AT SCHOOL

It would be ideal for the school to complement this philosophy of family life and added in its curriculum programs that also prepare their students to face not only drugs, but also life as a whole. However, many teachers don't even recognize the scientific and psychological reality of drugs, its effects, and consequences. They frequently do not know how to identify a drug user, and, if they do, they don't know what to do faced with the discovery. That's why the schools' board of directors would rather deny drugs in their establishment. But, it is no longer possible to try to hide the problem. Drugs exist, and to imagine that "others" use them only helps it to spread. The school would need to prepare its faculty better so that they could orientate their students towards drugs, demystifying them, along with their users, through basic scientific (its effects), physiological, and social (how healthy teenagers, users and addicts act, and how they deal) facts. Even a daily convivencia can transmit a life posture, a primary prevention, and not a magisterial and occasional sermon directed to teens. Generally, for the school, it's easier to realize a student is doing drugs than it is for the parents, because the emotional involvement existent in the relation between parent and child can lead to "psychic blindness", which is, since the parents don't want to see their kids doing drugs, they deny to themselves that this is happening. And since the kids hide their addiction from the parents, it becomes even harder for them to realize the problem. Such psychological involvement doesn't exist at school. What does exist are more objective references and records- performance, grades, that along with the observations made by each teacher, may allow a better evaluation of the student's behavior. The school then, has more conditions to detect the behavior changes of the student, and so it should play a more present part in this aspect. Orientating the student as well as the parents and teachers.

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