of drug prevention education that focuses on equipping young people with the knowledge, attitudes and skills needed to choose not to use drugs.
- The establishment of a safe and supportive school environment including provision of care, counselling and support for all students and a cooperative approach among staff, students, parents and relevant professionals/agencies including police.
- Appropriate professional development/training for relevant staff.
- Information and support for parents, particularly parents of students involved in illicit and other unsanctioned drug use.
> Elements of the school drug policy that address intervention issues might include:- Specification of what constitutes a drug offence by defining:
- illegal substances and paraphernalia;
- the area of the school's jurisdiction (e.g., the school property, its surroundings, and all school-related events); and
- the types of violations (drug possession, use and sale).
- Immediate and longer term options for responding to drug incidents that:
- protect the health of all students and the school community;
- consider the context of the student's whole life, family situation, mental and emotional health, intellectual ability and the degree to which they may be in control of their actions and decisions;
- describe specific consequences for violating school policy;
- describe specific procedures for reporting suspected or confirmed drug use to parents and others;
- address the needs of students involved in drug incidents for treatment and counselling;
- provide support for students involved in drug incidents to maintain their engagement in education programmes; and
- are consistent with laws, regulations and policies.
- A directory of professionals and agencies, including police, who can provide professional development, advice and resources.
- Protocols with professionals and agencies, including the police, to formalize and strengthen liaison and referral arrangements.
- A communication strategy for drug incidents that ensures all staff are aware of school and/or system wide procedures for contacting and responding to the media.
- Maintenance of records of drug incidents with due attention to the protection of the rights and privacy of all those who may be involved; and their usefulness in monitoring the effectiveness of policies.
> Elements of the school drug policy that address enforcement issues might include:- Procedures for ensuring that everyone – parents, teachers, students and community members – understand school policies and how they will be enforced.
- Procedures for ensuring that drug policies are applied fairly and consistently.
- Security measures to eliminate drugs from school premises and school functions, for example:
- barring access to intruders;
- issuing mandatory identification badges for students and school personnel;
- requiring students to carry passes when not in class;
- monitoring school buildings and grounds, especially areas where drug use or sales are known to occur;
- securing the assistance of law enforcement officials to stop drug dealing or monitor areas around the school where drug use or sales are known to occur;
- depending on applicable law, policies that permit searches of student lockers.
- Strategies for ensuring that all members of the school community contribute to and support school policies and procedures for preventing drug use and dealing with drug matters;
- Mechanisms for the ongoing monitoring and review of the school’s approach to drug education and incident management.
>FRESH Core Component No2: Water, sanitation and the environment
The school environment, both physical and psychosocial, can help or hinder efforts to improve students’ health and learning outcomes. At a minimum, the FRESH framework calls for all schools to have clean water for drinking, washing and food preparation, and appropriate sanitation facilities to prevent the spread of disease agents present in urine and faeces. In addition, the physical premises of the school must be clean and safe, or parents may keep their children at home. Being in school is, in itself, a powerful defence against drug use: young people who drop out become more vulnerable not only to drugs but also to a range of other dangers, including HIV infection, unwanted pregnancy and criminal activity.
Beyond these basics, the school environment can protect and promote the health of students and school personnel in many ways. In the area of drug abuse prevention, protection must at a minimum include a prohibition against the sale or use of drugs on school grounds and at school-sponsored events. Protection against the harmful effects of environmental tobacco smoke is one of the most basic actions a school can take. Ensuring that students are not pressured to buy or use drugs at school is also essential.
Aspects of the school environment that contribute to promoting health and reducing drug use and drug-related harm include:- recognition that the home, school and community all provide opportunities for promoting health and reducing young people’s vulnerability to drugs;
- consultation, interaction and cooperation among school personnel, parents and community agencies and individuals to develop drug prevention policies and programmes;
- fair and consistent application of school policies regarding health and drug use;
- procedures for managing drug incidents that respect the rights of students and that meet their needs for treatment and continued participation in schooling;
- efforts to provide positive alternatives to drug use to meet students’ needs for recreation, self-expression and social acceptance (e.g. physical education, sports, art, music and dance, community service, social events, etc.)
