Author: Steve Clare

Ex-Licensee, retrained & now specialist alcohol & other drugs teacher supporting schools PSHE curriculum.

Landmark UK drug testing.

Steve Clare

Last Saturday (27th Jan ’24) saw a historic day in Bristol, the start of a regular drug testing service operating for the first time in the U.K. 12 years in the making, festival drug testing pioneers We Are The Loop have teamed up with Bristol Drugs Project to deliver this service. They will continue to do so on the last Saturday of each month.

Prohibitionist (might) argue testing encourages use, criminal behaviour & normalises drug use. There’s moral panic, “What message does this send out to people?”

Supporters of drug testing services would say the message to service users is, we care about you.

Drug testing is an innovative & pragmatic harm reduction strategy for those who choose to use/experiment. Identifying content, & in many cases strength is the No. 1 goal, from which service users get to make an informed choice about whether &/or how much to take.

There are other benefits too. Testing provides an insight into the immediate drugs market, identifying trends, content, adulterants, bulking agents & strength – real world & real time data gathering. Social media alerts about substances of concern are posted to inform both local & the wider community.

Service users have a short interaction with professional health workers before getting the results of their tested substance(s). I’ve observed these interactions. They are relaxed, friendly & non-judgemental. The service user is asked about what they like to take, the frequency, setting & any harm reduction strategies they may adopt. The health worker can give guidance about harm reduction strategies if none are used. I saw a 2-way exchange of information that benefited both parties. For many service users it’s the first time they’ve interacted with health professionals.

The whole experience is a win for all who participate.

The power of drugs testing was laid bare at an event in Sydney, Australia recently, where nitazenes had been identified in MDMA. Organisers temporarily stopped the event & a DJ address the crowd to alert them. Kudos to them for such open honesty, demonstrating as I mentioned above that they care about their attendees. (https://www.theguardian.com/australia-news/2024/jan/31/when-a-seriously-ill-sydney-raver-set-off-alarm-bells-a-dj-stepped-in-to-avert-a-nightmare-scenario)

Testing saves lives. 

PSHE mixology; ‘entertaining’ education?

Steve Clare

Who knew there were so many transferable skills between managing bars/nightclubs & teaching! I retrained to teach after a 20-year career in the licensing industry; 14 as a Licensee. Long story short, I’ve built awareness lessons on alcohol & other drugs, putting my professional experiences to good use. I use up-to-date & relevant info from an ever-growing list of academic & credible sources to ensure lesson worthy content.

When able to attend relevant CPD seminars & conferences I’ve often felt like a fraud; a former club/bar manager surrounded by academics, researchers & other professionals who are experts in their field. I don’t always understand reports; research & data published & am grateful to those who help me make sense of it when I ask.

Thankfully the folks referred to above are a helpful & welcoming bunch, whether I’ve met them in person, or have a professional relationship via social media. There is great interest in my background & how, according to many it approaches alcohol & other drugs education from an unusual angle.

Teaching PSHE is a huge responsibility, huge, but one that I love. But how do you make PSHE interesting? How do you make it credible & engaging?

Energy, enthusiasm, & honesty are key; credible sources & relevant information vital. Breaking from the tradition of ‘Old-Skool’ style “drugs will kill you” lessons is essential & yet some pupils tell me that’s what they’re used too (heart-breaking).

The unsung hero of my lessons is humour – a powerful teaching resource. Its blended into each lesson; some intended, some spontaneous, but all appropriate to the age I’m teaching. Its used as an ice-breaker & immediately sets the tone that the lesson will be different. Pupils value that & have said to me they would think about planned behaviours or seek additional info from the credible & highly respected sources within my lessons. Common pupil feedback, “you’re different; you talk to us, not at us; you want us to stay safe.”

My stance is teaching to know, not preaching no. #harmreduction