What difference does it make?
Evaluation and impact
Evaluation is essential to ensure our planning, resources and delivery are as effective as they can be, and for us, schools and stakeholders to measure the impact. We as students to complete a questionnaire at the start of each programme and an evaluation at the end. These are designed to measure changes to behaviour and to perceptions of risk and the possible consequences of taking drugs and drinking alcohol. We also ask students at longer workshops to complete evaluations that gather immediate feedback and data on impact.
|Student workshop feedback 2017-18|
|It provided me with relevant information||99%|
|It tackled misconceptions about substance misuse||92%|
|It changed how I see the risks and consequences of using drugs||81%|
|It helped me think about ways to tackle peer pressure||76%|
|The resources I’ve been given will be useful||91%|
|I feel more able to talk to my parents, carers or teachers about drugs||63%|
'Drugs education in schools: The Daniel Spargo-Mabbs Programme'
Dr Fizz Anand, Dr Karen Duke, Dr Rachel Herring, Nikoleta Syreti, Prof Betsy Thorn, Kalliopi Tzimopoulou, University of Middlesex Drug and Alcohol Research Centre (2019)
In June 2017, the DSM Foundation became an Associate of the University of Middlesex Drug and Alcohol Research Centre (DARC). From September 2017, their academic team, with two postgraduate students, undertook a formative assessment of our drug and alcohol education programme.
The research focused on three areas of our work: teachers’ experience of delivering our drug education lessons, the effectiveness of parents’ workshops, and the impact of the Theatre in Education production of Mark Wheeller’s play and the workshop that follows performances.
The report concludes: “The DSM programme has been developed with regard to principles of good practice emerging from research and through self-assessment following the Mentor-Adepis guidelines. This formative assessment brings an outsider eye to bear on the programme for the first time…There were no recommendations for major changes. Rather ideas were offered for ways in which the programme could be strengthened and ways to extend its reach and ensure its appropriateness to different groups of young people.”
You can read the full report on the DARC website.
A more rigorous, longer term academic evaluation is planned and currently under discussion.