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For decades, being a public school student in the United States almost universally meant you were required to sit through the Drug Abuse Resistance Education (D.A.R.E.) program.
Drug education is the planned provision of information, guidelines, resources, and skills relevant to living in a world where psychoactive substances are widely available and commonly used for a variety of both medical and non-medical purposes, some of which may lead to harms such as overdose, injury, infectious disease (such as HIV or hepatitis C), or addiction.
Drug Abuse Resistance Education, or D.A.R.E., is an American education program that tries to prevent use of controlled drugs, membership in gangs, and violent behavior. It was founded in Los Angeles in 1983 as a joint initiative of then- LAPD chief Daryl Gates and the Los Angeles Unified School District [ 1 ] [ 2 ] as a demand -side drug ...
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 ...
In a curriculum, substance use prevention education is usually and most appropriately accommodated in a health-related subject area (variously termed healthy active living, health and family living, health and physical education, personal and social skills education, health and career education, life-skills education, etc.). [1] Many schools ...
Parents and educators alike can have a positive impact and use drug education to help. According to a 2021 New Jersey Student Health Survey, 17% of high school students used marijuana at least ...
The Safe and Drug-Free Schools and Communities Advisory Committee, authorized by the No Child Left Behind Act, was appointed by the U.S. Secretary of Education Margaret Spellings. The Committee was established to provide advice to the Secretary on Federal, state, and local programs designated to create safe and drug-free schools, and on issues ...
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.