Let's D.A.R.E. to Try Something Different

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The Drug Abuse Resistance Education (D.A.R.E.) Program was developed to be taught to children 12 to 18 years old (i.e., 6th- 12th grade) (National Institute of Justice, 2011). However, the Program has not worked as intended. This can partially be understood because, by the time the Program is implemented, children may have already experimented with or been exposed to drugs and alcohol. According to the American Academy of Child and Adolescent Psychiatry, "the average age of first marijuana use is 14, and alcohol use can start before age 12" (2018, para. 4). D.A.R.E. has been implemented for much younger children (i.e., kindergarten), but still with little positive impact. No statistical differences exist when addressing drug use, attitudes towards drugs and drug use, or self-esteem between control and treatment groups (National Institute of Justice, 2011, para. 1). D.A.R.E. was developed in response to drug use and abuse among young people in the 1970s and 80s. Unfortunately, the intended response did not alleviate drug use or addiction issues present day. This can be seen in the nearly 100,000 drug overdose deaths in the US in 2021(National Safety Council, 2023). Some call the D.A.R.E. Program successful based on the number of classrooms it has been taught in or the number of individuals it has been introduced to, even when research shows there is no significant impact on drug use.

If we expect to impact drug use and abuse in America, we must address the amount of funding put into these programs and whether or not the return on investment is providing positive measurable outcomes. If this is not the case, then it only seems logical to reallocate funds to other types of programs that can produce positive returns on investment, which can be measured by?decreased drug use among all age groups, reduction in addiction numbers, a significant reduction in the loss of life through preventable drug overdoses, and reduction in overall mortality linked to drug use and abuse. Additionally, we must inoculate children as early as preschool about the real-life dangers of drug and alcohol abuse. Of course, these programs must be age-appropriate with the use of verbiage and educational materials, but the goal should be to develop more conscientious children, who in turn will become conscientious young people and ultimately conscientious adults.

Conscientiousness is a fundamental personality trait that suggests the ability to control one's thoughts and actions, and includes things like '...thinking before acting, delaying gratification, following norms and rules, and planning, organizing, and prioritizing tasks' (John et al., 2008, p.138). Research shows that certain personality traits, like conscientiousness, are often predictors of individuals who are less likely to dabble in or experiment with the use of substances, such as cigarettes, alcohol, and illicit drugs (Hampson & Friedman, 2008). In contrast, individuals partaking in the use of such substances may face negative consequences to their overall health and wellness, as well as an increased risk of mortality, directly or indirectly linked to substance use (Maier et al., 2015).

Inoculating young children by addressing conscientiousness, can build the skills and tools necessary to help children understand the consequences of their behaviors and choices, reduce the impulse to try or experiment with drugs and or alcohol in the first place, prioritize their health and well-being, and learn to make good choices even when confronted with peer pressure.?

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References

Hampson SE, Friedman HS. Personality and health: A life span perspective. In: John OP, Robins R, Pervin L, editors.?The Handbook of Personality.?3.?New York: Guilford Press; 2008.

John O., Naumann L., Soto C. (2008).?Paradigm shift to the integrative big five trait taxonomy, in?Handbook of Personality: Theory and Research,eds John O. P., Robins R. W., Pervin L. A. (New York, NY: Guilford Press;), 114–58.?

Maier L. J., Wunderli M D., Vonmoos M., R?mmelt A. T., Baumgartner M. R., Seifritz E., et al, (2015).?Pharmacological cognitive enhancement in?healthy individuals: a compensation for cognitive deficits or a question of personality??PLoS ONE?10:e0129805. 10.1371/journal.pone.0129805

National Institute of Justice. (2011). Program profile: Drug Abuse Resistance Education (DARE) (1983-2009). Washington, DC: Office of Justice?Programs.

National Safety Council. (2023). Drug overdoses. Retrieved January 23, 2024 from:?www.injuryfacts.nsc.org

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