Young people affected by drug use: implications for teacher education

Across the world, young people whose parents use drugs are present in many classrooms, but their lived experiences are largely hidden. This paper reports on a small-scale study of young people impacted by long-term dependent parental drug use and class teachers’ recognition and responses to pupils so affected. Young people living with parents who use drugs may experience a range of challenges and are at increased likelihood of statutory intervention, including removal from parental care. This paper examines accounts of semi-structured interviews, with seven young people aged 8–15 years, and discussion groups with ten classroom teachers. The study found that young people have complex relationships with school and are attempting to cope with multiple problems, including parental drug use. Several strategies used by young people to manage school were identified centred around their management of stigma(s) highlighting the tensions between young people wanting to be ‘under the radar’ and have their needs recognised and responded to in school. There is no easy or ‘quick fix’ to resolve this tension. This paper argues for the need for teachers and teacher educators to develop a deep understanding and professional curiosity about the lives of young people affected by parental drug use.