Responding to Substance Use (Including Vapes and Other Nicotine Products) in Schools - equality impact assessment

Key Findings

The EQIA was informed by research on substance use, wellbeing and behaviour among children and young people in Scotland, including evidence that substance use increases with age, is patterned by deprivation, and can intersect with mental health, additional support needs and wider life circumstances.

Evidence was used to understand how substance use may differentially affect groups of pupils, and how inappropriate or disproportionate responses could risk exacerbating disengagement, stigma or inequality. The EQIA also considered evidence on discrimination and marginalisation in school environments, and the importance of inclusive, non-stigmatising and proportionate responses.

The development of the guidance and the EQIA reflected engagement with stakeholders through established relationships and behaviour governance structures, including SAGRABIS and associated working groups.

Overall, the guidance was assessed as being expected to have a positive impact across all relevant protected characteristics in schools. It was also assessed that the guidance would have a positive effect in relation to the three Public Sector Equality Duties.

This assessment reflects that actions to support consistent, wellbeing-focused and non-stigmatising responses to substance use are likely to benefit all pupils collectively, while helping to reduce the risk of disproportionate or exclusionary responses for pupils who may already experience disadvantage, vulnerability or marginalisation.

The guidance contributes to these outcomes by clarifying expectations around substance use, promoting whole-school prevention approaches, supporting early identification and intervention, and emphasising safeguarding, partnership working and continued engagement in learning.

The Behaviour in Scottish Schools Research is a long-standing time series, which will continue to provide an evidence base for monitoring trends in behaviour, wellbeing and related issues in schools. This research will continue to inform understanding of substance-related issues in school settings and the effectiveness of policy responses over time.