Archive for the Blog Category

Life lessons: PSHE and SRE in schools

We welcome the publication of the Commons Education Select Committee report about the status of PSHE and SRE in schools. On 23rd April 2014 the Education Select Committee launched an inquiry seeking written evidence on the status of PSHE and SRE in schools. Mentor submitted written evidence and our CEO

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Effective Education for Children and Young People

The following is a guest post by Faith Moore, Public Relations Coordinator at Saint Jude Retreat, an alternative to traditional drug and alcohol treatment centers and rehabs. Based in the United States, Saint Jude Retreats provides a program for people with substance use problems that concentrates on self-directed positive and

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PSHE in schools – Education Committee debate

On the basis of evidence submitted in June to the Education Select Committee inquiry on Personal, Social, Health, and Economic education in schools, our CEO Michael O’Toole was invited as a witness, alongside other experts, to provide evidence at the House of Commons debate on Tuesday 4th November.   The

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Mentor response to the Education Committee inquiry on PSHE

On Friday 6th June Mentor submitted evidence to the Education Committee inquiry on Personal Social, Health and Economic education and Sex and Relationships Education in schools. In our response we recommended that PSHE education is made a statutory entitlement for every child. We are pleased to see that our submission was published

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PSHE: a brighter future for our children and young people

Mentor recently submitted a response to the Education Select Committee inquiry on Personal, Social, Health and Economic (PSHE) education in schools. In our response we highlighted three key points. Point 1 By making PSHE education a statutory entitlement, legislators have a unique opportunity to ensure pupils from all backgrounds acquire

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Why are some adolescents more prone to peer influence than others?

This blog post was written by Dr. Kaidy Stautz for the Alcohol and Drug Education and Prevention Information Service. For further information on this study, please see the reference below. It is well established that an adolescent’s likelihood of engaging in alcohol and drug use is strongly linked to the drug

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‘Legal highs’: what do we need to know?

‘Novel psychoactive substances’ – also known as ‘legal highs’ have become increasingly prominent on practitioner, public, and policy agendas during recent years. These chemicals, designed to imitate the effects of illegal drugs (either stimulants, cannabis or hallucinogens), are creating confusion and misunderstanding. A small focus group with young people, delivered

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Why should alcohol and drug education be part of PSHE?

Alcohol and drug education is currently a statutory part of the national science curriculum. But is the science curriculum enough to provide our pupils with a comprehensive education about alcohol and drugs? Alcohol and drug use is only one among the many risks that young people may encounter as they

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Interactive learning: why is it important in alcohol and drug education?

Interactive learning is one of the fundamentals of effective and constructive education. Research has shown how interactive teaching methods not only increase pupils’ engagement and interest in the lesson, but also sharpen pupils’ critical thinking and analytical skills, which will be required to succeed in their lives. An effective programme

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DOs and DON’Ts of alcohol and drug education

Effective alcohol and drug education develops pupils’ skills, knowledge, values and attitudes helping them build resilience to address and overcome difficult situations. What works and what doesn’t work in alcohol and drug education: DOs An effective programme of alcohol and drug education: is needs-led and age-appropriate, putting the pupil at

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