Our latest Researcher of the Month, Professor Harry Sumnall, is leading a team of researchers at Liverpool John Moores University to adapt and test a school drug prevention programme aimed at older teens (aged 15-18). The Illicit Project UK aims to develop teens' skills so that they can make healthier and safer choices when it comes to drug use, avoiding fear mongering approaches of the past that were designed to scare young people, and which we now know to be ineffective. The programme is fully aligned with the national RSHE curriculum in England and with the health and wellbeing curriculum in Scotland.

This evidence-based approach is currently being tested in the North West of England and Scotland. The researchers are still looking for more schools, so if you work in a setting based in these areas and would like to be involved in the trial, please contact us and we'll put you in touch with the research team. You can find out more about what participation involves here.

Summary

This project forms part of a UK government initiative aiming to prevent and reduce drug use and dependency, a historically underfunded area. General rates of substance use have been in sharp decline over the last 20 years, in both the UK and other high income countries globally. The most recent biannual NHS Digital survey, which invites responses from children and young people aged 11-15, found that 15% of 11-15 year olds have taken drugs in their life. As recently as 2018, this figure was 24%. In terms of illegal drugs, most of this decline relates to use of cannabis and nitrous oxide. The amount of young people vaping increased sharply over the last decade, but this too now seems to have plateaued.

Despite these encouraging trends, substance use continues to present significant challenges for public health and communities. Drug and alcohol related deaths remain a leading cause of preventable mortality among adults of working age, and the illicit drugs market continues to contribute to crime and violence. For those young people who do use illegal drugs, the risks may now also be greater than in the past because the composition and potency of substances available on the illicit market has become increasingly unpredictable, including the emergence of highly potent synthetic opioids.

How can The Illicit Project UK help?

The Illicit programme was originally designed in Australia, where trials found that it reduced the use of cocaine, ecstasy and vapes, and had a mixed impact on cannabis consumption. The UK team has worked closely with researchers from the University of Sydney and, along with young people's input, the content has been adapted for the UK's cultural and legal context. It consists of three 35-minute classroom sessions, delivered online as self-directed learning modules and requires minimal teacher involvement (with the exception of a short group debrief at the completion of each of the three sections).

Across the three modules, students explore how the adolescent brain develops, why this influences decision-making, reward, impulse control and risk-taking, and what happens when alcohol or other drugs are introduced into this developing system. Alongside the science, the programme helps young people apply their learning to realistic situations by using contributions from young adults to consider potential real-world contexts in which substance use might occur. This includes a focus on peer influence, parties, festivals, mental health and social pressures. It also encourages students to recognise when a friend may be struggling and understand the importance of seeking support from trusted adults. This combination of neuroscience, psychology and practical decision-making skills has been found to help young people develop the knowledge and confidence to make safer choices, and is designed to complement a school's wider approach to RSHE, safeguarding and drugs education.

So far, feedback from both students and teachers has been encouraging. Young people reported enjoying the evidence-based approach and the programme's focus on neuroscience, saying they learned more than they had from traditional assemblies or more didactic classroom lessons. They particularly valued hearing from slightly older peers, whose reflections focused not on drug or alcohol use itself, but on growing up, navigating social pressures and maintaining their wellbeing.

One of the biggest design challenges was balancing what young people said they wanted with what the evidence suggests is most effective. Many students expressed a preference for short, TikTok-style content, but evidence shows that meaningful behaviour change cannot be achieved through brief, attention-grabbing videos alone. Developing knowledge, decision-making skills and lasting behaviour change takes time, which is why The Illicit Project uses longer, interactive modules that encourage discussion, reflection and skill development.

Teachers have also welcomed the programme's strong evidence base and close alignment with national guidance. Whilst some schools found it challenging to fit the 35-minute modules into timetables where RSHE is often delivered in much shorter sessions, many recognised that the additional time reflected the programme's evidence-informed design rather than unnecessary content.

Implications

Tips for educators

Beyond focusing specifically on The Illicit Project, think carefully about what drugs education you offer your students. One off assemblies, fear-based shock talks, ex user testimonies and zero-tolerance or exclusionary approaches are all shown to be ineffective approaches in research evidence. Exclusion as a result of substance use, in particular, dramatically increases the risk of escalation.

