DARE Program

Introduction to DARE: A Retrospective Look

The Drug Abuse Resistance Education (DARE) program, a name that once resonated strongly within the educational landscape, has been a significant, albeit controversial, figure in the history of drug prevention strategies. For many, DARE conjures images of uniformed police officers engaging with elementary and middle school students, delivering lessons designed to equip them with the knowledge and skills to resist the allure of drugs and alcohol. This program, born in the 1980s amidst growing concerns about substance abuse among young people, quickly became a ubiquitous presence in schools across the United States and beyond.

The genesis of DARE can be traced back to Los Angeles, California, in 1983. Faced with escalating rates of drug-related crime and a growing sense of urgency to protect the youth, Los Angeles Police Chief Daryl Gates and Los Angeles Unified School District Superintendent Sid Thompson joined forces to create a proactive approach to drug prevention. Their vision was to empower children with the information and confidence needed to make informed decisions and resist peer pressure related to drug use. The core concept was simple: provide students with a structured curriculum delivered by specially trained police officers, fostering a positive relationship between law enforcement and the community while simultaneously educating children about the dangers of drugs.

The initial DARE curriculum focused on several key areas, including the short-term and long-term effects of drug and alcohol use, the dangers of peer pressure, strategies for resisting offers of drugs, and building self-esteem. Officers were trained not only to present factual information but also to engage students in interactive activities, role-playing scenarios, and discussions designed to reinforce the lessons and encourage critical thinking. The program’s approach was heavily reliant on scare tactics, often emphasizing the immediate and devastating consequences of drug use. This strategy, while well-intentioned, would later become a significant point of criticism.

The popularity of DARE skyrocketed during the late 1980s and early 1990s. Fueled by federal funding and strong support from parents, educators, and politicians, the program expanded rapidly, reaching an estimated 75% of school districts across the United States. The image of the DARE officer became a familiar and reassuring presence in classrooms, representing a symbol of safety and protection. The program’s message was clear and consistent: drugs are harmful, and you have the power to say no.

However, as DARE’s reach grew, so did the scrutiny surrounding its effectiveness. Independent research studies began to emerge, challenging the program’s claims of success and raising serious questions about its impact on student behavior. These studies, often conducted by academic institutions and government agencies, revealed a surprising and unsettling trend: DARE appeared to have little to no lasting effect on preventing drug use among students. In some cases, research even suggested that DARE might inadvertently increase curiosity about drugs, leading to the opposite of its intended outcome.

The negative findings of these studies sent shockwaves through the DARE community and triggered a period of intense self-reflection and reform. The organization recognized the need to adapt its curriculum and approach to address the criticisms and incorporate evidence-based strategies. This marked the beginning of a significant transformation for DARE, a transition from a reliance on scare tactics and anecdotal evidence to a more nuanced and scientifically informed approach to drug prevention.

The Effectiveness Debate: Examining the Research

The effectiveness of the DARE program has been one of the most widely debated topics in the field of drug prevention. While the program initially enjoyed widespread support and was perceived as a valuable tool for protecting children from the dangers of substance abuse, a growing body of research has challenged these assumptions and cast doubt on its long-term impact. Understanding the nuances of this debate requires a careful examination of the methodologies and findings of various studies, as well as an awareness of the inherent challenges in evaluating the effectiveness of any drug prevention program.

Early evaluations of DARE, often conducted in the late 1980s and early 1990s, produced mixed results. Some studies reported positive outcomes, such as increased knowledge about drugs and more negative attitudes towards drug use among DARE graduates. However, these positive effects were often short-lived and did not necessarily translate into actual reductions in drug use behavior. Other studies found no significant differences between DARE participants and control groups in terms of drug use rates, attitudes towards drugs, or other relevant outcomes.

As more rigorous and comprehensive research emerged, the evidence against DARE’s effectiveness became increasingly compelling. A meta-analysis conducted by the U.S. Government Accountability Office (GAO) in 2003 reviewed a large number of studies on DARE and concluded that the program had no significant impact on preventing drug use. The GAO report found that DARE graduates were just as likely to use drugs and alcohol as students who had not participated in the program. This finding was consistent across various age groups, demographic groups, and geographic locations.

Other meta-analyses and systematic reviews have reached similar conclusions. These studies have consistently shown that DARE does not effectively reduce drug use rates among students. Some researchers have even suggested that DARE may have unintended negative consequences, such as increasing students’ curiosity about drugs or normalizing drug use by discussing it in a classroom setting. The lack of evidence supporting DARE’s effectiveness has led many experts to question the program’s continued use and to advocate for alternative approaches to drug prevention.

