Introduction  

The Pharmacy Schools Programme, developed by Belfast Healthy Cities in partnership with the Departments of Health and Education, aims to equip primary school children with knowledge and life-skills, enabling them to better understand the role of community pharmacies, what they’re there for and how to use them. 

Established in 2021, it promotes health literacy through curriculum-linked lessons and resources, helping children understand how to access health services and use medicines safely.  

In 2024, the Medicines Optimisation Innovation Centre (MOIC) was commissioned by the Department of Health to evaluate the programme’s impact. 

Evaluation methodology  

The evaluation, conducted between November 2023 and March 2025, used teacher pre and post-programme questionnaires (42 pre, 30 post) and three evaluation workshops to gather quantitative and qualitative feedback. The workshops focused on ‘Training for the Pharmacy Schools Programme’, ‘Delivery of the Pharmacy Schools Programme’, and ‘Evaluation of the Pharmacy Schools Programme’. Data were analysed to assess changes in knowledge, attitudes, and delivery experiences.  

Key Findings  

Teacher Pre and Post-Programme Questionnaires 

• 42 teachers completed the pre-delivery questionnaire and 30 completed the post-delivery questionnaire across a wide geographical spread of Northern Ireland primary schools. 

• Post-programme results showed a clear increase in teachers’ understanding of self-care, medication safety and the role of pharmacists. 

• Teachers reported greater confidence in accessing and explaining health information, indicating improved health literacy. 

• Most found the resources clear, engaging and easy to integrate within the ‘Personal Development and Mutual Understanding’ (PDMU) and “World Around Us’ curriculum. 

• Some noted challenges, including timing of delivery and the need for adaptable materials for SEN pupils. 

Evaluation Workshop Findings 

Training for the Pharmacy Schools Programme 

• Teachers valued the face-to-face training, describing it as practical, engaging, and well-facilitated. 

• The content aligned well with existing PDMU and “World Around Us” frameworks and provided relevant, up-to-date health literacy materials. 

• Participants appreciated the ready-to-use lesson plans and high-quality resources, which made implementation straightforward. 

• Suggested improvements included editable materials, resources for SEN settings, and scheduling training earlier in the school year. 

Delivery of the Pharmacy Schools Programme 

• Teachers found the lessons well-structured, flexible, and engaging for children, with activities that encouraged discussion and confidence. 

• Schools adapted delivery to suit their context, some used a whole-school approach, others targeted specific key stages or themes. 

• Play-based and interactive learning methods were particularly effective. 

• Challenges included time constraints, industrial action, and the inability to adapt materials easily. Some suggested adding pharmacist visits or parent information sessions to enhance impact. 

Evaluation of the Pharmacy Schools Programme 

• Teachers agreed the programme was valuable, enjoyable, and easy to integrate into school practice. 

• They observed that pupils made clear real-life connections, understanding when to seek pharmacy help and how to use medicines safely. 

• Teachers highlighted potential benefits for families and local pharmacies, promoting self-care and reducing GP demand. 

• Overall, participants strongly supported wider roll-out of the programme across all primary schools in Northern Ireland. 

Future development  

Future development ideas include expanding the programme to all primary schools through collaboration with the Education Authority, creating adaptable resources for SEN settings, and offering training earlier in the school year. There is also potential to extend the programme to post-primary education, strengthen links between schools and local pharmacies, and involve trainee pharmacists in programme delivery. 

Limitations 

A key limitation of the evaluation is the lack of direct evidence on children’s health literacy, as no validated tool exists to measure this in pupils. While teachers used lesson-based evaluations to gauge children’s understanding, the findings primarily reflect teacher-reported insights rather than measurable pupil outcomes. 

Questions? Email jacqueline@belfasthealthycities.com