Preventing illicit substance use: a mixed-methods evaluation of a schools-based Theatre-in-Education intervention

Research Questions Does the implementation of a school-based theatre-in-education (TiE) intervention effectively prevent and reduce illicit drug use (assessed through self-reports), and improve relevant social cognitions (antecedents) in years 8 and 9 secondary school pupils?

How do young people, teaching staff and other stakeholders including parents understand and engage with the TiE intervention, with reference to aesthetic and emotional engagement, and to outcomes related to nurturing engaged citizens, building positive coping strategies and associated identities for young people, enhancing social capital, and increasing young people s self-efficacy and self-worth?

What are the economic benefits of the TiE intervention, considering costs, benefits and their conversion to monetary values, and robustness of the results?

Does the intervention contribute to a reduction in health inequalities, focusing on the interplay of illicit drug use and demographics putting young people from disadvantaged areas or groups at higher risk?

Background National surveys have shown that East Sussex had a significantly higher percentage of 15-year-olds who had ever tried cannabis than England (15.6% vs 10.7%).

Recent local school surveys reveal that 23% of Key Stage 4 pupils (14-16-year-olds) have ever used illegal drugs or glues, gases and solvents as drugs compared with 4% of Key Stage 3 pupils (11-14-year-olds) (ESCC Report 2023). This suggests prevention/deterrence efforts could be most beneficial if delivered in the right way at the right time.

Aim The overall aim of the research is to evaluate a multi-component TiE intervention for young people attending secondary school to prevent and reduce future recreational drug use.

Objectives To understand the features that contribute to the development of effective theatre in education approaches as part of multi-component programmes.

To understand the potential health, wellbeing and economic benefits of TiE interventions To enable young people and other stakeholders school staff, to participate actively in the planning and delivery of the research, developing their research and transferable skills and supporting capacity for further interventions and evaluations.

Methods This hybrid effectiveness-implementation study will draw on quantitative and qualitative data, employing realist evaluation methods, to test and refine context-mechanism-outcome configurations. Realist process informed evaluation will allow us to learn and modify the intervention for a Phase 3 study.

Our primary and secondary quantitative outcome measures will be refusal self-efficacy and social support (joint primary outcomes) and psycho-social cognitions respectively, assessed by questionnaire. Qualitative data will be generated through interviews, focus groups and participatory arts-based activities.

Timelines The 12-months project will start in May 2023. Our Gantt (attachment) details activities of work packages, meetings and milestones for deliverables.

We aimed to maximise participation and input from pupils and other stakeholders within the constraints of this short duration project, and to be ready for a Phase-3 application.

Impact and dissemination Priority will be given to create practical impact initially for schools in East Sussex, followed by roll-out in other regions of England.

Results and learnings will be shared widely, through standard academic communications, but also, and equally important, at public health and educational conferences. Participatory and creative methods will be employed.