One of the key criticisms of the original DARE curriculum was its reliance on scare tactics and inaccurate information about drugs. The program often presented exaggerated or misleading claims about the dangers of drug use, which may have undermined its credibility with students. Additionally, DARE’s focus on law enforcement officers as instructors raised concerns about the program’s ability to address the complex social and psychological factors that contribute to drug use. Some critics argued that police officers, while well-intentioned, lacked the training and expertise necessary to effectively deliver drug prevention education.

Another challenge in evaluating DARE’s effectiveness is the difficulty of isolating the program’s impact from other factors that may influence drug use behavior. Students are exposed to a wide range of influences, including family, peers, media, and community norms, all of which can play a role in shaping their attitudes and behaviors towards drugs. It is difficult to determine whether any observed changes in drug use rates are directly attributable to DARE or to other confounding variables.

Despite the overwhelming evidence against the original DARE program, it is important to acknowledge that the organization has made significant efforts to reform its curriculum and incorporate evidence-based strategies. The modern DARE program, known as “Keepin’ It Real,” emphasizes social and emotional learning, decision-making skills, and resistance techniques. This revised curriculum is designed to address the criticisms of the original program and to provide students with more relevant and effective tools for resisting drug use. However, the long-term effectiveness of the revised DARE program remains to be seen.

The Evolution of DARE: From Scare Tactics to Evidence-Based Strategies

Recognizing the growing body of evidence questioning its effectiveness, the DARE program underwent a significant transformation in the early 2000s. This evolution marked a shift away from scare tactics and unsubstantiated claims towards a more evidence-based approach to drug prevention education. The organization acknowledged the need to adapt its curriculum and training methods to align with the latest research findings and best practices in the field.

One of the most significant changes was the development of a new curriculum called “Keepin’ It Real.” This curriculum, based on principles of social and emotional learning (SEL), focuses on teaching students essential life skills such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The goal is to empower students with the tools they need to navigate challenging situations, resist peer pressure, and make healthy choices.

The “Keepin’ It Real” curriculum differs from the original DARE program in several key ways. First, it emphasizes interactive learning and student engagement. Instead of relying on lectures and presentations, DARE officers facilitate discussions, role-playing activities, and group projects that encourage students to actively participate in the learning process. Second, the curriculum incorporates evidence-based strategies for preventing drug use, such as teaching students how to identify and challenge pro-drug messages in the media. Third, it focuses on building students’ self-esteem and confidence, which are essential for resisting peer pressure and making healthy choices.

The revised DARE program also places a greater emphasis on the role of parents and the community in preventing drug use. DARE officers work closely with parents to provide them with information and resources on how to talk to their children about drugs and how to support their children’s healthy development. The program also collaborates with community organizations to promote drug-free activities and events for young people.

Another important aspect of DARE’s evolution is the enhanced training provided to DARE officers. Officers now receive extensive training in evidence-based prevention strategies, classroom management techniques, and effective communication skills. This training is designed to equip them with the knowledge and skills they need to deliver the “Keepin’ It Real” curriculum effectively and to build positive relationships with students.

The transition to an evidence-based approach has not been without its challenges. Some critics argue that DARE’s brand is too tarnished to be effectively rehabilitated and that the program should be replaced with entirely new prevention initiatives. Others question whether the “Keepin’ It Real” curriculum is truly evidence-based, as some studies have shown mixed results. Despite these concerns, DARE remains a prominent presence in schools across the United States and continues to adapt its program based on the latest research findings.

The evolution of DARE reflects a broader trend in the field of drug prevention towards evidence-based strategies and a focus on social and emotional learning. As our understanding of the factors that contribute to drug use has grown, so too has our approach to prevention. The future of drug prevention will likely involve a combination of school-based programs, community-based initiatives, and public health campaigns that work together to create a supportive environment for young people and to promote healthy choices.

Modern DARE: “Keepin’ It Real” Curriculum

The cornerstone of the modern DARE program is the “Keepin’ It Real” (kiR) curriculum. This revamped approach represents a significant departure from the program’s earlier iterations, emphasizing evidence-based strategies and a more holistic approach to drug prevention. “Keepin’ It Real” aims to equip students with the skills and knowledge necessary to make informed decisions about drugs and other risky behaviors, focusing on social and emotional learning (SEL) as a foundational element.

The “Keepin’ It Real” curriculum is structured around several key themes, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These themes are integrated into interactive lessons that encourage students to actively participate in the learning process. The curriculum also addresses specific topics such as the dangers of alcohol, tobacco, and other drugs, as well as the importance of resisting peer pressure and seeking help when needed.

