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Updated: Jun 7, 2026

Murine Drinking Models in the Development of Pharmacotherapies for Alcoholism: Drinking in the Dark and Two-bottle Choice

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Published on: January 7, 2019

A review of elementary school-based substance use prevention programs: identifying program attributes.

S Hopfer¹, D Davis, J A Kam

¹Department of Communications Arts and Sciences, The Pennsylvania State University, University Park, PA 16802, USA. sxh343@psu.edu

Journal of Drug Education

|November 3, 2010

Summary

This summary is machine-generated.

Elementary school substance use prevention programs show mixed results, but many effectively increase negative attitudes toward drugs and improve resistance skills. These findings suggest potential value in early intervention strategies for youth.

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Last Updated: Jun 7, 2026

Murine Drinking Models in the Development of Pharmacotherapies for Alcoholism: Drinking in the Dark and Two-bottle Choice

Murine Drinking Models in the Development of Pharmacotherapies for Alcoholism: Drinking in the Dark and Two-bottle Choice

Published on: January 7, 2019

Area of Science:

Public Health
Developmental Psychology
Education

Background:

Previous research on elementary school substance use prevention programs yielded inconsistent outcomes regarding substance use and psychosocial factors.
Early intervention is crucial for addressing potential substance use issues in children.

Purpose of the Study:

To systematically review the effectiveness of substance use prevention programs implemented in elementary schools (K-6th grade).
To analyze the impact of these programs on substance use, attitudes, knowledge, and resistance skills.

Main Methods:

A systematic review of 30 published evaluation studies of 24 distinct elementary school-based substance use prevention programs.
Study selection focused on program evaluations conducted between 1980 and 2008.

Main Results:

Out of 27 studies assessing program effects on substance use, 56% reported significant decreases.
Programs were most effective in increasing negative substance use attitudes, enhancing knowledge, reducing perceived prevalence rates (descriptive norms), and improving resistance skills.

Conclusions:

Elementary school substance use prevention programs demonstrate varied effects but show promise in modifying key psychosocial factors.
Findings support the consideration of early-onset substance use prevention programs for school-aged children.