This summary reports the findings from two cluster-randomised trials of Drinkaware's school-based In:tuition life skills and alcohol education intervention: one trial of the programme for 10-11 year olds in primary schools, and another for 12-13 year olds in secondary schools. The trials have been carried out by the National Foundation for Educational Research (NFER), funded and overseen by Alcohol Research UK using a grant provided by Drinkaware. Key findings for the primary school trial include: (1) The primary outcome was resistance skills (confidence to manage peer pressure) in 10 and 11 year-olds. There was no evidence of any impact on this primary outcome; (2) There was an indication of an effect of the intervention on increased knowledge (a secondary outcome). On average, primary pupils in the intervention group had slightly better knowledge about alcohol and its effects than those in the control group, although the results were not significant at the 0.05 level (p = 0.07); (3) There was no evidence of impact on other secondary outcomes; and (4) In terms of programme fidelity, of 40 schools randomised into the intervention group, only 15 were known to have delivered at least some of the intervention lessons. Key findings for the secondary school trial include: (1) The primary outcome was the proportion of students aged 12-13 that were drinking frequently. Overall, there was no significant effect on frequency of drinking; (2) In the intervention group, males were more likely and females were less likely to be frequent drinkers compared to their counterparts in the control group at follow up. However, there is insufficient evidence to assert this was a genuine effect of the intervention. There was no evidence of impact on any secondary outcomes; and (3) Of 28 schools randomised into the intervention group, only five were known to have delivered at least some of the intervention lessons; only two secondary schools delivered all or most of the lessons. Key findings from the process evaluation include: (1) Perceived impacts of In:tuition on pupils included: increased knowledge and awareness of alcohol; development of strategies and skills to cope with potential social and emotional situations; and a change in projected future drinking; and (2) Teachers were positive about the programme content and teaching approaches but adapted the programme to take account of the time available and the needs/context of the school.