D.A.R.E. Drug Abuse Resistance Education | Pros, Cons, Debate, Arguments, Substance Abuse, Children, & Education – Britannica

Report on the D.A.R.E. Program and Its Alignment with Sustainable Development Goals (SDGs)

Introduction to D.A.R.E.

D.A.R.E. (Drug Abuse Resistance Education) is an international nonprofit organization that administers a school-based substance abuse, gang, and violence prevention program. As of 2016, it operates in 75% of U.S. school districts and 52 countries worldwide. Since its inception in 1983, over 70,000 police officers have taught the program to more than 200 million K-12 students globally, including approximately 114 million in the United States.

The program aims to break the generational cycle of drug abuse, related criminal activity, and arrest, focusing on early prevention through education on “gateway” drugs such as tobacco, alcohol, marijuana, and inhalants.

Alignment with Sustainable Development Goals (SDGs)

• SDG 3: Good Health and Well-being – D.A.R.E. targets the prevention of substance abuse among youth, contributing to healthier lives and promoting well-being.
• SDG 4: Quality Education – By integrating drug abuse resistance education into school curricula, D.A.R.E. supports inclusive and equitable quality education and promotes lifelong learning opportunities.
• SDG 16: Peace, Justice, and Strong Institutions – The program fosters positive relationships between police officers and students, enhancing community safety and trust in institutions.

Program Structure and Curriculum

The original D.A.R.E. curriculum was designed for elementary-aged students, with middle and high school components added later. The core curriculum is a one-semester course, taught weekly by trained, uniformed police officers, culminating in a graduation ceremony. Officers undergo a two-week training program covering drugs, gangs, internet safety, and teaching methods. Students complete workbooks and essays and must maintain good attendance and behavior to graduate.

Evaluation of Program Effectiveness

Supporting Evidence for D.A.R.E.’s Effectiveness

1. Prevention of Drug Use: According to the U.S. Substance Abuse and Mental Health Services Administration (SAMHSA), participants report lower use of alcohol, tobacco, and marijuana compared to non-participants. For example, 40% of participants reduced alcohol use, and 32% discontinued alcohol use after the program.
2. Improved Decision-Making and Attitudes: Studies indicate beneficial effects on student knowledge, attitudes toward drug use, social skills, and decision-making. Graduates showed a 19% reduction in perceptions that peer drug use is acceptable.
3. Enhanced Social Interaction: The program improves relationships between police officers, students, and schools, fostering a sense of safety and positive attitudes toward law enforcement.
4. Popularity and Support: Surveys reveal high approval rates among students and parents, with 95% of children feeling the program helped them decide against drug use and 99% of parents expressing positive support.
5. Better School Attendance: Research shows students are more likely to attend school on days they receive D.A.R.E. lessons.
6. Evidence-Based Curriculum: Since 2006, D.A.R.E.’s “Keepin’ It REAL” curriculum has been listed by SAMHSA as an evidence-based drug use prevention program, demonstrating improvements in substance use resistance and attitudes.
7. Wide Reach: D.A.R.E. is the most prevalent school-based substance abuse prevention program in the U.S., operating in 75% of school districts and 43 countries as of 2013.
8. Commitment to Goals: The program’s mission aligns with the SDGs by striving to prevent drug addiction and overdose deaths, emphasizing the importance of health and well-being.

Criticisms and Challenges

1. Effectiveness Questioned: Multiple peer-reviewed studies and meta-analyses have concluded that D.A.R.E. is ineffective at preventing drug use among students and that graduates are indistinguishable from non-participants in terms of drug use behaviors.
2. Potential Increase in Drug Use: Some studies report a 3%-5% higher rate of drug use among participants compared to non-participants, including increased alcohol and cigarette use.
3. Short-Term Impact: Positive effects on knowledge and attitudes tend to dissipate within 1 to 2 years after program completion.
4. Misleading Information: The program’s zero-tolerance message may cause students to disregard legitimate information about the relative harms of different drugs.
5. Potential Harm: Experts have labeled D.A.R.E. as a “potentially harmful therapy” that may normalize substance use and violate ethical principles to “do no harm.”
6. Negative Student Response: Surveys indicate many students feel indifferent or negative about the program, citing message fatigue and loss of meaning.
7. Parental Complacency: Some parents may reduce their involvement in drug education, assuming D.A.R.E. fulfills this role.
8. Declining Participation and Funding: Since the mid-2000s, approximately 60% of school districts have discontinued D.A.R.E., with revenues declining significantly, reflecting skepticism among educators and administrators.

