Draft Details

This Standard specifies requirements for K-12 education systems to develop, implement, and continually improve a coherent, whole-school framework that prevents and reduces harms related to student substance use, and strengthens student well-being and learning. The framework is based on a socio-ecological foundation and is organized according to the Health Promoting Schools (HPS) components (environments and relationships, teaching and learning, partnerships and services, and policy) and is delivered across a multi-tiered system of supports (Tiers 1-3) and developmental stages (early/middle childhood: K-Grade 5, early/middle adolescence: Grades 6-9, late adolescence: Grades 10-12).

This Standard addresses the development, implementation, and continuous improvement of policies, programs, environments, and initiatives, including the following:

A.    Promotion of student well-being through safe, inclusive school environments that reduce modifiable risk factors and strengthen protective factors;

B.    Recommendations for a systemic, holistic approach that includes:

·    system-level governance (leadership, accountability, confidentiality and data stewardship, community engagement);

·    attention to psychosocial and structural determinants linked to substance use and health;

·    HPS-aligned school environments and relationships;

·    curriculum, literacy, and stigma reduction in teaching and learning;

·    accessibility and equity (e.g., Universal Design for Learning, accommodations);

·    early identification, targeted and individualized supports, crisis response, overdose response readiness, and clear referral pathways;

·    intersectoral partnerships with public health, primary care, mental health and substance use services, and community organizations;

·    workforce capacity building (professional learning, role clarity);

·    transitions across grades and from school to post-secondary or the workforce; and

·    evaluation, indicators, and continuous improvement;

C.    Protective factors to prioritize (e.g., positive relationships, safer climate, cultural safety, engagement, skills, attendance, timely access to help); and

D.    Indicators to measure success (e.g., fidelity to HPS components, Tier 1-3 coverage, student-reported climate and help-seeking, equity of access, reduced exclusionary discipline, timely referral and follow-up, staff confidence, workload).

1.1 Exclusions

This Standard complements rather than replaces clinical guidelines and local laws. Implementation must align with applicable legislation (e.g., child protection, privacy, consent, data sovereignty) and be adapted to local contexts.

1.2 Terminology

In this Standard, “shall” is used to express a requirement, i.e., a provision that the user is obliged to satisfy in order to comply with the Standard; “should” is used to express a recommendation or that which is advised but not required; and “may” is used to express that which is permissible within the limits of the Standard.

Notes accompanying clauses do not include requirements or alternative requirements; the purpose of a note accompanying a clause is to separate explanatory or informative material from the text.

Notes to tables and figures are considered part of the table or figure and may be written as requirements.

Annexes are designated normative (mandatory) or informative (non-mandatory) to define their application.