Evaluation research of the success of alcohol and cigarette-free school in Phetchabun Province.

Abstract

This research aimed to 1) evaluate the implementation of alcohol and tobacco-free educational institutions and 2) synthesize lessons learned and develop recommendations. The study employed a systems evaluation approach, utilizing a three-stage stratified sampling method. Six secondary schools were randomly selected, comprising one extra-large, one large, and four medium-sized institutions. Qualitative data were collected through in-depth interviews with six school administrators and six lead teachers, as well as focus group discussions with 60 representatives from school working committees (10 per school) and 70 student leaders (10-12 per school). Quantitative data were gathered from 2,002 students across grades 7-12 using stratified sampling. A questionnaire with a Cronbach's alpha reliability coefficient of 0.76 was employed. Data collection occurred from October 2022 to June 2023. Qualitative data were analyzed using content analysis, while quantitative data were examined using frequency and percentage. The findings revealed key success factors in implementing alcohol and tobacco-free schools: 1) Input factors, including established and announced school policies, teacher-student collaborative leadership teams, sufficient funding, and academic support with stakeholder engagement; 2) Process factors, such as adherence to plans, effective communication for shared understanding, and continuous progress evaluation; and 3) Output and outcome factors, demonstrating enhanced school image, increased parental trust, recognition as a learning center within the district, and a higher proportion of students exhibiting tobacco prevention behaviors (96.3%) compared to alcohol prevention behaviors (61.3%).            An important lesson is that the results can be driven according to the targets. This is due to the importance of the management. There is a clear communication policy within the school. Coupled with the participation of the teacher team. Leading students, including parent groups and the community. Creating safety measures for student leaders an important suggestion is that the knowledge of the driving team should be improved. Continuously strengthen student leaders and driving teams within the school, including having real information on risk groups to carry out actions in the target group.