Summary of Pros and Cons

Key Facts and Historical Context

1. National D.A.R.E. Day has been declared annually by U.S. Presidents Ronald Reagan through Barack Obama.
2. The original curriculum was excluded from the U.S. Department of Education’s National Registry due to lack of evidence-based validation but was reinstated after adopting a new curriculum in 2009.
3. Since 1983, D.A.R.E. has reached over 200 million children worldwide.
4. Annual implementation costs were estimated between $1 billion and $1.3 billion nationwide in 2001.
5. The program began as a joint effort between the Los Angeles Police Department and the Los Angeles Unified School District to break cycles of drug abuse and related crime.

Conclusion

The D.A.R.E. program represents a significant effort to address substance abuse prevention among youth, aligning with several Sustainable Development Goals, particularly those related to health, education, and peaceful communities. While the program has demonstrated benefits in some areas such as improved attitudes and social interactions, substantial evidence questions its overall effectiveness in preventing drug use long-term. Continuous evaluation and adaptation of the curriculum, along with community and parental engagement, are essential to enhance its impact and contribute meaningfully to the SDGs.

1. Sustainable Development Goals (SDGs) Addressed or Connected to the Issues Highlighted in the Article

1. SDG 3: Good Health and Well-being
   • The article discusses the prevention of drug abuse among youth, which directly relates to ensuring healthy lives and promoting well-being for all ages.
   • Efforts to reduce substance abuse contribute to reducing premature mortality and promoting mental health.
2. SDG 4: Quality Education
   • D.A.R.E. is a school-based program aimed at educating students about drug abuse resistance, improving decision-making, and social skills.
   • The program’s implementation in schools supports inclusive and equitable quality education and promotes lifelong learning opportunities.
3. SDG 16: Peace, Justice, and Strong Institutions
   • The program involves police officers in schools to improve social interaction and reduce violence and gang involvement.
   • It aims to build peaceful and inclusive societies by preventing drug-related criminal activity.

2. Specific Targets Under Those SDGs Identified Based on the Article’s Content

1. SDG 3: Good Health and Well-being
   • Target 3.5: Strengthen the prevention and treatment of substance abuse, including narcotic drug abuse and harmful use of alcohol.
2. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Target 4.7: Ensure that all learners acquire knowledge and skills needed to promote sustainable development, including health and well-being.
3. SDG 16: Peace, Justice, and Strong Institutions
   • Target 16.1: Significantly reduce all forms of violence and related death rates everywhere.
   • Target 16.6: Develop effective, accountable and transparent institutions at all levels.

3. Indicators Mentioned or Implied in the Article to Measure Progress Towards the Identified Targets

1. Indicators Related to SDG 3.5 (Substance Abuse Prevention)
   • Prevalence of alcohol, tobacco, and marijuana use among students before and after participation in the D.A.R.E. program.
   • Percentage reduction in initiation of smoking and substance use among program participants compared to non-participants.
   • Rates of discontinuation of alcohol use among students after receiving the program.
2. Indicators Related to SDG 4.1 and 4.7 (Education Quality and Outcomes)
   • Student attendance rates on days when D.A.R.E. lessons are delivered.
   • Improvements in decision-making skills, attitudes toward drug use, social skills, and normative beliefs about substance use measured through surveys and studies.
   • Graduation rates from the D.A.R.E. program and completion of related coursework and activities.
3. Indicators Related to SDG 16.1 and 16.6 (Peace and Institutions)
   • Changes in students’ attitudes toward police officers and perceptions of safety in schools.
   • Reported reductions in gang involvement and violence related to drug abuse.
   • Number of schools and school districts implementing the D.A.R.E. program as a measure of institutional engagement.

4. Table: SDGs, Targets and Indicators

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