The ‘Principles of drug education for schools’ (the Principles) provide a practical, evidence-informed framework to guide Australian schools in delivering effective alcohol and other drug education. Grounded in Australia’s harm-minimisation approach of demand reduction, supply reduction and harm reduction, and aligned with international best practice, the Principles reflect what works in real classrooms across diverse communities and settings.

NSW Health and the NSW Department of Education worked with Turning Point and Monash University to rewrite the Principles of drug education for schools (PDF 495 KB) (2025). To support schools, an implementation guide has been developed. This Principles of drug education for schools implementation guide (PDF 664 KB) provides a rigorous, clear and context-relevant set of actions across all system levels to support effective planning, adaptation, implementation and continuous improvement. It is designed to help schools tailor the Principles to a school’s local context while maintaining what works.

The Principles and the implementation guide are intended to guide school executive, teachers and staff, as well as families, community agencies and other stakeholders, in making decisions related to drug education practice within school communities.

The Principles can be embedded in classroom teaching, integrated within wellbeing initiatives or implemented through whole-school strategies.

Drug education in schools aims to:

• build health literacy through providing students with opportunities to evaluate information, understand short- and long-term effects and identify credible sources of help, skills that underpin lifelong decision-making
• reduce harm through the use of evidence-informed approaches to prevent or delay the onset of drug use, reduce risk and strengthen protective factors
• improve life outcomes by preventing, delaying or reducing substance use
• supports both individual development and broader community resilience.

A safe and supportive school environment is protective for children and young people against a range of health-related risks, including substance use problems. A positive climate within and beyond the classroom fosters learning, resilience and wellbeing in students and staff.

Effective pedagogy

Effective pedagogy in drug education is centred around basic principles of teaching, learning and assessment. A number of strategies can be used to create a supportive learning environment enabling students to feel safe to learn and ask questions.

Be clear about the purpose of drug education lessons and the key messages you want students to take away from each lesson. Communicate this with students through learning intentions and goals. When students see the relevance of learning, they are more able to connect with education and are more likely to engage with it.

Think critically and plan lessons so that students have a takeaway message. The purpose of a lesson should not always be solely about knowledge of content but rather, students should practise and develop skills that will allow them to participate as a positive member of the community. Skill development in a range of drugs related situations which students may be exposed to in their lifetime is important to allow for practise, evaluation and refinement of each self-management or interpersonal skill.

All schools in NSW are required to teach courses of study in accordance with the outcomes of syllabuses developed by NSW Education Standards Authority (NESA). Some aspects of PDHPE may be viewed as sensitive or controversial, such as learning about drugs, respectful relationships and violence. It is essential that principals maintain communication with parents and carers on teaching and learning programs, visiting speakers, external providers and other school activities, including student-organised activities, in which controversial issues may be addressed.

A range of teaching strategies which promote active participation and interactive or hands on learning approaches are most effective when teaching PDHPE.