Choose external providers carefully. Schools are often approached by organisations offering talks or workshops on drugs and alcohol. Whilst many are well intentioned, not all programmes are evidence-based. Before inviting an external speaker into school, ask about their professional background, the evidence underpinning their approach and whether they can explain what is known to be effective in prevention education. It is also worth asking whether they work with local education, public health or safeguarding teams, and seeking feedback from other schools that have used their programme.

Look for programmes that go beyond facts and fear. Effective prevention education recognises the wider factors that influence young people's decisions, including mental health, relationships, peer influence, safety and wellbeing. Be cautious of programmes that rely heavily on fear-based messages or dramatic anecdotes, as these are not supported by the evidence.

Be cautious about relying on one-off interventions. One-off assemblies, awareness days and drop-in sessions may have a role in signposting young people towards support, but the evidence suggests they are unlikely to produce lasting changes in behaviour or decision-making. Effective prevention is most likely when learning is embedded within a planned, evidence-informed curriculum delivered over time.

Think carefully before using lived experience testimonies. Whilst former substance users often have powerful and compelling stories to tell, research suggests that these testimonies are unlikely to reduce substance use and, in some circumstances, may have unintended negative consequences. Because these speakers have ultimately survived and recovered, some young people may perceive their stories as exciting or even aspirational. In addition, such accounts often focus on extreme outcomes, such as addiction or overdose, which are not representative of the experiences most young people are likely to encounter. As a result, students may struggle to see the relevance to their own lives and dismiss the wider educational message.

Focus on risks that feel relevant. Rather than concentrating solely on the most severe consequences, prevention education should also help young people understand the more common and immediate risks associated with substance use, such as accidents, arguments, impaired judgement, unsafe situations, relationship difficulties or getting into trouble with the police. These are often more personally relevant and can help young people consider how to make informed decisions .

Make contact with your local authority. It’s important for schools to know about local drugs services. Professor Sumnall advises reaching out to local authorities or public health teams to find out what they can offer. Many local drugs service providers do great work in schools, delivering sessions or working with specific groups of children, or staff to help develop appropriate and supportive policies.

Keep your eyes peeled for The Illicit Project UK to be launched more widely.

Tips for parents

Consider what you are modelling. We can all think about our own relationship with substances (including alcohol, vapes or tobacco). How accessible is alcohol in your family home? What role does it play in family celebrations? How is it spoken about? Are there clear rules around its consumption?

Don't assume that introducing alcohol early is protective. Although it may seem like a safer way to teach responsible drinking, research suggests that early introduction may contribute to the normalisation of alcohol use. Instead, delay introduction where possible and focus on open conversations, clear expectations and positive role modelling. Whilst parents and carers of older teens may consider, for example, introducing a limited supply of alcohol for a party on the basis that this offers some element of observation and control, regular supply of alcohol should certainly be avoided. Find out more in our interview with Dr Melissa Oldham on teen drinking, or in our Quick Guide to Alcohol.

Remember that adolescence is not risk-free. Experimenting, testing boundaries and learning from mistakes are all part of healthy development. If your teenager makes a risky decision or experiments with alcohol or other substances, try not to panic. One episode does not determine their future. Instead, use it as an opportunity for calm conversation, reflection and support, helping them understand what happened and how they might make safer choices next time.

Recognise that the relationship between substance use and health and wellbeing is often complex. Some young people may use alcohol or other drugs to cope with stress, uncertainty or emerging mental health difficulties, whilst others may see substances as a way of switching from periods of pressure, such as studying, into relaxation or socialising. Recognising these different motivations helps move conversations beyond simply discussing the substances themselves, encouraging young people to reflect on why they might be tempted to use them and to explore healthier ways of meeting those same needs.

Listen calmly. It can be very difficult to hear that your child has made a risky choice, particularly if you're worried about their safety. Try to stay calm, listen without interrupting and keep the conversation open. Your first response can have a big impact on whether they feel able to come to you again in the future. Reflective questions might include: How did that make you feel? Did you feel in control? What might you do differently next time?

Remember that ruptures can be repaired. Even if an initial discussion doesn't go as well as you had hoped, don't assume the opportunity has been lost. Research consistently shows that relationships are strengthened through repair. If emotions run high, take some time to calm down and return to the conversation later. Positive outcomes are still possible after a difficult start.

Tune into our interview with Professor Sumnall here.