One of the key features of “Keepin’ It Real” is its emphasis on cultural relevance. The curriculum is designed to be adaptable to different cultural contexts and to address the specific challenges faced by students from diverse backgrounds. DARE officers are trained to be sensitive to cultural differences and to tailor their lessons to meet the needs of their students. This approach recognizes that drug use is influenced by a variety of social and cultural factors and that effective prevention strategies must be culturally appropriate.

The “Keepin’ It Real” curriculum also incorporates a variety of teaching methods, including group discussions, role-playing activities, and multimedia presentations. These methods are designed to engage students and to make the learning process more interactive and enjoyable. DARE officers are trained to be skilled facilitators who can create a positive and supportive learning environment for students.

The curriculum is typically delivered over a series of lessons, usually one lesson per week for several weeks. The lessons are designed to be age-appropriate and to build upon each other. For example, younger students may focus on basic concepts such as identifying different types of drugs and understanding the importance of saying no to peer pressure. Older students may delve into more complex topics such as the long-term consequences of drug use and the importance of seeking help for addiction.

The “Keepin’ It Real” curriculum also includes a component for parents and caregivers. DARE officers provide parents with information and resources on how to talk to their children about drugs and how to support their children’s healthy development. This component recognizes that parents play a crucial role in preventing drug use and that effective prevention strategies must involve the entire family.

While the “Keepin’ It Real” curriculum represents a significant improvement over the original DARE program, it is important to acknowledge that its effectiveness is still being evaluated. Some studies have shown promising results, while others have found mixed results. More research is needed to determine the long-term impact of the “Keepin’ It Real” curriculum on drug use rates among students. However, the program’s emphasis on evidence-based strategies and social and emotional learning suggests that it has the potential to be a more effective approach to drug prevention than its predecessor.

DARE Alternatives: Exploring Other Prevention Programs

While DARE remains a recognizable name in drug prevention, it is essential to acknowledge that numerous other programs and approaches have emerged, many of which have demonstrated greater effectiveness in reducing substance abuse among youth. These alternatives often incorporate evidence-based strategies, target specific risk factors, and adopt a more comprehensive approach to prevention.

One prominent example is the LifeSkills Training (LST) program. LST is a comprehensive prevention program that targets a wide range of risk factors associated with drug use, including peer pressure, social anxiety, and lack of self-esteem. The program teaches students essential life skills, such as communication skills, assertiveness skills, and decision-making skills, which are designed to help them resist peer pressure and make healthy choices. Studies have consistently shown that LST is effective in reducing drug use, alcohol use, and tobacco use among adolescents.

Another effective prevention program is the Strengthening Families Program (SFP). SFP is a family-based program that aims to improve family relationships, communication skills, and parenting skills. The program is designed to reduce risk factors for drug use, such as poor parental supervision, family conflict, and lack of parental involvement. Studies have shown that SFP is effective in preventing drug use, alcohol use, and behavioral problems among children and adolescents.

The Positive Action program is another evidence-based alternative to DARE. Positive Action is a comprehensive program that focuses on promoting positive behavior and academic achievement among students. The program teaches students about the connection between thoughts, feelings, and actions and encourages them to make positive choices. Studies have shown that Positive Action is effective in improving student behavior, academic performance, and social-emotional skills, all of which can contribute to reducing drug use.

In addition to these specific programs, there are also broader approaches to drug prevention that have shown promise. One such approach is the use of school-based health centers. School-based health centers provide students with access to a range of health services, including mental health counseling, substance abuse treatment, and primary care. These centers can play a vital role in identifying and addressing risk factors for drug use among students.

Another promising approach is the implementation of community-based prevention initiatives. Community-based initiatives involve a collaborative effort between schools, families, community organizations, and law enforcement agencies to address drug use and other social problems. These initiatives may include activities such as drug-free events, parent education programs, and community awareness campaigns.

The selection of the most appropriate drug prevention program or approach will depend on a variety of factors, including the specific needs of the community, the resources available, and the evidence base supporting the program. It is important to carefully evaluate the effectiveness of any prevention program before implementing it and to monitor its impact on drug use rates over time.

The Role of Parents and Community in Drug Prevention

While school-based programs like DARE and its alternatives play a significant role in drug prevention, it is crucial to recognize that parents and the community at large are equally important players in shaping young people’s attitudes and behaviors towards drugs. A comprehensive approach to drug prevention requires a collaborative effort involving schools, families, community organizations, and law enforcement agencies.

Parents are the first and most influential teachers in a child’s life. They have a profound impact on their children’s values, beliefs, and behaviors. Parents who communicate openly and honestly with their children about drugs, set clear expectations about drug use, and monitor their children’s activities can significantly reduce the risk of drug use.

