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Explains why schools′ abilities to deliver health education should be severely hampered by the loss of many health education co‐ordinators. Points to the apparent incongruence of the Department of Education′s policy with those of the Department of Health, and the withdrawal of funding. Discusses the government′s attempts to place the responsibility of funding on the shoulders of schools. Looks at reasons why, with limits on spending, schools might be reluctant to buy in health education expertise. Considers attempts to reverse the Department of Education′s decision and the effects if the campaign fails. Concludes by considering the effects of the removal of drugs education from the agenda, and the possible disappearance of skills which have been acquired, and the fact that health co‐ordinators are unlikely to be replaced by anyone else, either in local education authorities or outside of them.

Considers the problems of dealing with drugs in schools and the fact that first or second time offenders are more likely to be cautioned than charged; Recognizes that although not a major problem in most places, almost all secondary schools will have children who have used or experimented with drugs, or who are associating with people who are experimenting with drugs. States that rather than waiting for such crises to occur, thinking about how to handle such a situation before it happens is more likely to ensure a calm and sensible approach. Reflects upon the establishment of a clear policy with a more reasoned and positive approach. Considers also the legal position of teachers who come across pupils who are using drugs or in possession of them as well as the part played by the police, whether it be in a caring, enforcing or deterrent role. Concludes by stating the view that for the majority of young people, their involvement with drugs is cursory.

Reports on Birmingham′s successful introduction of a no‐smoking policy for its schools. Considers that health education messages will be more effective if staff are not seen to be undermining them and in view of evidence that shows smoking to be a real health hazard, discusses the responsibility of employers under health and safety legislation. Outlines the basis for the new policy, the powers of the LEA, and its implementation. Discusses the distinction between rights and choices and the problems of implementation. Concludes that without directed policies, change will be very slow and strong commitment is required by all interested bodies.

Explains how school governors, who have to write a policy about sex education, can get help on a topic which they might find embarrassing. Looks at the reluctance of some governing bodies to promote sex education in their schools and the conflicting opinions about what should be taught. Reveals the lack of understanding among some governors and the need for governor training. Discusses ways in which a reluctant governing body may be stimulated into action and reports that it would be quite possible to have a sex education policy which is broadly based, providing no more detail than necessary, and which allows the head full freedom to write an appropriate curriculum, governors adding special requirements as they wish.

Discusses the effect that the death of a pupil can have on the school community and reports that schools can help children to deal with their grief. Asserts that the reaction of the school is determined by a variety of factors: the age and personality of the child; the nature of the death. Describes the experiences and reactions of one school where children were encouraged to talk about what had happened. Reports that it is the school′s role to help children examine and cope with their feelings, and outlines how this may be achieved.

Reports how schools could do better to help girls cope with their periods while at school. Considers problems arising in school when girls are menstruating – problems of attitude as well as practical matters. Suggests that P.E. teachers could play a key role in educating girls about tampons; also, that schools should organize liaison groups which could try to obtain an overall picture of the ease/difficulty girls experience when coping with periods in school and try to improve matters for them. Concludes that some schools are asking girls to cope with facilities that no woman would tolerate.

Reports on the School Meals Campaign and its calls for national nutritional guidelines for school meals. Outlines a school meals project in East Berkshire. Gives a brief historical review of Government legislation on school meals and the effects of the 1980 Education Act on the nutritional standards. Notes comments from various groups which support the idea of providing meals at school to nutritional guidelines.

Reviews the background to the British Sexual Behaviour Survey and summarizes some of its findings, particularly those relevant to health education. Explains that the survey gathered much data on people′s views of sex education, but that this has mostly not yet been analysed – except for the finding that those who received their first sex education from school were less likely to embark on sexual activity below the age of 16 than those who gained their information from friends, family and magazines.

Summarizes some of the preliminary results from a survey in Sheffield to find out how common bullying is. Reports on schemes schools can use to help to identify and control bullying. Describes a project, called Bullyline, run by pupils at a Sheffield school which provides a drop‐in counselling service for victims of bullying.