Prevalence of Evidence-Based Substance Use Prevention Curriculum in the Nation's Elementary Schools

• NCJ Number: 232611
• Journal: Journal of Drug Education Volume: 40 Issue: 1 Dated: 2010 Pages: 51-60
• Author(s): Sean M. Hanley, M.P.H.; Chris Ringwalt, Dr.Ph.; Susan T. Ennett, Ph.D., M.S.P.H.; Amy A. Vincus, M.P.H.; J. Michael Bowling, Ph.D.; Susan W. Haws, M.P.H.; Louise A. Rohrbach, Ph.D., M.P.H.
• Date Published: 2010
• Length: 10 pages
• Grant Number(s): R01 DA016669
• Sponsoring Agency: National Institute on Drug Abuse
• Publication Format: Article
• Publication Type: Research (Applied/Empirical)
• Language: English
• Country: United States of America
• Note: For additional articles in this special issue see NCJ-232608-10 and NCJ-232612-14.

Annotation

This study explored the prevalence of substance use prevention curricula for elementary students in public school districts in the United States.

Abstract

Current guidelines for school-based substance use prevention suggest that prevention efforts should begin in elementary grades, before students begin using substances. Previous research suggests, however, that the use of evidence-based curricula in these grades may be low. Using a 2005 survey of public school districts in the United States that include elementary grades (n = 1,563), the authors assessed the prevalence of elementary curricula use, particularly those designated as evidence-based. The authors found that although 72 percent of districts administer a substance use prevention curriculum to their elementary students, only about 35 percent are using one that is evidence-based and only about 14 percent are using an evidence-based curriculum more so than any other prevention curriculum. The authors present prevalence estimates for specific evidence-based curricula and conclude by discussing possible reasons for and implications of the findings. References (Published Abstract)