One of the most important things parents can do is to talk to their children about drugs early and often. These conversations should be age-appropriate and should focus on the facts about drugs, the risks associated with drug use, and the importance of making healthy choices. Parents should also be willing to listen to their children’s concerns and answer their questions honestly.

Parents should also set clear expectations about drug use. These expectations should be communicated clearly and consistently to their children. Parents should also enforce consequences for violating these expectations. It is important for parents to be firm and consistent in their approach to drug prevention.

In addition to talking to their children about drugs and setting clear expectations, parents should also monitor their children’s activities. This includes knowing who their children are spending time with, where they are going, and what they are doing. Parents should also be aware of the signs and symptoms of drug use and seek help if they suspect that their child is using drugs.

The community also plays a vital role in drug prevention. Community organizations, such as youth centers, Boys & Girls Clubs, and faith-based organizations, can provide young people with positive activities and role models. These organizations can also offer drug prevention programs and support services for families.

Law enforcement agencies also play a crucial role in drug prevention. Law enforcement officers can work with schools and community organizations to provide drug education and prevention programs. They can also enforce drug laws and work to reduce the availability of drugs in the community.

A comprehensive approach to drug prevention requires a collaborative effort involving schools, families, community organizations, and law enforcement agencies. By working together, these groups can create a supportive environment for young people and promote healthy choices.

The Future of Drug Prevention: Innovation and Adaptation

The landscape of drug prevention is constantly evolving, driven by new research findings, changing drug trends, and advancements in technology. The future of drug prevention will likely involve a combination of innovative strategies, evidence-based programs, and a greater emphasis on personalized and targeted interventions.

One promising area of innovation is the use of technology to deliver drug prevention messages. Mobile apps, social media campaigns, and online resources can be used to reach young people where they are and provide them with information and support. These technologies can also be used to personalize prevention messages based on individual risk factors and needs.

Another area of innovation is the development of new pharmacological interventions for addiction. Medications can be used to reduce cravings, block the effects of drugs, and prevent relapse. These medications can be a valuable tool in the treatment of addiction and can help people to recover and lead healthy lives.

The future of drug prevention will also involve a greater emphasis on targeted interventions. Targeted interventions are designed to address the specific needs of individuals or groups who are at high risk for drug use. For example, targeted interventions may be used to prevent drug use among adolescents who have experienced trauma or among individuals who have a family history of addiction.

Personalized prevention strategies are also gaining traction. These strategies involve tailoring prevention messages and interventions to the individual’s unique characteristics, such as their age, gender, ethnicity, and risk factors. By personalizing prevention efforts, it may be possible to achieve greater impact and reduce drug use rates.

Finally, the future of drug prevention will require a continued commitment to research and evaluation. It is essential to rigorously evaluate the effectiveness of drug prevention programs and strategies to ensure that they are achieving their intended outcomes. Research can also help to identify new risk factors for drug use and to develop more effective prevention interventions.

The fight against drug abuse is an ongoing challenge, but by embracing innovation, adapting to changing trends, and investing in research and evaluation, we can create a future where fewer young people are affected by the devastating consequences of drug use.

Conclusion: DARE’s Legacy and the Path Forward

The DARE program, despite its initial popularity and widespread implementation, has faced significant scrutiny regarding its effectiveness. While the original program’s reliance on scare tactics and unsubstantiated claims has been largely discredited, DARE’s evolution into “Keepin’ It Real” demonstrates a commitment to evidence-based strategies and a more holistic approach to drug prevention.

DARE’s legacy is complex. On one hand, it raised awareness about the dangers of drug use and established a presence in schools across the country. On the other hand, its lack of effectiveness and potential for unintended negative consequences have led to calls for alternative prevention programs. The program’s journey highlights the importance of rigorous evaluation and adaptation in the field of drug prevention.

The path forward for drug prevention involves a multifaceted approach that incorporates evidence-based programs, targeted interventions, and a collaborative effort between schools, families, community organizations, and law enforcement agencies. Alternative programs like LifeSkills Training and the Strengthening Families Program have shown promising results in reducing substance abuse among youth.

Parents and the community play a crucial role in shaping young people’s attitudes and behaviors towards drugs. Open communication, clear expectations, and a supportive environment can significantly reduce the risk of drug use. Technology and personalized prevention strategies also offer new opportunities to reach young people and tailor interventions to their specific needs.

Ultimately, the goal of drug prevention is to empower young people with the knowledge, skills, and support they need to make healthy choices and resist the allure of drugs. By embracing innovation, adapting to changing trends, and investing in research and evaluation, we can create a future where fewer young people are affected by the devastating consequences of drug use. The lessons learned from DARE’s history can inform our future efforts and guide us towards more effective and sustainable solutions.