title: Exploring teachers’ perceptions and experiences when implementing Blurred Minds Academy (BMA) – a school-based prevention initiative targeting substance use
Creators: name: Nguyen, Huyen Trang
Publisher: name: Griffith University
Year: 2024
Subjects: subject: substance use
subject: health intervention
subject: adolescents

description: Youth vaping has become the most prevalent adolescent health concern worldwide and in Australia, putting teachers on the front line of the vaping epidemic as they interact with students on a daily basis. Research indicates that teachers are not sufficiently involved during design and implementation of prevention programs targeting adolescent use of vaping, alcohol, and other drugs. Against this background, two studies were conducted concurrently as part of the research project to explore teacher perspectives on the implementation of the Blurred Minds Academy - a substance use prevention initiative. Following a mixed methods approach, Study 1 employed an online survey (n=27) while Study 2 utilised in-depth semi-structured interviews (n=7) to collect quantitative and qualitative data respectively. Quantitative data were analysed using predominantly descriptive statistics. Qualitative data were analysed using inductive thematic analysis. The collective learning from both studies generated three crucial findings. First, program implementation can positively influence teacher self-efficacy and enhance the learning environment. Second, teacher insights demonstrated approval of the Blurred Minds Academy in two key dimensions - acceptability and feasibility. However, the participants reported three major challenges during implementation including log-in issues, IT infrastructure, and student-related issues. Finally, teachers provided a number of valuable suggestions that inform future improvements to the Blurred Minds Academy. Regarding the technological aspect, they expressed the desire for a simplified enrolment procedure, enhanced reporting around student performance and interactions with the platform, improved load speed, and capability to restrict student access to specific modules. Three areas for improvement were identified for the BMA program. Firstly, the program should offer additional modules targeting various aspects of adolescent health. Additionally, it needs to incorporate more higher-order thinking skills activities. Lastly, there is a need for providing more comprehensive information and links to other support resources and services for substance use. Several implications are drawn from the study. First, future research should explore the relationship between the teacher outcomes (self-efficacy, classroom environment) arising from program implementation and teacher motivation, as well as its impact on student learning. Another significant avenue for future research is the co-designing of alcohol and other drug (AOD)-related resources with teachers to promote their autonomy and program flexibility. The third area recommended for future research involves investigation of effective learning analytics tools specific to AOD education to support teachers' data-driven decision making. In addition, inquiry into the interplay between the factors affecting implementation also merits attention from future research. Lastly, it is recommended that future research integrates a range of data collection methods (e.g. psychophysiological approach) to complement the self-report data typically used in the assessment of AOD program implementation.