Background: Research suggests the most effective educational approaches to reduce illicit drug uptake in young adolescents involve building skills in reflective decision-making, resistance to peer influence, and healthy coping. However, there has been limited empirical study of universal preventative interventions targeted toward substance-naïve individuals. This study evaluated the implementation of a novel evidence-informed lesson series designed to develop these skills.

Methods: Teachers in three UK schools delivered a six-lesson programme to Year 7 pupils (11-to-12-year-olds). Pupils provided on-the-day lesson feedback through short surveys. In-depth insights were collected through two pupil focus groups per school, and two cross-school teacher focus groups. Framework thematic analysis identified themes.

Results: Effectively communicating aspects of lesson delivery to teaching staff was a key challenge. The high levels of interactive activities and reflective discussion were positively received by pupils, but did not fully align with teacher perceptions of effective pedagogy. Teachers discussed issues meeting needs of learners at differing attainment levels, while pupils valued the variation in activities offered.

Conclusions: Findings highlight the complexities of implementing lessons that are evidence-informed, align with pedagogical expectations and are adaptable for diverse classroom settings, and offer practical recommendations that extend beyond substance use education for developing flexible, skills-based curricula.