- efforts to capitalize on the potential of positive peer pressure, e.g. peer education programmes, leadership programmes, reward schemes, etc.
- efforts to create a supportive work environment for school personnel, including health promotion for staff (e.g. support for staff efforts to quit smoking) so that teachers and other school staff can fulfil their roles as positive adult role models;
- setting high academic standards and providing support for students who fall behind;
- encouraging student participation in school/community events to influence social norms and public policy regarding drug use;
- demonstrated commitment to fundamental principles of individual and social well being such as human rights, fairness, respect, equal opportunity, personal responsibility, civic duty, etc.
- sensitivity to personal and cultural beliefs in dealing with health issues;
In short, all efforts to create an environment at school that protects and promotes health and well being, that respects the individual and fosters confidence in his/her ability to make healthy choices, and that actively engages students in positive learning experiences, contribute to keeping young people from succumbing to the temptation or pressure to use drugs.
>FRESH Core Component No3: Skills-based health education
The primary goal of school health education is to help individuals adopt behaviours and create conditions that are conducive to health. Skills-based drug education is a key component of the school’s overall drug prevention programme (including drug-related school policies, the creation of a safe, healthy and drug-free environment and efforts to provide appropriate health services) because it focuses on developing the knowledge, attitudes and skills that young people need to choose not to use drugs and to stick to their decision.
Drug education that focuses too narrowly on facts and “scare tactics” has not been found to be particularly effective. The factors that contribute to drug use among young people (or adults) are simply too complex to be overcome by information alone. Research has shown that successful programmes delineate the specific behaviours that are to be influenced and embed information giving within a skills development approach.
For example, behaviours and conditions commonly addressed to prevent or reduce tobacco use include:- resisting peer pressure to smoke cigarettes
- trying cigarette smoking for the first time
- smoking a whole cigarette
- smoking cigarettes on a regular basis
- smoking cigarettes on the school property
- attempting to quit cigarette smoking
- chewing tobacco
- creating a tobacco-free school policy
- creating tobacco-free public areas
As an example of the skills that need to be developed, a programme proven to be effective in reducing drug use by youth in the United States focuses on:- Drug resistance skills to enable young people to recognize and challenge common misconceptions about tobacco, alcohol and other drug use; to learn correct information and practice specific methods of resisting pressure from peers and the media to use drugs;
- Personal self-management skills to help students examine their self-image and its effects on behaviour; set goals and keep track of personal progress; identify everyday decisions and how they may be influenced by others; analyse problem situations, and consider the consequences of each alternative solution before making decisions; reduce stress and anxiety, and look at personal challenges in a positive light.
- General social skills to help students overcome shyness, communicate effectively and avoid misunderstandings, initiate and carry out conversations, handle social requests, utilize both verbal and nonverbal assertiveness skills to make or refuse requests, and recognize that they have choices other than aggression or passivity when faced with tough situations.
Skills such as these, commonly referred to as life skills, have been shown to improve young people’s ability to analyse and cope with factors that contribute not only to drug use, but to other problems common among youth as well, including sexual risk-taking, violence, and delinquent behaviour in general. Drug education is most effective when it is part of a broader health education curriculum that targets the root causes of poor decision-making and risk-taking by youth by providing honest information and opportunities to develop these essential life skills.
It should be clear that this is not something that can be accomplished through isolated or one-time-only interventions, no matter how attractive some “quick-fix” programmes may appear. To be effective, skills-based health education, including drug education, must be a sequenced course of developmentally-appropriate instruction that builds and reinforces young people’s knowledge and skills in response to their needs and abilities over time. An example of the knowledge, attitudes and skills that health education to prevent/reduce tobacco use might address at various levels of schooling is provided in the tool Knowledge, Attitudes and Skills for Tobacco Prevention.
