Contents

Acknowledgements
Notes to tables
Summary of main findings
		1	Introduction Richard Boreham
			1.1	Background to the 2000 survey
			1.2	Sample design and response rates
			1.3	How reliable are children's answers?
			1.4	Precision of estimates
			Table
		2	Classification of smoking behaviour Harriet Becher
			2.1	Introduction
			2.2	Smoking behaviour according to the questionnaire
			2.3	Cigarettes smoked according to the diary
			Tables
	3		Smoking prevalence and cigarette consumption Harriet Becher
			3.1	Trends in cigarette smoking prevalence
			3.2	Smoking behaviour in relation to sex, age and school year
			3.3	Smoking behaviour by ethnic group
			3.4	Cigarette consumption according to the diary
			Tables
		4	Dependence on smoking and family attitudes towards smoking Harriet Becher
			4.1	Introduction
			4.2	Changes over time in dependence on smoking
			4.3	Dependence on smoking by smoking behaviour
			4.4	Attitudes of the family towards pupils' smoking
			Tables
		5	Where children get cigarettes Harriet Becher
			5.1	Introduction
			5.2	Trends in how regular smokers obtain their cigarettes
			5.3	Sources of cigarettes for regular and occasional smokers
			5.4	Perceived difficulty in buying cigarettes from a shop
			5.5	Cigarette purchase from shops in the last year
			5.6	Last time children tried to buy cigarettes from a shop
			5.7	How many cigarettes were bought last time
			5.8	Frequency of purchase from shops and vending machines
			Tables
		6	Drinking: Introduction Jim Jamison, Ian Schagen and Peter Emery
			6.1	Background
			6.2	Self-reported alcohol consumption
	7		Drinking in the previous week Jim Jamison, Ian Schagen and Peter Emery
			7.1	Prevalence of drinking
			7.2	Drinking days in the last week
			7.3	Alcohol consumption
			7.4	Average weekly alcohol consumption per drinker
			7.5	Types of drink
			7.6	Alcohol consumption of different types of drink
			Tables
		8	Usual drinking behaviour Jim Jamison and Ian Schagen
			8.1	Introduction
			8.2	Usual drinking frequency
			8.3	Buying alcohol
			Tables
	9		Drug use: Introduction Jim Jamison and Ian Schagen
			9.1	The policy context
			9.2	Obtaining information about drug use
			9.3	Groupings of drugs in analysis
			9.4	Definition of Class A drugs
			Table
	10		Drug use Jim Jamison, Ian Schagen and Peter Emery
			10.1	Awareness of different drugs
			10.2	The types of drugs pupils have been offered
			10.3	Prevalence of drug use
			10.4	Types of drug used in the last year
			Tables
	11		Health education Jim Jamison and Ian Schagen
			11.1	Introduction
			11.2	Health education lessons in the last year
			11.3	The association between health education and behaviour
			11.4	Schools' smoking policies
			Tables
	12		Smoking, drinking and drug use Jim Jamison, Ian Schagen, Peter Emery and Richard Boreham
			12.1	Introduction
			12.2	Smoking and drinking
			12.3	Drug use in relation to smoking and drinking
			12.4	Assessing the relative importance of different factors to predict whether pupils used drugs
			12. 5	Smoking, drinking and drug use among 15 year olds
			Tables
	13		Social and educational factors Richard Boreham
			13.1	Introduction
			13.2	The effect of pupils' social characteristics on smoking, drinking or drug use
			13.3	Whether the type of school predicts smoking, drinking or drug use
			13.4	Relative importance of school level and individual level social and educational characteristics
			13.5	Pupils who truant or who have been excluded
			Tables
	14		Comparison of smoking, drinking and drug use in England and Scotland Kerstin Hinds
			14.1	Introduction
			14.2	Smoking
			14.3	Drinking in the previous week
			14.4	Drug use
			14.5	Trend data for England and Scotland
			Tables
			Appendices
			A	Survey design
			B	Analysis techniques
			C	Questionnaire
			D	Weekly diary

Acknowledgements

Social surveys are always the work of a team. The editors take full responsibility for the content of this report, but gratefully acknowledge the contribution of those colleagues who carried out the fieldwork and assisted with the editing and other stages of the survey.

The authors thank schools for their co-operation and, most important of all, the pupils who took part in the survey.

Notes to tables

1. Percentages do not add to 100% because of rounding.

2. A few children failed to answer each question. These 'no answers' have been excluded
from the analysis, and so tables that describe the same population may have slightly
varying bases.

3. Percentages based on fewer than 50 cases are shown in square brackets because of
the relatively large sampling errors attached to small numbers.

4. Percentages based on fewer than 30 cases are not shown.

5. The following convention has been used

0 = less than 0.5%, but not zero

- = Zero

6. In tables where age is a variable, those aged 16 have been included with the 15 year
olds. This is because the survey did not include pupils in year 12, and the small number
of 16 year olds sampled from year 11 are not representative of all schoolchildren aged
16. Similarly pupils aged 10 have been included with 11 year olds.

7. The school year classification is based on the years or forms of maintained secondary
schools. The school years of pupils attending middle and upper schools and some non-
maintained schools have been adjusted accordingly.