The Staying Safe Programme: A new online education approach to reducing drug related harm for university students

Background

University students exhibit significantly higher recreational drug use than the general population, with 56% having tried drugs and 39% currently using (NUS, 2018: 14). Prior interventions relied on zero tolerance or fear, but evidence supports a harm reduction approach. Students prefer information challenging their risk perceptions over fear-based messages. However, the recommendation to provide non-judgemental honest information has been difficult to achieve where societies and organisations are bound by zero tolerance policies. This paper describes the creation and pilot evaluation of a novel drugs education initiative, the Staying Safe Programme (SSP www.stayingsafe.university), a new on-line course, hosted by experts and students aims to provide students with credible pragmatic information on alcohol, other drugs (including prescription medication) and related behaviours and risk such as policing, sexual assault and consent, dealing with drug emergencies and helping your mates. SSP was initially piloted in 2023 at the University of Manchester and the University of South Wales. Evaluation of knowledge transfer and the acceptance of the approach was conducted as part of an NIHR funded pilot. Now expanded to 32 modules, and being used at 4 universities, SSP V2 is currently exploring the impact on risk perception and intended behaviour change.

Methods

Mixed methods were employed, including anonymised student data from SSP (n>500), semi-structured interviews with stakeholders, document reviews of policies and procedures related to drug incidents, and administrative data on drug-related incidents. Collaboration with students and Universities UK (UUK) during data analysis, along with Patient and Public Involvement (PPI) through interviews with university administrators and students, ensured a comprehensive approach. 

Results

The programme received very positive feedback, with 88-93% agreement on its effectiveness, credibility, and non-judgmental approach. Students valued SSP's evidence-informed, non-judgmental approach, which facilitated informed decision-making. University administrators praised SSP for addressing a critical gap and recognised its harm reduction focus as the most effective approach, even in institutions not initially employing a 'harm reduction' strategy. Knowledge gain was measured through pre- and post-module quizzes, showing a significant increase from 20% to 92% of students scoring 100%. Based on feedback from V1, V2 launched in Oct 2023 incorporating changes to layout, content and assessment and now comprises of 32 modules including ones on dealing with drug emergencies, disrupting sexual assault, and the impact of cannabis use on studying and brain development. 

Conclusion

Our finding supports the need for non-judgmental and autonomy-respecting education o empower students in making informed choices about drug use and associated risks. Initiatives should cover broader behaviours like sex, mental health and consent.