From didactic to dialogue: Assessing the use of an innovative classroom resource to support decision-making about cannabis use

Abstract

Aims: In most countries, cannabis use rates are highest among young people. Efforts invested in cannabis prevention programmes have had limited success. In part, this may be attributed to a dearth of meaningful discussion in classroom settings on the topic and scarcity of credible resources. Although young people want opportunities to engage in dialogue focussed on cannabis, educators often feel unprepared to facilitate such discussions. Methods: In this knowledge translation study based on recent ethnographic findings, a film was created to explore decision-making and cannabis use among young people. Accompanying curricular materials were developed to support adult facilitators in leading group discussions. Findings: The film-based resource was used in 55 sites across Canada by 48 facilitators (school staff, public health professionals and youth workers); the film was viewed by more than 2500 students. Qualitative content analysis of facilitator evaluations along with telephone interviews revealed the impact of using the innovation. Facilitators adapted the resource in a variety of classes where in-depth discussions occurred, generating critical self-reflection. Conclusions: The diffusion of this drug education innovation underscores the importance of youth engagement in prevention programmes. Prevention approaches that accommodate inclusive and balanced discussion about cannabis use can support young people in their decision-making.

Keywords:

• Cannabis
• decision-making
• drug education
• harm reduction
• prevention
• school context
• student
• young people
• qualitative research
• teachers

Acknowledgements

The authors thank the adult facilitators who participated in this study and provided such generous feedback based on their experience of using the CYCLES resource in classroom settings. We also appreciated receiving the helpful insights from many Canadian high school students.

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article. This work was supported by a grant from the Canadian Institutes for Health Research (CIHR) (grant number M0P-77813).

Supplementary material available online http://www.uvic.ca/research/centres/carbc/publications/helping-schools/cycles/index.php.