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The share of high school students who have used illicit drugs, alcohol, cigarettes and even marijuana has fallen substantially since 2001 — right around the time D.A.R.E. fell out of popularity.
Successful intervention programs typically involve high levels of interactivity, time-intensity, and universal approaches that are delivered in the middle school years. These program characteristics aligned with many of the effective program elements found in previous reviews exploring the impact of school-based drug prevention on licit drug use.
The program was most prominent in the 1980s and 1990s. At the height of its popularity, D.A.R.E. was found in 75% of American school districts and was funded by the US government. The program consists of police officers who make visits to elementary school classrooms, warning children that drugs are harmful and should be refused. D.A.R.E ...
They are increasingly available (e.g. European drug prevention quality standards; [14] Canadian Standards for School-based Youth Substance Abuse Prevention), [15] and typically advocate for evidence-based programming, sound planning, and design, comprehensive activity, monitoring, evaluation, professional development, and sustainability ...
Starting in 1983, the Drug Abuse Resistance Education program sent police officers into classrooms to teach fifth- and sixth-graders about the dangers of drugs and the need, as Nancy Reagan ...
Older students counseling younger students is a signature piece of the program, which suits Clay-Battelle perfectly, Principal David Cottrell said. His school is academic home to students in ...
Sixteen of these programs have been tested at least twice with replicated findings and have been designated as Blueprint model programs, [13] which, if rigorously followed, will significantly reduce youth violence and substance abuse. Programs range from prenatal (for example, Olds, 1997 [14]) and early childhood interventions (for example ...
Additionally, some prevention programs may not be a good fit with the local context and may require tailoring. Finally, schools may struggle to sustain programs due to limited resources and support. Despite these challenges, recent efforts have been made to bridge the gap between research and practice in school-based prevention programs.