Teacher training for drug prevention in adolescents with Emotional-Behavioral Disorders

For any teacher to exercise quality pedagogical practice, adequate preparation is required — a readiness enabling the deployment of actions across diverse contexts. At present, drug prevention education among adolescents presenting Emotional-Behavioral Disorders constitutes a formidable challenge for special education teachers. This article presents the findings derived from a diagnostic assessment of the initial state of preparedness exhibited by the teaching staff at the “Victoria de Cuito Cuanavale†Special School concerning addiction prevention. The study involved 8 teachers, 5 school administrators and support personnel, as well as 12 students. Data collection instruments included interviews, surveys, classroom observation guides, and a multiple-alternative technique. Results indicate that only 25% of teachers are acquainted with the regulatory documents governing prevention; merely 12.5% identify risk-related elements in their students’ diagnostic profiles and, simultaneously, develop systematic preventive actions. Students demonstrate high vulnerability to peer pressure (33% would engage in experimental consumption) and report consumption-related anxiety (67%). Moreover, 97% of students correctly identify what illegal drugs are, while 80% are able to clearly articulate three examples. School administrators and educational support staff acknowledge the collective’s insufficient preparation. It is concluded that an urgent need exists to implement a system of educational activities aimed at teacher training in addiction prevention, one that is adapted to the specific characteristics of students with Emotional - Behavioral Disorders