Many of the factors that determine health behaviours, including drug use, are beyond the influence of the school. In setting goals for their drug education efforts, schools should not make change in students’ drug use behaviours the only measure of their success or effectiveness. In choosing or developing skills-based drug education curriculum, schools should rather focus on the achievement of specific educational outcomes that have been identified as contributing to the broader health goals of preventing drug use and reducing adverse consequences to individuals and society. This means ensuring that students develop specific knowledge, attitudes and skills that discourage drug use and contribute to promoting their own and others’ health.
>FRESH Core Component No4: School Health Services
Experience has shown that schools can be efficient settings for the delivery of basic health services, including school feeding and micronutrient supplementation, de-worming, immunisations, and monitoring of children's basic health and development. Enhancing students’ overall health – physical and psychological – is an important way to reduce young people’s vulnerability to drug use and other risky behaviours. Better health is not only a benefit in itself, but has also been shown to improve student enrolment, attendance and retention rates, and learning outcomes.
Health services that may help to prevent the use of drugs or reduce the harmful consequences of drug abuse include:- basic counselling services (because young people often use drugs to cope with stress, depression, abuse, etc.);
- drug, alcohol and tobacco treatment interventions, including smoking cessation programmes;
- reproductive and sexual health services, including counselling and testing for HIV and other sexually transmitted infections (because of the link between drugs and sexual activity).
Clearly, schools and education systems cannot be solely responsible for providing such services, but where community services are lacking, insufficient or inaccessible, schools can play an important role by:- documenting the extent of drug use and drug-related health problems among students and staff and advocating for needed prevention, cessation and treatment services;
- working with government and community agencies to establish such services;
- encouraging and supporting good health practices among school employees by creating a health promoting workplace, (supporting school personnel in their efforts to quit smoking, for example);
- ensuring that school staff responsible for health education receive appropriate pre- and in-service training, especially in the learner-centred, participatory teaching methods used in skills-based health education;
- training relevant school staff to recognise the signs of possible drug abuse so that schools can help ensure early detection and intervention;
- inviting community health specialists to participate in education or health programmes at the school, and to support school personnel in policy development, curriculum development, staff training, etc.
- networking to facilitate students’ and school personnel’s access to services, through strong links with local health centres and other community resources;
- advocating for services that are “youth friendly”, i.e. adapted to the specific needs, concerns and circumstances of young people.
Many schools do not have significant resources to provide health services even though governments the world over have recognised the link between health and education outcomes and schools have been identified as important and effective venues for improving school-age children’s health. Teachers and other school personnel who see firsthand the way health problems undermine their work can and must bring pressure on government at all levels to commit the resources needed. Advocacy is a key function for school leaders.
However, the added value that schools bring to health promotion efforts derives in large part from their unparalleled access to the target group (large numbers of children over a period of many years), their participation as key institutions in matters of community life, and their contribution of a skilled workforce already committed to achieving positive outcomes for youth. Using these assets, schools can do a great deal, even with limited financial resources, to facilitate the provision of needed health services and promote health among youth. The FRESH framework, which calls for health services as one element of a strategic approach to health promotion in schools and the establishment of effective partnerships with other sectors, parents and community groups, shows how this can be done.
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What is meant by drug abuse prevention?
How “drugs,” “drug abuse” and “drug prevention” are defined has implications for the planning, implementation and evaluation of drug abuse prevention efforts.
read more
Why focus efforts through schools?
Because drug abuse is prevalent and rising among youth, and following the logic that it is easier to prevent than to cure, it is clear that young people must be a priority target for efforts to prevent and reduce drug use.
read more
Using the FRESH framework to prevent and reduce drug, alcohol and tobacco abuse
School health policies - Water, sanitation and the environment - Skills-based health education - School-based health services
>FRESH Core Component No1: School health policies
Drug-related school policies provide an essential framework for planning, implementing and evaluating efforts to prevent and reduce drug abuse. They should promote a clear set of school norms regarding health in general and drug control efforts in particular. As drug use by young people can have serious health and legal consequences, it is essential to get input from parents, community agencies that provide drug and other health services, law enforcement agencies and students, themselves, when developing drug-related school policies.
