D.A.R.E./keepin’ it REAL elementary curriculum: Substance use outcomes

Abstract

In response to a need to implement an evidence-based prevention program, D.A.R.E. America adopted keepin’ it REAL. The program was previously developed and tested in middle school settings. As part of its adoption, an elementary version of the program was developed. This study tests the effectiveness of keepin’ it REAL when delivered to fifth graders. The intervention was delivered to two cohorts of students, the first in the 2019–2020 school year, the second in the 2020–2021 school year. Pretest surveys were completed by 6,122 students. The COVID-19 pandemic interfered with posttest and follow-up data collection. At immediate posttest, 2,049 students (33.5%) completed analyzable posttest surveys. One year after the pretest, 1,486 (24.3%) students completed usable follow-up surveys. We used algorithmically generated cases (virtual controls) that use treatment cases’ pretest psychosocial scores to assess program effectiveness. When compared to virtual control cases, the program had identifiable improvements in both a key psychosocial measure and in terms of deterring the onset of 30-day alcohol use, drunkenness, and vaping. Outcomes suggest that the delivery of elementary school keepin’ it REAL by D.A.R.E. officers is having a positive effect in terms of deterring the onset of alcohol use and vaping.

Using the Preparation Phase of the Multiphase Optimization Strategy to Design an Antiextremism Program in Bahrain: Formative and Pilot Research

“…Normative beliefs is a key concept mentioned alongside peaceful coexistence education [ 8 , 12 ] and the one included in the core D.A.R.E drug use prevention curriculum [ 15 , 16 ]; thus, we included norms about intolerance as targeted mediators in both models. The core D.A.R.E curriculum has also historically aimed to change expectancies regarding consequences [ 15 , 16 ] and the current lessons incorporate content that aims to influence beliefs about the consequences of discrimination, included as a targeted mediator in both models. Finally, the current lessons targeted efficacy for decision-making and resistance skills, which are also targeted by the core D.A.R.E.…”

“…Finally, the current lessons targeted efficacy for decision-making and resistance skills, which are also targeted by the core D.A.R.E. curriculum [ 15 , 16 ], as they are particularly important for conflict resolution. Each of these targeted mediators has been important constructs in common behavior change theories such as the Theory of Planned Behavior [ 17 , 18 ] and the Social Cognitive Theory [ 19 , 20 ].…”

Mental health and well-being for the prevention of substance use disorders

“…[ 65 ] This led to a change in the name (keepin' it REAL), and the content and delivery, with the focus shifting to imparting fundamental, basic skills needed for healthy development, including self-awareness and management, responsible decision-making, understanding others, relationship and communication skills, and handling responsibilities and challenges, using interactive sessions. This has been found to be more effective in the prevention of substance use[ 66 ] and has also been tested in different populations with positive outcomes. [ 67 , 68 ]…”