This report presents a comprehensive smoking intervention plan designed for a secondary school in Kingsbrook, Bedfordshire, England. Drawing on national statistics showing that approximately 207,000 children under the age of 16 took up smoking in 2011, the report outlines the need for urgent action. The intervention is grounded in self-control theory and the Theory of Planned Behaviour, and it incorporates three core techniques: assessing current smoking habits through surveys, formulating school-wide policies and conduct codes, and providing student education on the health consequences of smoking. The report also details an implementation timeline, required resources, and a two-part evaluation framework using process and outcome evaluation methods.
Smoking is widely considered a serious detriment to the physical and mental health of human beings. With this in mind, it is important to design an intervention that can reduce the rate of smoking among teenagers and students at a secondary school in Kingsbrook, Bedfordshire, England. Evidence of increasing smoking patterns among young people in the UK is presented throughout this report. Smoking can be reduced by applying motivational theories and by rewarding students for choosing not to smoke. Other frameworks, such as self-control theory, can also be used to minimise smoking rates among teenagers and students.
The intervention does not focus solely on students. It involves all members of the school community — including teachers and other staff — in actively promoting improved student health. The intervention will serve the following objectives:
According to the U.S. Department of Health and Human Services (2006, p. 1), "Smoke-free environments are the most effective method for reducing exposures." Smoking can cause serious illnesses that adversely affect the health of teenagers and can contribute to higher mortality rates. It is therefore essential to implement initiatives that control the rising rate of smoking among young people.
According to Ackley and Ladwig (2013, p. 186), smoking impedes effective breathing. Chronic Obstructive Pulmonary Disease (COPD) — characterised by chronic poor airflow that worsens over time — can cause coughing, shortness of breath, wheezing, and excess mucus production, all of which can seriously affect teenagers. Research also reveals that many young habitual smokers have parents with lower educational qualifications (Arnett, 2007, p. 517).
According to The Guardian (2013), Cancer Research UK found that approximately 207,000 children under the age of 16 took up smoking in 2011 alone. Around 50,000 children began smoking within a single year — a figure that underscores the urgent need to protect young people from serious diseases such as lung cancer and leukaemia. In response to this trend, the UK government directed its attention toward placing all cigarettes in plain, standardised packaging.
Kotecki (2011, p. 251) argues that smoking is known to cause severe health problems, including lung cancer, and that even occasional smokers cannot fully protect themselves from this risk. Arnett (2007, p. 517) notes that people aged 14 to 24 are particularly susceptible to cigarette addiction, with males generally smoking more heavily than females. Young people living in central and metropolitan areas also tend to smoke at higher rates than those in other regions.
According to self-control theory, unacceptable behaviour stems from low levels of self-control, which are themselves caused by ineffective parenting during the first eight years of life. Individuals with low self-control tend to develop resistant attitudes toward restrictions placed upon them. Research confirms a significant correlation between low self-control and impulsive, harmful conduct (Lamb & Freund, 2010, p. 240).
Behavioural theories can also play a meaningful role in reducing smoking. Topa and Moriano (2010, p. 23) note that numerous social cognitive models have been used to understand the psychosocial determinants of smoking initiation and continuation. Among these, the Theory of Planned Behaviour (TPB) has been widely applied in empirical research on smoking behaviour and used to design theory-based intervention programmes aimed at reducing tobacco consumption.
The following intervention techniques are designed to reduce students' smoking habits, which are widely recognised as harmful to health. These techniques aim to change students' existing behavioural patterns and increase the responsibility of teachers and staff in overseeing student conduct.
Identifying the root causes of a problem is essential before appropriate solutions can be determined. Students will be contacted through surveys — including interviews and questionnaires — to gather their responses about the factors that lead them to smoke. Information will be collected on the frequency of smoking, the locations where students smoke, the perceived effectiveness of school-based smoking reduction efforts, and related issues. All teachers and staff will be involved in the survey process, reinforcing the seriousness of the matter. Student confidentiality will be maintained throughout. The survey will address the following aspects:
Controlling student smoking behaviour is essential to preventing further addiction and the development of chain-smoking habits. The school's policies and rules will be revised, and a clear set of regulations will be established to inform and remind students how the growing smoking habit can be addressed at its source. Input will be sought from all members of the school community during the policy development process. Once finalised, students will be required to comply with the rules. Teachers must understand their duty toward student protection and well-being, and they must encourage students to be socially responsible by following the established guidelines. Teachers are also responsible for preventing rule violations by clearly communicating the penalties associated with non-compliance.
Smoking is injurious to health and can also impair students' academic performance. Providing thorough education about the health risks of smoking is an effective way to reduce its prevalence (McCrady & Epstein, 2013, p. 375). Teachers and staff should deliver effective lessons and talks to help students understand the dangers of smoking. Seminars addressing serious health conditions — such as lung cancer, mental health deterioration, and increased aggression — should be organised to reduce students' inclination to smoke.
Crawford (2014, p. 199) suggests that students who smoke should be encouraged to participate in co-curricular activities such as sports (badminton, cricket, football) and creative projects, including entertainment societies that organise events such as plays, poetry performances, and cultural shows. A presentation contest on the theme of quitting smoking could also be organised, with the winner receiving a special reward. Engaging students in positive activities has been shown to significantly reduce the likelihood of smoking in the long term.
A clear timeline is essential for implementing the intervention plan effectively. All activities must be carried out in the correct sequence to achieve the desired outcome of reduced smoking among students. Each phase of the plan — from initial assessment through policy development, education delivery, and final evaluation — should be assigned a defined timeframe and monitored for progress.
The following resources will be required to implement the intervention plan:
The implementation of the intervention plan will be evaluated to determine its overall effectiveness. Both process evaluation and outcome evaluation will be conducted for this purpose.
Process evaluation assesses whether a clear and logical process was followed in developing and implementing the intervention plan. It examines whether reporting mechanisms are straightforward enough for students who wish to report violations, and whether the overall process is accessible and understandable. During this phase, student smoking habits and teacher engagement will be monitored. The effectiveness of seminars and educational sessions will also be assessed.
Smoking prevention can be supported through environmental strategies designed to reduce smoking among young people. Research indicates that, compared with alcohol prevention, robust environmental prevention alternatives for smoking are still lacking. The outcomes of this intervention plan will therefore be evaluated at the end of the school year. The surveys conducted at the outset will play a central role in measuring the impact of the intervention. A follow-up questionnaire will be administered to determine current smoking rates in the school and to identify any changes in students' smoking patterns over the course of the year.
"Timeline and resources required for implementation"
"Process and outcome evaluation methods"
U.S. Department of Health and Human Services. (2006). The health consequences of involuntary exposure to tobacco smoke: A report of the Surgeon General. Centers for Disease Control and Prevention, Office on Smoking and Health.
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