Such policies should address both what the school will do to prevent or reduce drug use and the measures that will be taken to handle drug-related incidents. At a minimum, they should clearly establish that drug use, possession and sale on the school grounds and at school functions will not be tolerated. Ideally, drugs should be defined to include both licit and illicit drugs, and the policies should apply to students, school personnel and all others who come onto school grounds or participate in school events. If school personnel and other adults are permitted to use licit substances such as tobacco and alcohol at school, there must be provisions in the policy to ensure that this does not take place in the presence of students, and that neither students nor non-smoking staff are exposed to environmental tobacco smoke.
Beyond these basics, school policies should address education, intervention and enforcement issues.
> Elements of the school drug policy that address education issues might include:- The content, timing, sequencing and placement within the school curriculum of drug prevention education that focuses on equipping young people with the knowledge, attitudes and skills needed to choose not to use drugs.
- The establishment of a safe and supportive school environment including provision of care, counselling and support for all students and a cooperative approach among staff, students, parents and relevant professionals/agencies including police.
- Appropriate professional development/training for relevant staff.
- Information and support for parents, particularly parents of students involved in illicit and other unsanctioned drug use.
> Elements of the school drug policy that address intervention issues might include:- Specification of what constitutes a drug offence by defining:
- illegal substances and paraphernalia;
- the area of the school's jurisdiction (e.g., the school property, its surroundings, and all school-related events); and
- the types of violations (drug possession, use and sale).
- Immediate and longer term options for responding to drug incidents that:
- protect the health of all students and the school community;
- consider the context of the student's whole life, family situation, mental and emotional health, intellectual ability and the degree to which they may be in control of their actions and decisions;
- describe specific consequences for violating school policy;
- describe specific procedures for reporting suspected or confirmed drug use to parents and others;
- address the needs of students involved in drug incidents for treatment and counselling;
- provide support for students involved in drug incidents to maintain their engagement in education programmes; and
- are consistent with laws, regulations and policies.
- A directory of professionals and agencies, including police, who can provide professional development, advice and resources.
- Protocols with professionals and agencies, including the police, to formalize and strengthen liaison and referral arrangements.
- A communication strategy for drug incidents that ensures all staff are aware of school and/or system wide procedures for contacting and responding to the media.
- Maintenance of records of drug incidents with due attention to the protection of the rights and privacy of all those who may be involved; and their usefulness in monitoring the effectiveness of policies.
> Elements of the school drug policy that address enforcement issues might include:- Procedures for ensuring that everyone – parents, teachers, students and community members – understand school policies and how they will be enforced.
- Procedures for ensuring that drug policies are applied fairly and consistently.
- Security measures to eliminate drugs from school premises and school functions, for example:
- barring access to intruders;
- issuing mandatory identification badges for students and school personnel;
- requiring students to carry passes when not in class;
- monitoring school buildings and grounds, especially areas where drug use or sales are known to occur;
- securing the assistance of law enforcement officials to stop drug dealing or monitor areas around the school where drug use or sales are known to occur;
- depending on applicable law, policies that permit searches of student lockers.
- Strategies for ensuring that all members of the school community contribute to and support school policies and procedures for preventing drug use and dealing with drug matters;
- Mechanisms for the ongoing monitoring and review of the school’s approach to drug education and incident management.
>FRESH Core Component No2: Water, sanitation and the environment
The school environment, both physical and psychosocial, can help or hinder efforts to improve students’ health and learning outcomes. At a minimum, the FRESH framework calls for all schools to have clean water for drinking, washing and food preparation, and appropriate sanitation facilities to prevent the spread of disease agents present in urine and faeces. In addition, the physical premises of the school must be clean and safe, or parents may keep their children at home. Being in school is, in itself, a powerful defence against drug use: young people who drop out become more vulnerable not only to drugs but also to a range of other dangers, including HIV infection, unwanted pregnancy and criminal activity.
Beyond these basics, the school environment can protect and promote the health of students and school personnel in many ways. In the area of drug abuse prevention, protection must at a minimum include a prohibition against the sale or use of drugs on school grounds and at school-sponsored events. Protection against the harmful effects of environmental tobacco smoke is one of the most basic actions a school can take. Ensuring that students are not pressured to buy or use drugs at school is also essential.
