The Effects of School-Based Substance Abuse Education — A Meta-Analysis

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Abstract
Since the late 1960s, evaluators have examined the use of school-based alcohol and drug education programs as a means of substance abuse prevention. Narrative reviews of these evaluations agree on two points. The evaluations are generally of poor quality and they do not provide evidence that substance abuse education reduces drug use. This study used meta-analysis to review a carefully selected sample of evaluations in this area. Outcomes of thirty-three evaluations were statistically integrated. The meta-analysis showed that typical substance abuse education had its most positive effects on knowledge and attitudes, but was unsuccessful in changing the drug-using behaviors of students. Attitudinal effects were significantly higher when peers were used as instructional leaders and when group discussion was part of the instructional method. Furthermore, students who volunteered for substance abuse education reported lower drug use after treatment than did students who were required to participate in such programs.