Slides to accompany a resource for schools in England on children affected by parental substance use. Prepared by Adfam for the ADEPIS project. http://mentor-adepis.org/

1. Identifying and supporting children
affected by parental substance use
ADEPIS resource launch
7th November 2013

2. Key messages
• Schools have both the responsibility and the
ability to support children affected by parental
substance use
• Safeguarding: a matter of child welfare, not drug
and alcohol expertise
• Existing structures/policies cover most of this
work already, but added focus is needed
• PSU is not a school’s ‘problem’ to ‘solve’, but they
can play an important role in identifying these
children, and have a positive impact on their lives

3. Scale of the problem
• 250 – 350,000 children affected by parental drug use in UK
(Hidden Harm)
• At least 120,000 children living with a parent currently in
treatment
• 6% / 700,000 live with dependent drinker
• 100 children a week call Childline worried about their parents’
drinking
• Serious Case Reviews: 22% drug use, 22% alcohol use
• Comparison: 67,000 looked after children, 382,000 assessed
as ‘in need’ (2011-12)

4. Impacts
•
•
•
•
•
Neglect
Disruption of routine
Inadequate supervision
Physical/emotional abuse
Inappropriate parenting
practices
• Poverty
• Domestic violence
• Exposure to drugs and
paraphernalia
• Loyalty and protection
of parents
• Reluctance to disclose
• Guilt, shame, stigma
• Sadness, isolation,
depression
• Anger and frustration
• Fear, anxiety (for their
parents and for
themselves)

5. Indicators
•
•
•
•
•
•
Social isolation
Difficulties completing homework on time
Being bullied – or bullying?
Poor attendance/late arrival
Tiredness or lack of concentration
Lack of parental interest/engagement e.g. Not attending
parents’ evenings
• Unavailability for school clubs/trips
• Behavioural difficulties
• Academic underachievement

6. School impacts
Age
5-9
10-14
15+
Impact
School medical checks missed; poorer school
attendance/preparation/concentration; restricted
friendships; excessive responsibility for parents/siblings;
more antisocial acts (boys); depression, anxiety, withdrawal
(girls)
Continued poor academic performance; looking after
siblings; early smoking more likely; little parental support;
bullying
Lack of suitable role models; poor educational attainment
may affect long-term life chances

7. Educational impacts
• “At school I would text my mum because I was scared I wasn’t
there to look after her”
• “Everyone seems to be getting others’ advice on University
applications but I don’t want anyone to read mine. I have had
to write about mum’s alcoholism and the homelessness as
part of the extenuating circumstances so I dont want anyone
knowing.”
• “I've recently started University (for the 2nd time) and have
really enjoyed it so far, but it is still really hard sometimes as I
have moved away from home, leaving my mum to deal with
my dad, who's the alcoholic in my family. While it is nice to
have a break from all of it, I still feel really guilty”

8. Why schools?
• May have a window into children’s lives that other
services do not
• Child focused by definition
• Early intervention
• Not necessarily a social care issue
• Provide a safe haven/structured environment
• Protective factors: trusted adults, success outside the
home
• Schools hold a lot of information on children: looked
after, child protection plan, special educational needs
etc

9. Why schools?
• ACMD: ‘No school should assume that none of its children have
drug problems’
• Minister: ‘Ofsted take particular interest in the experiences of more
vulnerable children’
• NICE: ‘schools should ensure teachers and practitioners are trained
to identify and assess the early signs of anxiety [and] emotional
distress’
• Munro report: ‘schools are particularly well placed to notice
children and young people in need of help and to notice where
there are more serious concerns about their safety’
• ACPO/DfE: ‘schools will be alert to behaviour which may indicate
that the child is experiencing difficult home circumstances’

10. How schools can help
•
•
•
•
•
•
•
•
Pattern and structure
Trusted adults
Identified special teachers to talk to
Reassurance – not alone, not to blame, not
betraying anyone by speaking about it
Home visits by school nurses
Somewhere quiet to relax
Support with school work
Access to breakfast/after school clubs, careers
advice, extra-curricular activities

11. Which policies?
Safeguarding/
child
protection
Antibullying
Parental
involvement
Young
carers
PSU
Drugs
PSHE/Drug
Education
Vulnerable/
looked after
children

12. Which staff?
Governors
Named
lead?
Teachers
School
nurses
PSU
DSP for
child
protection
Nonteaching
link
workers
Education
welfare
Head
teachers

13. Further resources
Drug-specific
• STARS
• Al-Anon
• COAP
• NACOA
• Action on Addiction
General
• TES
• NSPCC
• Carers Trust
• Grandparents Plus

14. Get in touch
• @AdfamUK
• @MentorADEPIS
• www.adfam.org.uk
• www.mentor-adepis.org.uk
• o.french@adfam.org.uk
• 020 7553 7640