Aspects of the school environment that contribute to promoting health and reducing drug use and drug-related harm include:- recognition that the home, school and community all provide opportunities for promoting health and reducing young people’s vulnerability to drugs;
- consultation, interaction and cooperation among school personnel, parents and community agencies and individuals to develop drug prevention policies and programmes;
- fair and consistent application of school policies regarding health and drug use;
- procedures for managing drug incidents that respect the rights of students and that meet their needs for treatment and continued participation in schooling;
- efforts to provide positive alternatives to drug use to meet students’ needs for recreation, self-expression and social acceptance (e.g. physical education, sports, art, music and dance, community service, social events, etc.)
- efforts to capitalize on the potential of positive peer pressure, e.g. peer education programmes, leadership programmes, reward schemes, etc.
- efforts to create a supportive work environment for school personnel, including health promotion for staff (e.g. support for staff efforts to quit smoking) so that teachers and other school staff can fulfil their roles as positive adult role models;
- setting high academic standards and providing support for students who fall behind;
- encouraging student participation in school/community events to influence social norms and public policy regarding drug use;
- demonstrated commitment to fundamental principles of individual and social well being such as human rights, fairness, respect, equal opportunity, personal responsibility, civic duty, etc.
- sensitivity to personal and cultural beliefs in dealing with health issues;
In short, all efforts to create an environment at school that protects and promotes health and well being, that respects the individual and fosters confidence in his/her ability to make healthy choices, and that actively engages students in positive learning experiences, contribute to keeping young people from succumbing to the temptation or pressure to use drugs.
>FRESH Core Component No3: Skills-based health education
The primary goal of school health education is to help individuals adopt behaviours and create conditions that are conducive to health. Skills-based drug education is a key component of the school’s overall drug prevention programme (including drug-related school policies, the creation of a safe, healthy and drug-free environment and efforts to provide appropriate health services) because it focuses on developing the knowledge, attitudes and skills that young people need to choose not to use drugs and to stick to their decision.
Drug education that focuses too narrowly on facts and “scare tactics” has not been found to be particularly effective. The factors that contribute to drug use among young people (or adults) are simply too complex to be overcome by information alone. Research has shown that successful programmes delineate the specific behaviours that are to be influenced and embed information giving within a skills development approach.
For example, behaviours and conditions commonly addressed to prevent or reduce tobacco use include:- resisting peer pressure to smoke cigarettes
- trying cigarette smoking for the first time
- smoking a whole cigarette
- smoking cigarettes on a regular basis
- smoking cigarettes on the school property
- attempting to quit cigarette smoking
- chewing tobacco
- creating a tobacco-free school policy
- creating tobacco-free public areas
As an example of the skills that need to be developed, a programme proven to be effective in reducing drug use by youth in the United States focuses on:- Drug resistance skills to enable young people to recognize and challenge common misconceptions about tobacco, alcohol and other drug use; to learn correct information and practice specific methods of resisting pressure from peers and the media to use drugs;
- Personal self-management skills to help students examine their self-image and its effects on behaviour; set goals and keep track of personal progress; identify everyday decisions and how they may be influenced by others; analyse problem situations, and consider the consequences of each alternative solution before making decisions; reduce stress and anxiety, and look at personal challenges in a positive light.
- General social skills to help students overcome shyness, communicate effectively and avoid misunderstandings, initiate and carry out conversations, handle social requests, utilize both verbal and nonverbal assertiveness skills to make or refuse requests, and recognize that they have choices other than aggression or passivity when faced with tough situations.
Skills such as these, commonly referred to as life skills, have been shown to improve young people’s ability to analyse and cope with factors that contribute not only to drug use, but to other problems common among youth as well, including sexual risk-taking, violence, and delinquent behaviour in general. Drug education is most effective when it is part of a broader health education curriculum that targets the root causes of poor decision-making and risk-taking by youth by providing honest information and opportunities to develop these essential life skills.
It should be clear that this is not something that can be accomplished through isolated or one-time-only interventions, no matter how attractive some “quick-fix” programmes may appear. To be effective, skills-based health education, including drug education, must be a sequenced course of developmentally-appropriate instruction that builds and reinforces young people’s knowledge and skills in response to their needs and abilities over time. An example of the knowledge, attitudes and skills that health education to prevent/reduce tobacco use might address at various levels of schooling is provided in the tool Knowledge, Attitudes and Skills for Tobacco Prevention.
Many of the factors that determine health behaviours, including drug use, are beyond the influence of the school. In setting goals for their drug education efforts, schools should not make change in students’ drug use behaviours the only measure of their success or effectiveness. In choosing or developing skills-based drug education curriculum, schools should rather focus on the achievement of specific educational outcomes that have been identified as contributing to the broader health goals of preventing drug use and reducing adverse consequences to individuals and society. This means ensuring that students develop specific knowledge, attitudes and skills that discourage drug use and contribute to promoting their own and others’ health.
>FRESH Core Component No4: School Health Services
Experience has shown that schools can be efficient settings for the delivery of basic health services, including school feeding and micronutrient supplementation, de-worming, immunisations, and monitoring of children's basic health and development. Enhancing students’ overall health – physical and psychological – is an important way to reduce young people’s vulnerability to drug use and other risky behaviours. Better health is not only a benefit in itself, but has also been shown to improve student enrolment, attendance and retention rates, and learning outcomes.
Health services that may help to prevent the use of drugs or reduce the harmful consequences of drug abuse include:- basic counselling services (because young people often use drugs to cope with stress, depression, abuse, etc.);
- drug, alcohol and tobacco treatment interventions, including smoking cessation programmes;
- reproductive and sexual health services, including counselling and testing for HIV and other sexually transmitted infections (because of the link between drugs and sexual activity).
Clearly, schools and education systems cannot be solely responsible for providing such services, but where community services are lacking, insufficient or inaccessible, schools can play an important role by:- documenting the extent of drug use and drug-related health problems among students and staff and advocating for needed prevention, cessation and treatment services;
- working with government and community agencies to establish such services;
- encouraging and supporting good health practices among school employees by creating a health promoting workplace, (supporting school personnel in their efforts to quit smoking, for example);
- ensuring that school staff responsible for health education receive appropriate pre- and in-service training, especially in the learner-centred, participatory teaching methods used in skills-based health education;
- training relevant school staff to recognise the signs of possible drug abuse so that schools can help ensure early detection and intervention;
- inviting community health specialists to participate in education or health programmes at the school, and to support school personnel in policy development, curriculum development, staff training, etc.
- networking to facilitate students’ and school personnel’s access to services, through strong links with local health centres and other community resources;
- advocating for services that are “youth friendly”, i.e. adapted to the specific needs, concerns and circumstances of young people.
Many schools do not have significant resources to provide health services even though governments the world over have recognised the link between health and education outcomes and schools have been identified as important and effective venues for improving school-age children’s health. Teachers and other school personnel who see firsthand the way health problems undermine their work can and must bring pressure on government at all levels to commit the resources needed. Advocacy is a key function for school leaders.
However, the added value that schools bring to health promotion efforts derives in large part from their unparalleled access to the target group (large numbers of children over a period of many years), their participation as key institutions in matters of community life, and their contribution of a skilled workforce already committed to achieving positive outcomes for youth. Using these assets, schools can do a great deal, even with limited financial resources, to facilitate the provision of needed health services and promote health among youth. The FRESH framework, which calls for health services as one element of a strategic approach to health promotion in schools and the establishment of effective partnerships with other sectors, parents and community groups, shows how this can be done.
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Documents
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SPORT: Using sport for drug abuse prevention. UNODC and Global Youth Network
This document summarizes the sharing and learning that occurred during a workshop organized by the United Nations Office on Drugs and Crime (UNODC) at which representatives from eight youth and sport groups (from Bolivia, Norway, Kenya, Bermuda, Spain and Italy) came together to explore the use of sports in preventing youth drug problems. - More |
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The Organization
